Advances in Medical Education and Practice最新文献

{"title":"The Attractive and Deterring Factors for Medical Students Towards Pathology as a Specialty in Saudi Arabia.","authors":"Alaa Samkari, Turki A Qari, Saliha Mohammed Abukhairat Jnr, Ghadah AlQarni, Rahaf Assiri, Sultanah A Boraie, Khalid Talal Alghamdi","doi":"10.2147/AMEP.S528051","DOIUrl":"10.2147/AMEP.S528051","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to assess the level of interest in pathology among medical students in Saudi Arabia and identify factors influencing their decision to pursue pathology as a career.</p><p><strong>Patients and methods: </strong>This cross-sectional study was conducted across multiple universities in Saudi Arabia, including Umm Al Qura University, King Faisal University, King Saud bin Abdulaziz University for Health Sciences, Imam Abdulrahman bin Faisal University, Jazan University, and King Khalid University. Data was collected from medical students at different academic levels, including first-year students through interns using an online questionnaire via Google Forms. Responses were cleaned in Microsoft Excel and analyzed using SPSS version 23. Descriptive statistics and Chi-square tests were used, with significance set at p < 0.05.</p><p><strong>Results: </strong>A total of 612 valid responses were received, with an almost equal distribution of male (49.8%) and female (50.2%) participants. Overall, 45.3% of students expressed interest in pathology, while 54.7% were not interested. Female students (52.1%) showed a greater interest compared to males (38.4%). The most influential factors attracting students to pathology included lifestyle (37.4%), research opportunities (35.9%), and fewer on-call duties (33.2%). The most common deterring factors reported by those interested in pathology was the perceived challenge of the discipline (56.9%), other career interests (41.5%), and limited job opportunities (35.3%).</p><p><strong>Conclusion: </strong>Several factors influence medical students' decisions regarding pathology as a career choice. Notably, female students demonstrated a higher level of interest in pathology than their male counterparts. Future studies should explore strategies to enhance the visibility and appeal of pathology, such as increasing early exposure to the field within the medical curriculum.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1217-1227"},"PeriodicalIF":1.8,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12267822/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Pediatric Interns' Clinical Skills Through Simulation-Based Training.","authors":"Hongjun Ba, Lingling Xu, Huimin Peng, Yufen Gu, Yijuan Li, Xiaoyun Jiang, Xiaoyu Li, Shujuan Li","doi":"10.2147/AMEP.S524656","DOIUrl":"10.2147/AMEP.S524656","url":null,"abstract":"<p><strong>Background: </strong>Situational simulation teaching enhances students' practical skills and clinical decision-making by replicating real-world scenarios. Pediatric practice often involves complex, dynamic situations, making it crucial for students to gain experience in a controlled environment where repeated practice can develop clinical expertise.</p><p><strong>Objective: </strong>This study aims to evaluate the effectiveness of situational simulation in pediatric clinical practice by comparing its impact on trainees' skills with that of conventional teaching methods.</p><p><strong>Methods: </strong>A total of 52 pediatric trainees were randomly assigned to two groups: one participating in situational simulation training and the other receiving traditional instruction over a six-week period. A mixed-method approach, including formal assessments and Mini-Clinical Evaluation Exercises (Mini-CEX), was used to assess knowledge, clinical abilities, and overall competencies. A feedback survey was also administered to the simulation group to evaluate the impact of simulation-based training on their learning outcomes.</p><p><strong>Results: </strong>Theoretical exam performance was comparable between both groups, with no significant difference (p > 0.05). However, the situational simulation group showed significant improvements in key skills compared to the traditional group: medical history taking (26.92% vs 69.23%, p = 0.005), clinical judgment (19.23% vs 46.15%, p = 0.011), doctor-patient communication (26.92% vs 61.54%, p = 0.025), and overall clinical competence (19.23% vs 57.69%, p = 0.009). The simulation group also reported higher satisfaction and demonstrated superior competency in practical assessments.</p><p><strong>Conclusion: </strong>This study confirms that situational simulation effectively improves pediatric clinical skills, especially in practical competence and patient communication. The findings support further integration of simulation-based teaching into pediatric training programs to enhance clinical readiness and confidence.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1209-1216"},"PeriodicalIF":1.8,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12258202/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Blended Learning in Bachelor's Nursing Education: Exploring Student Experiences, Satisfaction, and Knowledge.","authors":"Zeinab A Abusabeib","doi":"10.2147/AMEP.S520500","DOIUrl":"10.2147/AMEP.S520500","url":null,"abstract":"<p><strong>Background: </strong>Blended learning merges in-person instruction with online education, offering flexible and individualized learning experiences. This approach is especially valuable in nursing education, where connecting theoretical knowledge with practical application is crucial.</p><p><strong>Objective: </strong>The study aims to investigate nursing students' experiences and satisfaction levels regarding blended learning in a Clinical Nutrition Course targeted at third-year nursing students while comparing the knowledge outcomes of blended learning and traditional learning groups.</p><p><strong>Methods: </strong>A cross-sectional study design was utilized to evaluate the experiences of 307 female nursing students through the Web-based Learning Environment Instrument (WEBLEI). Data were collected online using a 5-point Likert scale and analyzed with descriptive statistics. Moreover, academic performance between the blended learning group (2024-2025) and the traditional group (2023-2024) was compared using independent t-tests.</p><p><strong>Results: </strong>Students reported a high level of satisfaction with blended learning, evident from the overall WEBLEI scores. Scores for Access (4.48), Interaction (4.40), Response (4.59), and Results (4.64) indicated favorable views regarding flexibility, engagement, and knowledge gain. The blended learning group exhibited significantly better academic performance (Total Score: 94.39 ± 4.78) compared to the traditional group (89.21 ± 5.39; p < 0.001).</p><p><strong>Conclusion: </strong>Blended learning significantly improves both student satisfaction and academic performance in nursing education. Enhancing peer interaction and incorporating additional synchronous activities could further enhance the blended learning approach.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1197-1207"},"PeriodicalIF":1.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12256046/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transcendent Spaces: The Role of Museums in Medical Education on Religion and Spirituality.","authors":"Eojin Choi, Margaret S Chisolm","doi":"10.2147/AMEP.S505619","DOIUrl":"10.2147/AMEP.S505619","url":null,"abstract":"<p><p>Religion and spirituality are increasingly recognized as important aspects of patient care and medical education, yet many medical schools still lack structured curricula in this area. This is particularly relevant given the increasing gap between younger medical learners who identify as \"spiritual but not religious\" and their older adult patients who identify as religious. This article explores the potential of museum-based education as an innovative approach to integrate religion and spirituality into medical education. By using museums' diverse collections of religious and cultural artifacts, medical students can learn about various religious traditions around the world and engage in discussions on religion and spirituality in a collaborative and supportive environment. Visual Thinking Strategies, a widely studied visual arts-based method in medical education, can be a particularly effective tool that fosters empathy, cultural humility, and critical thinking. This approach can ultimately help medical students integrate spiritual care into their future practice while also encouraging reflection on the role of religion and spirituality in their personal lives.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1181-1185"},"PeriodicalIF":1.8,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12241231/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144609960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Social Anxiety Disorder on Specialty Choice Among Residents and Interns in Saudi Arabia: A Multi-Center Cross-Sectional Study.","authors":"Abdulaziz Muflih Abudasser, Ibtihal Sultan M Alshehri, Raghad Yahya S Alasiri, Rahaf Yahya Wakidah, Raghad Yahya Alqahtani","doi":"10.2147/AMEP.S522512","DOIUrl":"10.2147/AMEP.S522512","url":null,"abstract":"<p><strong>Aim: </strong>This study aims to assess the association between social anxiety disorder (SAD) and specialty preference among medical residents and interns in Saudi Arabia.</p><p><strong>Methods: </strong>A multi-center cross-sectional analytical study was conducted among medical interns and residents across Saudi Arabia. A validated online questionnaire was distributed between July 12 and September 2, 2023. Social anxiety was measured using the Social Interaction Anxiety Scale (SIAS), a 20-item self-reported tool. A score of ≥36 was used to identify significant levels of social anxiety.</p><p><strong>Results: </strong>A total of 196 interns and residents participated in the study. The most preferred specialties included surgical subspecialties (31.1%), followed by medical subspecialties (19.9%). A total of 47 participants (24%) reported that fear influenced their specialty choice, while 63 (32.1%) exhibited significant levels of social anxiety. Social anxiety was significantly higher among interns (59.4%) than residents (33.3% for R1 and 35.1% for R2), with none reported among R5 residents (P =0.001). Fear of social interaction was most common in paramedical (88.9%) and radiology (69.2%) specialties.</p><p><strong>Conclusion: </strong>Nearly one in three residents and interns experienced significant social anxiety, which influenced their specialty selection-particularly toward less patient- facing fields such as radiology and paramedical specialties. These findings underscore the importance of early psychological screening and support in medical training, which could inform medical education reforms and workforce planning to ensure balanced specialty distribution in the healthcare system.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1187-1196"},"PeriodicalIF":1.8,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12239918/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144601916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Mediating Role of Self-Confidence in Medical Students' Attitudes and Clinical Performance Toward People with Disability.","authors":"Vanda G Yazbeck Karam, Sandrella Bou Malhab, Sola Aoun Bahous, Pascale Salameh, Myriam El Khoury-Malhame, Nadia Asmar","doi":"10.2147/AMEP.S522243","DOIUrl":"10.2147/AMEP.S522243","url":null,"abstract":"<p><strong>Introduction: </strong>This study aimed to explore the mediating role of self-confidence in shaping the relationship between gender and year of enrollment, and medical students' attitudes towards people with disability (PWD), and their clinical performance particularly in cultural contexts where stigma is prevalent.</p><p><strong>Methods: </strong>A cross-sectional study was conducted as part of an internal assessment at a private medical school in Lebanon, involving 143 medical students from all four years of the program. Mediation analysis with PROCESS macro, was used to explore the impact of self-confidence on students' attitudes and clinical performance with PWD.</p><p><strong>Results: </strong>Students in higher years of medical training demonstrated more positive attitudes and better clinical performance with PWD, mediated by greater self-confidence. Conversely, female students reported lower self-confidence, negatively influencing their attitudes and clinical interactions with PWD.</p><p><strong>Discussion: </strong>This research highlights the critical role of self-confidence in mediating medical students' attitudes and performance with PWD. Findings suggest the need for curriculum reforms to incorporate disability-focused training and additionally address gender-specific barriers to confidence-building.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1169-1179"},"PeriodicalIF":1.8,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12236361/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Perceptions and Effectiveness of Video-Based Flipped Classroom for Improving Medical Physiology Teaching at AUSOM.","authors":"Praveen Kottath Veetil, Manoj Kollukkad Mani, Sateesh B Arja, Simi Paramban, Preetha Alambally Kattambally, Reshma Fatteh, Sireesha B Arja","doi":"10.2147/AMEP.S528714","DOIUrl":"10.2147/AMEP.S528714","url":null,"abstract":"<p><strong>Background: </strong>Medical education has shifted from traditional teaching methods to interactive learning, emphasizing student engagement and critical thinking for enhanced problem-solving skills. There is a growing shift toward active learning strategies, such as the flipped classroom model, in the current medical education settings.</p><p><strong>Methods: </strong>A quasi-experimental study was conducted in the Physiology course of basic sciences at Avalon University School of Medicine, Curacao, using a video-based flipped classroom (VBFC) model. Hundred short instructional videos were created and integrated into 65 Physiology sessions. Pre- and post-implementation surveys assessed students' perceptions and the effectiveness of VBFC. Grade comparison of students was analyzed using paired to evaluate learning outcomes between VBFC and traditional lecture formats.</p><p><strong>Results: </strong>The VBFC in physiology courses revealed promising results, improving student performance and engagement. Physiology scores, which were significantly lower than the overall course scores before introducing the VBFC approach (p = 0.0216), showed improvement and aligned with the overall scores following its implementation. Students demonstrated a positive attitude toward this method, indicating that video-based pre-class learning was effective. Survey responses consistently reflected agreement with the advantages of this approach. In particular, students expressed strong agreement regarding three key aspects: the appropriate length of each video, the quality and usefulness of the 1 to 5 follow-up questions accompanying each video, and the importance of sustaining this teaching method.</p><p><strong>Conclusion: </strong>The flipped classroom model supported student engagement and promoted self-directed learning, potentially aiding in the understanding of subjects like physiology. Grounded in Piaget's cognitive development theory, this approach promotes abstract thinking, logical reasoning, and problem-solving skills. Despite limitations such as small sample size and study duration, the results suggest the flipped classroom model can significantly enhance medical students' outcomes in physiology.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1159-1167"},"PeriodicalIF":1.8,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12234644/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Knowledge of Radiation Protection and Safety Among Undergraduate and Intern Radiologic Technologists: A Pre- and Post-Educational Course Survey.","authors":"Dalal Alamoudi, Mohamed Eldigire Ahmed, Amani Y Alhalwani, Alhassan Talal Alnakhli, Raghad Mohammed Qahaf, Lama Fahad Bazuhayr, Byadr Hassan Yamani","doi":"10.2147/AMEP.S521381","DOIUrl":"10.2147/AMEP.S521381","url":null,"abstract":"<p><strong>Introduction: </strong>Radiation protection aims to reduce unnecessary exposure to ionizing radiation, protecting patients and healthcare workers. Although diagnostic imaging techniques contribute minimally to overall exposure, risks still exist. Radiologic technologists perform X-ray procedures in diverse settings, collaborating with medical teams to ensure quality patient care. The Radiological Sciences program delivers comprehensive education and clinical training in anatomy, radiation safety, patient positioning, and imaging techniques. This study assesses the effectiveness of educational interventions in enhancing students' understanding of principles of radiation physics, protection, and safety guidelines, preparing them for responsible clinical and research practices.</p><p><strong>Methods: </strong>A cross-sectional, in-person survey was conducted among undergraduate and intern students in the Radiological Sciences Department at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Jeddah. The Healthcare Professional Knowledge of Radiation Protection (HPKRP) scale was distributed via Google Forms. Data were analyzed using SPSS (v.29). Differences in HPKRP components between students' stages were examined using an unpaired samples <i>t</i>-test and ANOVA.</p><p><strong>Results: </strong>Undergraduate students in their third and fourth years, as well as interns who completed post-educational courses, scored significantly higher than second-year students without prior coursework in medical radiation imaging. Participants with post-educational courses and training in ionizing radiation demonstrated the highest knowledge levels in radiation physics, biology, and principles of radiation use (mean: 9.2 ± 0.8), followed by radiation protection (mean: 8.9 ± 1.2). Knowledge of safe ionizing radiation use guidelines scored slightly lower (mean: 8.5 ± 1.6).</p><p><strong>Conclusion: </strong>Structured radiation education significantly enhances students' knowledge of radiation physics, protection, and safety guidelines. Significant improvements were observed between the second and third academic stages, as well as among interns, with stable retention in later stages. Early integration and continuous education for promoting a strong culture of radiation safety and responsible practice across clinical and research environments.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1151-1158"},"PeriodicalIF":1.8,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12232937/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chinese Male Nursing Undergraduates' Experience of Learning Obstetrics and Gynecology Nursing: A Qualitative Study.","authors":"Can Wang, Zhunzhun Liu, Melissa S Y Thong, Xiang Hu","doi":"10.2147/AMEP.S528192","DOIUrl":"10.2147/AMEP.S528192","url":null,"abstract":"<p><strong>Background: </strong>Obstetrics and Gynecology Nursing (OB-GYN) is a critical yet challenging field of study for male nursing undergraduates due to traditional gender biases and the perception of it being a female-dominated profession.</p><p><strong>Objective: </strong>The study aimed to better understand the experiences of male nursing students in learning OB-GYN.</p><p><strong>Methods: </strong>This study used a qualitative method of phenomenological study approach. The purpose sampling approach was used to recruit participants from April to May 2024. The interviews were recorded and transcribed verbatim. Van Manen's method of phenomenological hermeneutics was adopted to analyze the text.</p><p><strong>Results: </strong>The study interviewed 10 participants and identified three key themes: (1) negative future appraisal, (2) breaking out of information bubbles, and (3) positive capacity-building among male students.</p><p><strong>Conclusion: </strong>In this study, male nursing undergraduates expressed negative future appraisal, but experienced the growth and gain of personal skills in the learning process. An important finding was that male nursing undergraduates expressed the need to overcome traditional cultural biases. Future OB-GYN class is recommended to introduce male role models for male nursing students, encourage their discussion on gender-bias. Researchers are recommended to investigate the barriers and facilitators in OB-GYN education for male nursing students.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1141-1150"},"PeriodicalIF":1.8,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12227000/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of Medical and Nursing Students Plus Clinical Instructors Towards Objective Structured Clinical Examination: A Case Study of Five Health Training Institutions in Sub-Saharan Africa.","authors":"Ronald Kibuuka, Ferestas Mpasa, Andrew Marvin Kanyike, Chizoma Millicent Ndikom, Atipatsa Chiwanda Kaminga, Samuel Owusu-Sekyere, Adenike Ogah, Abigail Kusi Amponsah, Kennedy Kiyimba, Samuel Baker Obakiro, Getrude Munthali, Wanangwa Kenneth Msowoya, Dan Kibuule, Etta Chimbe Phiri, Masumbuko Baluwa, Tamara Phiri, Richard Katuramu","doi":"10.2147/AMEP.S520065","DOIUrl":"10.2147/AMEP.S520065","url":null,"abstract":"<p><strong>Background: </strong>Objective Structured Clinical Examination (OSCE) is the gold standard for assessing clinical competencies. However, resource constraints and logistical challenges in Sub-Saharan Africa (SSA) hinder its effectiveness. This study investigated the perceptions and experiences of medical and nursing students and clinical instructors toward OSCE in Sub-Saharan Africa (SSA).</p><p><strong>Methods: </strong>A mixed-methods sequential explanatory design was utilized involving 686 undergraduate health care students and 46 clinical instructors from Busitema University (Uganda), Mzuzu University (Malawi), University of Ibadan (Nigeria), Kwame Nkrumah University of Science and Technology (Ghana), and University of Zambia (Zambia). Quantitative responses were analyzed using IBM SPSS Statistics version 25, with comparisons between medical and nursing student responses made using chi-square test. Qualitative data were thematically analyzed.</p><p><strong>Results: </strong>A total of 686 students and 42 clinical instructors participated in the study. Majority of students 57.6% (n = 395, P-value < 0.001) and 71.8% (n = 33) instructors recognized OSCE as a comprehensive tool for assessing clinical skills and knowledge, respectively. Among students, 80.8% (n = 554, P-value = 0.031), 66.6% (n = 457, P-value = 0.001), 66.6% (n = 456, P-value = 0.020) and 61.4% (n = 421, P-value = 0.001) cited anxiety, station timing, examiners' behavior and content load as factors influencing performance. Of the clinical instructors 58.7% (n = 27) noted that it takes longer time to prepare scenarios, however 71.8% (n = 33) highlighted its objectivity. Students praised OSCE's objectivity but criticized insufficient time on some stations and organizational issues. Facilitators cited objectivity and competence assessment but noted resource insufficiencies and student stress. Suggestions for improvement included mock OSCEs, training of clinical instructors, mixed method assessment and feedback to improve performance.</p><p><strong>Conclusion: </strong>In conclusion, while OSCE demonstrates significant strengths in promoting fairness in assessing clinical competencies, addressing logistical challenges, examiner variability, student anxiety, and timely feedback is crucial.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1103-1127"},"PeriodicalIF":1.8,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12219176/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}