Advances in Medical Education and Practice最新文献

{"title":"Research on the Application and Effect of a Virtual Simulation Platform in Undergraduate Education in Oral Radiology Courses.","authors":"Bei Tang, Kaili Wang, Yuanyuan Liu, Li Liu, Jiayin Ren, Meng You","doi":"10.2147/AMEP.S544415","DOIUrl":"https://doi.org/10.2147/AMEP.S544415","url":null,"abstract":"<p><strong>Purpose: </strong>With the advancement of educational technology and the continuous evolution of teaching philosophies, undergraduate teaching methods have undergone significant changes. In recent years, interactive teaching, inquiry-based learning, and problem-based learning (PBL) have been increasingly integrated into undergraduate education, emphasizing student participation and practical experience. Virtual simulation teaching, an emerging educational approach, leverages computer and virtual reality technologies to simulate real clinical environments and procedures, allowing students to practice and operate in a virtual context. This study investigates the application and effectiveness of a virtual simulation platform in undergraduate oral radiology education.</p><p><strong>Methods: </strong>The study involved 80 undergraduate students, who were enrolled in an oral radiology course. The students were divided into two groups: Group A received traditional classroom teaching, while Group B supplemented traditional teaching with the Oral Radiology Virtual Reality (ORVR) system. The ORVR system consisted of four modules: Knowledge Base, Image Library, Virtual Radiographic Imaging, and Virtual Clinical Training. The effectiveness of the virtual simulation teaching was evaluated through system usage data, theoretical exam scores, and a questionnaire survey.</p><p><strong>Results: </strong>The results showed that Group B scored significantly higher than Group A in both imaging diagnosis and case analysis exams. The questionnaire survey revealed that over 90% of the students in Group B found the virtual simulation system innovative and engaging, helping them better understand the principles of oral imaging techniques, enhance theoretical knowledge, and improve diagnostic abilities. Although user satisfaction with the system indicated room for improvement, the overall satisfaction with the teaching process was high.</p><p><strong>Conclusion: </strong>The application of virtual simulation teaching in undergraduate oral radiology education improves students' practical skills and clinical reasoning abilities while stimulating their interest and initiative in learning. This approach supports cultivating high-quality dental professionals and represents a significant advancement in dental education.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1929-1937"},"PeriodicalIF":1.7,"publicationDate":"2025-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12542841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145356460","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":"Advancing Rural Generalist Training: The Northern Regional Integrated Clerkship, a Blended Longitudinal Integrated Clerkship Innovation in Northern British Columbia.","authors":"Sean B Maurice, Maggie Watt, Andrea Gingerich, Paul J Winwood","doi":"10.2147/AMEP.S542705","DOIUrl":"https://doi.org/10.2147/AMEP.S542705","url":null,"abstract":"<p><p>The Northern Medical Program (NMP) is the most rural site of the University of British Columbia's distributed medical school. Situated in northern British Columbia, Canada, the NMP strives for health equity by training physicians to meet the needs of northern, rural and Indigenous patients with innovative approaches to curriculum delivery which maintain comparability to the rest of the program and alignment with the assessment structure. Medical schools have a social accountability mandate to train physicians to serve the needs of rural and Indigenous peoples, to address the challenges of rural recruitment and retention, and to eliminate health inequities. Here we describe the creation of a new blended clerkship which places students in a small rural community for a 6-month longitudinal integrated clerkship and in a small urban community for a 6-month rotational clerkship. This new clerkship provides a unique opportunity for learners to learn and experience rural generalist medicine while meeting the accreditation standard of comparability. Early implementation has shown promise in enhancing rural medical education while maintaining curricular comparability, with positive reception from students and faculty.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1917-1928"},"PeriodicalIF":1.7,"publicationDate":"2025-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12542844/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145356437","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":"Social Accountability in Clinical Education: A Scoping Review.","authors":"Mohamed Nazar Abdalla, Amani Osman, Nazar Mahmoud, Sarah C Harney, Mohamed Elhassan Abdalla","doi":"10.2147/AMEP.S550053","DOIUrl":"https://doi.org/10.2147/AMEP.S550053","url":null,"abstract":"<p><strong>Background and purpose: </strong>Clinical education serves as a vital bridge between theoretical knowledge and practical application, preparing healthcare professionals to meet societal health needs. Social accountability, as defined by the World Health Organization, obliges educational institutions to align education, research, and service activities with community health priorities. Although widely recognized, the integration of social accountability into clinical education remains underexplored, with notable gaps in evaluation, curriculum alignment, and implementation strategies. This scoping review's purpose is to bridge the existing knowledge gap by synthesizing current evidence, analysing various implementation methods, identifying barriers and evaluation frameworks, and outlining opportunities for advancing socially accountable clinical training.</p><p><strong>Methods: </strong>This scoping review synthesizes current evidence on embedding social accountability within clinical education. Guided by the Population-Concept-Context (PCC) framework, the review asked: How is social accountability integrated into clinical education for healthcare professionals, students, and educators across clinical training settings? Studies involving healthcare students, professionals, and educators in hospitals, community clinics, and rural placements were included. A comprehensive search of six databases (PubMed, CINAHL, Scopus, Web of Science, PsycINFO, and ERIC) was conducted from inception up to February 28, 2025. Only English-language publications were included. Data extraction followed Joanna Briggs Institute and PRISMA-ScR guidelines, with thematic analysis conducted using Braun and Clarke's approach.</p><p><strong>Results: </strong>From 893 identified records, 58 studies met the inclusion criteria. Key themes emerged, including curricular integration, faculty engagement, barriers to implementation, community engagement, practical applications, Educational Outcomes and evaluation strategies.</p><p><strong>Conclusion: </strong>Integrating social accountability into clinical education promotes equity in healthcare and prepares graduates to address systemic health challenges. However, persistent obstacles related to implementation and assessment remain. Future research should focus on identifying effective strategies for integrating social accountability into clinical training, considering diverse regional and cultural contexts, and exploring innovative approaches to evaluation and stakeholder collaboration.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1897-1916"},"PeriodicalIF":1.7,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12539425/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145349315","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 Relationship Between Learning and Thinking Styles and the Performance of Female Pharmacy Students in an Anatomy Course.","authors":"Munirah Batarfi, Abdulrahman Alraddadi","doi":"10.2147/AMEP.S545204","DOIUrl":"10.2147/AMEP.S545204","url":null,"abstract":"<p><strong>Background: </strong>In professional health education, it is common to align teaching strategies with students' preferred learning and thinking styles. However, the evidence supporting this \"meshing\" approach is weak. To address this gap, this study aimed to investigate the learning and thinking styles of first-year female pharmacy students and compare them to their performance in an anatomy course.</p><p><strong>Material and methods: </strong>This cross-sectional study evaluated first-year female Doctor of Pharmacy students enrolled in an anatomy course over two consecutive academic years. Two validated inventory tools were used to assess students' learning and thinking styles: the Visual, Aural, Read/Write, and Kinesthetic Learning Styles Inventory (VARK) and the Thinking Style Indicator (TSI). The students' final course grades were compared with their thinking and learning styles.</p><p><strong>Results: </strong>259 students (98% of both cohorts) provided complete data on both instruments. The kinesthetic (58%) and concrete-sequential learners (32%) had the highest grades among the studied population. Neither learning style (P = 0.959) nor thinking style (P = 0.918) predicted the performance of students in the anatomy course. On the other hand, students with multimodal learning and thinking styles tended to have better scores than those who were unimodal.</p><p><strong>Conclusion: </strong>The results of the study demonstrate that learning and thinking styles do not have a significant role in the performance of pharmacy students in an anatomy course, which led us to reject the null hypothesis. Thus, anatomy educators should make full use of multiple active blended learning modalities available to accommodate the full range of individualized learning preferences.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1869-1877"},"PeriodicalIF":1.7,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12526390/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309656","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":"Impact of Case-based Learning on Critical Thinking in Clinical Decision-making Among Student Nurses of Kampala International University, Uganda.","authors":"Getrude Uzoma Obeagu, Tukur Muhammad","doi":"10.2147/AMEP.S547292","DOIUrl":"10.2147/AMEP.S547292","url":null,"abstract":"<p><strong>Background: </strong>Case-based learning (CBL) is a student-centered pedagogy that introduces students to real-life scenarios by presenting an authentic case, mirroring situations encountered in clinical practice. It serves as a bridge between theoretical knowledge and practical applications in nursing practice, fostering development of critical thinking skills in clinical decision-making by providing practical and immersive learning experiences to students. This study examined the impact of CBL on critical thinking in clinical decision-making among student nurses at Kampala International University (KIU), Uganda.</p><p><strong>Methodology: </strong>-The study used descriptive design with criterion purposive sampling. 28 students nurses consented and participated in the study. The procedure involved CBL pedagogy, implemented using framework for teaching that was adopted and adapted by researchers and prepared instructional content on \"Anemia in Pregnancy\". The instrument for data collection was the California Critical Thinking Skills Test (CCTST) questionnaire (34-point scale). Collected data were analyzed using percentages, descriptive statistics and ANOVA for sub-scale scores with a significance <i>P</i>-value of <0.05.</p><p><strong>Results: </strong>Very few (7.1%) participants had strong, whereas majority (92.9%) had superior overall CCTST scores. Participants' CCTST total mean score was 27.39, sub-scale analysis 5.79, evaluation 3.96, inference 5.64, deductive reasoning 5.54, and inductive reasoning 6.46 as their mean scores. CBL was a statistically significant factor influencing participants' scores in analysis (<i>P</i> =0.016), evaluation (<i>P</i> =0.007), and deductive reasoning (<i>P</i> =0.025) but did not have a statistically significant effect on inference (<i>P</i> =0.932) or inductive reasoning (<i>P</i> =0.670) sub-scale scores.</p><p><strong>Conclusion: </strong>As a pedagogy, CBL has an excellent impact on KIU student nurses' critical thinking in clinical decision-making, as shown by study findings. However, there is a need to use more than one student-centered pedagogy to transfer adequate knowledge in curriculum to student nurses and strengthen clinical teaching to enhance their clinical management skills were recommended.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1861-1868"},"PeriodicalIF":1.7,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12527965/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145330457","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 Maternal ACLS Training: Evaluating the Effectiveness of a Modified Peyton's Four-Step Teaching Approach.","authors":"Xiaoqing Zhang, Zhuonan Sun, Qiong Lan, Mao Xu, Xiangyang Guo, Bin Wei","doi":"10.2147/AMEP.S542286","DOIUrl":"10.2147/AMEP.S542286","url":null,"abstract":"<p><strong>Purpose: </strong>Maternal Advanced Cardiovascular Life Support (ACLS) training is crucial for effective maternal cardiopulmonary resuscitation education. Traditional lecture-based approach for maternal cardiopulmonary resuscitation falls short in providing opportunities for adequate practice and active participating. Peyton's four-step teaching method shows advantages in the acquisition of procedural skills. Its effectiveness is constrained in group settings due to the 1:1 teacher-student ratio requirement. This study aims to evaluate the effectiveness of a modified Peyton's four-step teaching method in maternal ACLS training, with the objective of optimizing clinical training strategies.</p><p><strong>Methods: </strong>Sixty physicians participating in ACLS training at our hospital from October 2023 to December 2024 were enrolled and randomly divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received the modified Peyton's four-step teaching method, while the control group underwent traditional lecture-based training. Teaching effectiveness was compared through knowledge assessments, skill evaluations, and feedback questionnaires.</p><p><strong>Results: </strong>No significant difference was observed in knowledge scores between the two groups (experimental group: 94.6 ± 4.1 vs control group: 94.3 ± 3.9, P > 0.05). However, the experimental group demonstrated significantly higher accuracy in skill operations, including uterine displacement maneuvers, peripartum cesarean section decision-making, defibrillation, and resuscitation drug administration (P < 0.05). Teamwork performance and adherence to maternal cardiac arrest (CA) protocols were also superior in the experimental group (P < 0.05). Questionnaire results indicated higher satisfaction (4.5 ± 0.7 vs 4.1 ± 0.5, P < 0.05) and greater learning engagement (4.5±0.6 vs 4.0±0.6, P < 0.05) in the experimental group.</p><p><strong>Conclusion: </strong>The modified Peyton's four-step teaching method significantly enhances physicians' mastery of maternal ACLS skills, improves teamwork capabilities, and elevates both teaching quality and learner satisfaction.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1837-1845"},"PeriodicalIF":1.7,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12519962/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145304031","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":"Assessment as Learning: A Mixed-Methods Study on Pre-Clinical Medical Student-Led Generation of Scenario-Based Multiple Choice Questions.","authors":"Asmaa F Sharif, Zeinab A Kasemy, Samar H A Aloshari","doi":"10.2147/AMEP.S549385","DOIUrl":"10.2147/AMEP.S549385","url":null,"abstract":"<p><strong>Purpose: </strong>Learning basic sciences divorced from clinical practices is suboptimal. Several student-centered learning strategies were introduced to enhance self-regulated learning while adopting learning techniques centered on assessment receives much less attention. This study aimed to explore the perception and efficacy of engaging early-phase preclinical medical students in generating scenario-based Multiple-choice questions (MCQs) targeting high cognitive levels.</p><p><strong>Methods: </strong>This study is a quasi-experimental mixed-method study conducted among preclinical second-year medical students. An intervention group involved students who participated in item creation, and a control group included those who did not. The two groups were exposed to mock exams and were asked to complete a self-administered questionnaire and participate in focused group discussions on their perceptions.</p><p><strong>Results: </strong>Out of 135 students, 48.9% created from 1 to 10 items. Item creators had significantly higher formative scores (34.3 ±10.5) than non-creators (29.6 ±10.6) (p = 0.010), and their GPA was also significantly better (B+ grade: 42.4% vs 21.7%; p = 0.015). Despite these academic variations, above 75% of the two groups were satisfied or very satisfied with non-significant variations. Formative assessment positively correlated with GPAs (<i>rs</i> = 0.74) and the number of developed items (<i>rs</i> = 0.39). The adopted strategy imposed a positive effect on the learning process and fostered procedural soft skills and student values. It allowed students to experience positive emotions and feelings of entertainment during learning and changed their perception of scenario-based MCQs. Students prefer generating such items in other subjects.</p><p><strong>Conclusion: </strong>The student-led approach to generating clinical scenario-based MCQs demonstrates significant promise as an innovative pedagogical approach in medical education. Involving preclinical students in developing high cognitive levels of MCQs is not merely a tool for evaluation but a versatile pedagogical strategy that can be adapted to various disciplines to enhance learning and engagement and help students transition to the clinical years.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1847-1859"},"PeriodicalIF":1.7,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12519963/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145303967","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":"Perceptions of Medical Students' Unprofessional Behaviors Among Faculty Members and Medical Students: A Cross-Sectional Study at a Japanese Medical School.","authors":"Shun Yamashita, Maiko Sakamoto, Shizuka Yaita, Kaori Inoue, Yukari Mizoguchi, Yuki Hoshino, Manami Yamaguchi, Noriko Ide, Naoko E Katsuki, Masaki Tago, Yasushi Miyata, Yasutomo Oda","doi":"10.2147/AMEP.S546418","DOIUrl":"10.2147/AMEP.S546418","url":null,"abstract":"<p><strong>Introduction: </strong>Understanding the perceptions of medical students and faculty members regarding unprofessional behavior is crucial to appropriately guide medical students' behavior. This study aimed to clarify the differences in perceptions of unprofessional behavior in clinical settings among Japanese medical students and faculty members.</p><p><strong>Methods: </strong>This single-center, cross-sectional survey was conducted at the Faculty of Medicine, Saga University. Participants were faculty members who participated in a faculty development program on medical students' unprofessional behaviors in December 2024 and fourth-year medical students who attended a similar lecture in January 2025. The survey items were determined through identifying common unprofessional behaviors based on previous reports and following a discussion with faculty members responsible for pre-graduate education. Participants were divided into faculty and student groups, and differences in perceptions were analyzed using logistic regression analysis.</p><p><strong>Results: </strong>Participants comprised 40 (response rate 22%) faculty and 65 (64%) students. The faculty group showed significantly lower perceptions of being unprofessional in the following behaviors than the student group: violation of privacy or confidentiality obligations (odds ratio 0.089, 95% confidence interval 0.010-0.766); false statements or misrepresentation (0.180, 0.034-0.940); inappropriate use of social networking services (0.150, 0.029-0.762); fabrication or falsification of data (0.228, 0.005-0.941); bullying, discrimination, and sexual harassment (0.047, 0.006-0.383). Multivariate logistic regression analysis identified \"bullying, discrimination, and sexual harassment (0.058, 0.007-0.487)\" as the only factor on which their perceptions differed significantly.</p><p><strong>Conclusion: </strong>Both faculty members and medical students perceived the unprofessional behaviors of medical students similarly, except in the cases of bullying, discrimination, and sexual harassment. However, since faculty members considered five behaviors to be less unprofessional, their perceptions regarding unprofessional behaviors need to be realigned so that they can better guide medical students toward becoming better professionals in the future, thereby improving patient outcomes.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1815-1823"},"PeriodicalIF":1.7,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12499362/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245352","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":"Factors Influencing Chinese Medical Students Choice of Infectious Disease Specialty: A Qualitative and Quantitative Survey.","authors":"Ling Qin, Tianxi Wang, Ruiyi Yan, XiaoQing Yu, Jun Wang, Siyang Fu, Xinchao Liu, Yan Chen, Xiaochun Shi","doi":"10.2147/AMEP.S542218","DOIUrl":"10.2147/AMEP.S542218","url":null,"abstract":"<p><strong>Objective: </strong>The selection of medical specialties by medical students (MS) and factors shaping their decisions represent critical determinants of the medical workforce landscape, warranting in-depth exploration. In many countries, infectious diseases (ID) fail to be acknowledged as a satisfying specialty. Furthermore, the shortage of ID specialists has become a critical challenge in China's healthcare system. Therefore, we undertook a survey to investigate MS' specialty preference, especially their interests in ID, and the determinants influencing their decision-making processes.</p><p><strong>Methods: </strong>We recruited the fifth, sixth, and seventh year MS to carry out this investigation. Initially, 10 semi-structured interviews were conducted to gather qualitative insights. Subsequently, 117 participants completed a questionnaire.</p><p><strong>Results: </strong>In the qualitative study of 10 MS, motivations for medical school included personal interest (6/10) and a desire to help others (5/10). All planned to practice medicine post-graduation, with intended specialties mainly surgery (5/10) and internal medicine (4/10); key career choice factors were specialty interest (9/10) and job availability (4/10). All were unfamiliar with ID, with limited exposure to ID. None intended to pursue ID careers, primarily due to greater interest in other specialties (10/10), plus concerns like occupational exposure (2/10). In the quantitative study of 117 participants, the majority of MS applied for medical school based on personal interests (76.9%), and most (88.9%) intended to practice medicine after graduation. Internal Medicine (31.6%) and Surgery (24.8%) were the most popular first-choice specialties, with work-life balance (82.1%), interest in the specialty (81.2%), and expected income (70.9%) being the top factors influencing specialty choice. Notably, only 6.8% of MS expressed interest in pursuing a career in ID, while 48.7% reported no interest. The primary reasons for disinterest included concerns about occupational exposure, lack of inherent interest in ID, and limited procedural opportunities. Multivariate logistic regression analysis identified the overall evaluation of the ID curriculum as the sole factor associated with MS' lack of interest in ID (OR 0.376, 95% CI 0.188-0.754, <i>P</i>=0.006).</p><p><strong>Conclusion: </strong>In our study, MS showed limited interest in becoming ID specialists. To enhance the appeal of the ID specialty, efforts could focus on training students on occupational safety and protection, improving the quality of ID-related courses, and optimizing career incentives. These strategies might help increase MS' interest in ID and contribute to a more balanced medical workforce.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1781-1793"},"PeriodicalIF":1.7,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12495930/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233641","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":"Pharmacogenetics Education for Pharmacy Students: Measuring Knowledge and Attitude Changes.","authors":"Ahmad R Alsayed, Mays Abu Ajamieh, Mais Melhem, Anas Samara, Nancy Hakooz","doi":"10.2147/AMEP.S541244","DOIUrl":"10.2147/AMEP.S541244","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to assess the knowledge and attitudes changes of pharmacy students in Jordan toward pharmacogenetics (PGx) education.</p><p><strong>Patients and methods: </strong>The study has involved both quantitative and qualitative approaches. The quantities part investigates the pre- and post-test scores of 95 pharmacy students studying PGx at the University of Jordan. The surveys were administered before and after the educational intervention, which lasted 14 weeks. The qualitative aspect included focus group discussions, where the participants deeply revealed their perceptions of PGx.</p><p><strong>Results: </strong>The study showed that 66.3% of students \"strongly agreed that genes received from parents are the main influencers of medication response\", in comparison to 45.3% of the students at the baseline (p < 0.001). The belief that gene variants are correlated with the susceptibility to the side effects of drugs was one of the lessons that benefited the most, with an improvement from 45.3% to 72.6% (p < 0.001). At the end of the intervention, 75.8% of students approved PGx execution being pharmacists' job, whereas 44.2% voted for it at the baseline (p < 0.001). Following the intervention, 75.8% of students strongly agreed that PGx testing should be part of pharmacy education, up from 61.1% (p = 0.016). The number of students that strongly agreed that genetic testing would make drug selection significantly improves from 55.8% to 78.9% (p = 0.002). Focus group interviews confirmed these findings. Students valued talking about tailored medication and promoted PGx to their future employers. According to several students, the PGx course should be mandatory for PharmD students and offered earlier for better practical use.</p><p><strong>Conclusion: </strong>The PGx educational intervention improved students' PGx knowledge and attitudes. The study underscores the need to integrate PGx into pharmacy courses to educate students about personalized medicine in clinical practice.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1761-1779"},"PeriodicalIF":1.7,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12495997/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233674","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}