Advances in Medical Education and Practice最新文献

{"title":"Pulmonary and Critical Care Medicine Trainees' Educational Experiences and Well-Being During the COVID-19 Pandemic.","authors":"Sindhubarathi Murali, Saketh R Velapati, Pratibha Kaul, Rubin I Cohen","doi":"10.2147/AMEP.S533985","DOIUrl":"10.2147/AMEP.S533985","url":null,"abstract":"<p><strong>Purpose: </strong>We conducted a quality improvement study to gain insight into how the COVID-19 pandemic affected the education of trainees in pulmonary and critical care medicine (PCCM). We also sought to understand the experiences of fellows to better prepare for future pandemics.</p><p><strong>Methods: </strong>We sent an electronic survey to fellows of an academic PCCM program and used data from the electronic survey to design semi-structured interviews for a qualitative study.</p><p><strong>Results: </strong>Three themes were generated, centred on the emotional burden and physical demand, friendship, and education. Favourable aspects included the organizational response to the pandemic, particularly in terms of communication, personal protective equipment, and an emphasis on teamwork. Fellows became proficient in critical care procedures. The need for a trainees' respite area was emphasized. Other areas of concern included the lack of leadership to facilitate assistance from various services in the ICU and ensuring adequate education in pulmonary medicine, despite the extended demands of critical care.</p><p><strong>Conclusion: </strong>Participants were dismayed at the lack of support from other services. The shift to virtual lectures resulted in a loss of personal contact and connections, as fellows much preferred in-person sessions. Our results highlight opportunities for learning, fulfillment, and challenges encountered while navigating a pandemic.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1717-1730"},"PeriodicalIF":1.7,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12476846/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145192983","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":"Integrating Virtual Patients Into Preclinical Education to Enhance Early Clinical Exposure and Skill Acquisition in Medical Students.","authors":"Tamer M M Abuamara, Wagih M Abd-Elhay, Hasan S Al-Ghamdi, Mohammad A Alghamdi, Razan Abed A Baloush, Dahlia Soleman A Mirdad, Ahmed Abdulwahab Bawahab, Mohammed Abd El Malik Hassan, Naji Al-Bawah","doi":"10.2147/AMEP.S538309","DOIUrl":"10.2147/AMEP.S538309","url":null,"abstract":"<p><strong>Background: </strong>Virtual patients (VPs) have traditionally been utilized in clinical education rather than in preclinical instruction. However, limited research has evaluated the effectiveness of VP-based sessions in enhancing early clinical exposure (ECE) during the preclinical years.</p><p><strong>Aim: </strong>To assess the impact of VP-based tutorials in supplementing the Clinical Skills module for second-year medical students.</p><p><strong>Methods: </strong>In this prospective study, the effectiveness of VP-based tutorials was compared to conventional lecture-based teaching within the Clinical Skills module. All second-year medical students enrolled during the 2022/2023 and 2023/2024 academic years were included. The 2022/2023 cohort (Group 1) received traditional lectures, while the 2023/2024 cohort (Group 2) participated in VP-based tutorials. Student performance was evaluated using pre- and post-module tests and formative Objective Structured Clinical Examination (OSCE) scores.</p><p><strong>Results: </strong>Baseline performance showed no significant difference in pre-module test scores between Group 1 (26.55 ± 22.45%) and Group 2 (27.13 ± 26.21%) (p = 0.681). Both groups demonstrated significant improvements in post-module scores (Group 1: 73.88 ± 15.11%; Group 2: 75.01 ± 10.09%, p<0.0001 for both), with no significant difference between the two (p = 0.129). However, Group 2 achieved significantly higher OSCE scores compared to Group 1 (82.62 ± 11.03% vs 75.80 ± 14.38%, p<0.0001).</p><p><strong>Conclusion: </strong>This study highlights the value of incorporating virtual patients into preclinical education. VP-based tutorials significantly enhance clinical skill development and facilitate early clinical exposure, offering a promising adjunct to traditional teaching methods in preclinical curricula.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1705-1715"},"PeriodicalIF":1.7,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12477063/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201432","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":"Developing a Student-Centred Curriculum: Insights from Anaesthetic Placement Experiences for Co-Designing in China's Greater Bay Area.","authors":"Chanyan Huang, Ying Xiao, Dan Xu, Io Nam Wong, Nivritti Gajanan Patil, Jiancong Chen, Kunsong Zhang, Wenjie Hu, Jianrong Zhang, Shuqin Ding, Ming Kuang, Haipeng Xiao, Xia Feng","doi":"10.2147/AMEP.S530349","DOIUrl":"10.2147/AMEP.S530349","url":null,"abstract":"<p><strong>Introduction: </strong>Medical education standards influence the academic performance and clinical competencies of medical students as career practitioners. With the rising demand for teaching innovation and technological advancement in medical education, clinical teaching in China has faced many challenges, which necessitate a re-evaluation of traditional educational approaches. To overcome these challenges, the tertiary hospital in Guangzhou and the medical school in Macau have initiated the reform of clinical teaching in an undergraduate teaching program with a specific project for Macau medical students to perform clinical placement in anaesthesia at the tertiary hospital in Guangzhou. The project was co-led and co-chaired by both institutions and coordinated by the Anaesthetic Department, International Office, and Medical Education Department at the tertiary hospital in Guangzhou. This project aimed to analyse students' anaesthetic placement experiences to illustrate the effectiveness of collaborative teaching and the development of a student-co-designed curriculum.</p><p><strong>Methods: </strong>The participating medical students attended the anaesthetic placement at the tertiary hospital in Guangzhou, which is scheduled to spend one day in operating theatres, recovery rooms, and central theatre pharmacies under supervision. All participating students provided post-placement feedback by answering a pre-designed enquiry questionnaire to develop a co-designed curriculum. Post-placement feedback, including written reflections in response to the enquiry questionnaires, was collected and semantically analysed.</p><p><strong>Results: </strong>Post-placement feedback in response to the enquiry questionnaires was presented as themes, which formed the core elements of the student-co-designedanaesthetic placement curriculum.</p><p><strong>Conclusion: </strong>This study demonstrates the effective implementation of collaborative teaching and curriculum co-designed in anaesthesia education at a tertiary hospital in the \"Greater Bay Innovative Zones of China\". This curricular design model facilitates the development of a student-centred anaesthetic curriculum for better clinical teaching and learning.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1695-1704"},"PeriodicalIF":1.7,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452981/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145132115","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":"A Scoping Review of Interprofessional Education in Saudi Arabia: Outcomes, Barriers, and Implementation Challenges.","authors":"Latifah Almater, Haya M Almalag, Lobna Aljuffali, Maha F Saja, Hana Alzamil, Faten Alzamel","doi":"10.2147/AMEP.S540202","DOIUrl":"10.2147/AMEP.S540202","url":null,"abstract":"<p><p>Interprofessional education (IPE) is an important concept in healthcare education. Evaluating IPE implementation is essential for identifying challenges, exploring opportunities, and strengthening integration. This study evaluated the available evidence on IPE in Saudi Arabia, focusing on its outcomes, barriers, and A scoping review methodology was employed to analyse research from four databases covering the period from 2000 to 2024. The search used keywords such as \"IPE\" and \"Saudi Arabia\" and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) extension for scoping reviews. In total, 5,174 records were identified. After removing duplicates and screening for relevance, 21 articles were included in the final review. Most studies followed a cross-sectional design, used the Readiness for Interprofessional Learning Scale (RIPLS), and were conducted in Central Saudi Arabia. This review highlights the growing evidence for the implementation of IPE in Saudi Arabia. Although the findings indicate a positive attitude towards IPE, challenges remain in the implications for the educational system. Addressing this gap and ensuring a more structured and widespread implementation can enhance IPE and patient outcomes.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1683-1694"},"PeriodicalIF":1.7,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12448082/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145114666","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":"Organ-System-Based Curriculum in Medical Education: A Scoping Review.","authors":"Long Xia, Binglei Jiang, Jie Zhang, Kun Yang, Qiang Zhang, Ping-Yu Zhu","doi":"10.2147/AMEP.S548097","DOIUrl":"10.2147/AMEP.S548097","url":null,"abstract":"<p><strong>Background: </strong>The Organ-System-Based Curriculum (OSC) has emerged as a transformative approach to medical education, gradually replacing traditional subject-based teaching. However, the existing literature on OSC has not been comprehensively evaluated.</p><p><strong>Methods: </strong>Following the Joanna Briggs Institute (JBI) guidelines for scoping reviews, we systematically searched five databases-Medline (PubMed), Embase, ERIC, CINAHL, and Web of Science-for studies published in English between 2010 and 2024. We aimed to answer three key questions regarding OSC implementation strategies, effectiveness in medical education, and challenges in promotion. Two reviewers independently screened articles and extracted data based on predefined inclusion and exclusion criteria, with a third reviewer resolving disagreements.</p><p><strong>Results: </strong>From an initial 1206 records, six studies met the inclusion criteria. Thematic analysis revealed: (1) Interdisciplinary team-based teaching with variable integration of basic sciences and clinical medicine, exemplified by improved student satisfaction and exam performance in integrated modules; (2) Effectiveness of academic interventions, including tutoring and problem-based learning, which enhanced clinical reasoning and examination outcomes; (3) Challenges, such as insufficient curriculum integration, limited student engagement in clinical practice, and difficulties integrating surgical education, highlighting areas needing improvement.</p><p><strong>Conclusion: </strong>This scoping review synthesizes current evidence on OSC, demonstrating its potential to enhance multidimensional competencies in healthcare professionals. Addressing identified design and implementation challenges will be crucial to optimizing OSC's impact and wider adoption.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1675-1681"},"PeriodicalIF":1.7,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12442904/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087721","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":"Implementing a Near-Peer Mentorship Program to Enhance Surgical Research Among Medical Students: A Protocol for a Mixed-Methods Evaluation.","authors":"Ivaan Pitua, Ketra Venesa Nandera, Ronaldine Anne Atukunda, Raafidha Raizudheen, Kiragga Denis Lwembawo, Mark Fedrick Muyanja, Maria Gabriella Nampiinga, Musfira Abidha, Kim Andrew Otto, Dickens Kamugisha, Misba Noori, Brian Kasagga, Felix Bongomin, Vivian Valin Akello","doi":"10.2147/AMEP.S539338","DOIUrl":"10.2147/AMEP.S539338","url":null,"abstract":"<p><strong>Background: </strong>Research is vital in medical education, fostering evidence-based practice and professional growth. However, medical students in low- and middle-income countries, such as Uganda, face significant barriers to research participation, including limited mentorship and resources. At Makerere University, these challenges impede surgical research output among students. Near-peer mentorship programs (NPMPs) offer a promising solution by leveraging senior students and residents to guide peers, enhancing research skills and productivity. This study implements and evaluates an NPMP within the Makerere University Surgery Society (MUSS) to boost student-led surgical research.</p><p><strong>Methods: </strong>A mixed-methods implementation research design, guided by the RE-AIM Framework, will assess the NPMP over 12 months at Makerere University College of Health Sciences. The program involves 120 participants: 15 surgical residents mentoring 30 senior students (Years 3-5), who mentor 75 junior students (Years 1-5). Convenience and purposive sampling will recruit participants. Quantitative data (surveys, logs) will measure reach, effectiveness (research output, competency), adoption, implementation, and maintenance. Qualitative interviews with 25 participants will explore feasibility, acceptability, and sustainability. Data analysis includes descriptive/inferential statistics and thematic analysis. This protocol has been approved by the Mulago Hospital Research and Ethics Committee (Protocol Approval Number MHREC 2931).</p><p><strong>Discussion: </strong>The NPMP aims to increase surgical research output, improve skills, and establish a sustainable mentorship culture within MUSS. By addressing mentorship gaps, it could enhance student engagement and offer a scalable model for resource-limited settings. Limitations include the lack of a control group and potential selection bias. This implementation research aims to establish a scalable model rather than prove direct causality in this initial phase.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1665-1673"},"PeriodicalIF":1.7,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12441205/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087428","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":"Developing a Framework of Entrustable Professional Activities for Residency Training in Hematology.","authors":"Hong Tian, Lan Xu, Jing Xi, Jie Yin, Haiping Dai, Ying Wang, Jia Chen, Chunrui Li, Yu Zhu, Huafeng Wang, Mo Zhou, Yuan Long, Xuewen Song, Li Yang, Jiajun Qi, Jinyi Zhou, Shengli Xue","doi":"10.2147/AMEP.S541605","DOIUrl":"10.2147/AMEP.S541605","url":null,"abstract":"<p><strong>Purpose: </strong>Entrustable professional activities (EPAs), essential for competent and safe clinical practice, serve as milestones to assess trainees' readiness for independent patient care. This study aimed to develop a context-specific EPA framework for hematology residency training in China.</p><p><strong>Methods: </strong>We employed a modified Delphi method involving 35 experts from 8 academic hospitals to establish China's inaugural hematology-specific EPA framework. The development process comprised three key components: (1) a systematic literature review integrating international EPA models with China's the Standardized Training System for Residents (STSR) requirements; (2) structural validation through the EQual rubric (cut-off: 4.07); and (3) a two-round Delphi consultations evaluating importance, observability, evaluability, repeatability, feasibility and entrustment-supervision levels. Expert engagement metrics and inter-rater agreement evaluated consensus quality.</p><p><strong>Results: </strong>The preliminary 14-item framework was ultimately refined to 12 EPAs following the exclusion of \"Public Health Emergency Response\" (EPA 14; mean score=3.23) and \"Imparting Bad News\" (EPA 13; 57.1% experts advocated removing). Key revisions involved expanding the hematopoietic stem cell transplantation (HSCT) competency domain to include donor selection (EPA 7) and the provisional addition then subsequent removal of \"Cellular Immunotherapy Complications Management\" due to insufficient standardization of assessment criteria. The final EPAs achieved unanimous EQual compliance (≥4.07) and strong Delphi consensus (Kendall's W: Round 1 = 0.271, Round 2 = 0.529, p<0.001). Clinical entrustment-supervision levels were systematically stratified by training phase and expected competency at graduation.</p><p><strong>Conclusion: </strong>This study has established China's first hematology-specific EPA framework by addressing gaps in global EPA models through integration of integrating local clinical demands (high patient volume, resource constraints) and multidisciplinary coordination. The framework provides a validated tool for competency-based assessment, with future steps focusing on digital implementation and nationwide validation.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1651-1663"},"PeriodicalIF":1.7,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12433655/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070889","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 Room of Errors as an Innovative Simulated Environment to Enhance the Management of Blood Exposure Accidents: A Tunisian Pre-Experimental Study.","authors":"Marwa Bouhoula, Imene Kacem, Amal Ghenim, Mohamed Ajmi, Amani Mellouli, Asma Aloui, Chaima Sridi, Amen Fki, Maher Maoua, Walid Naija, Mohamed Kahloul","doi":"10.2147/AMEP.S530487","DOIUrl":"10.2147/AMEP.S530487","url":null,"abstract":"<p><strong>Introduction: </strong>Blood exposure accidents (BEA) represent a significant risk for healthcare workers. To enhance safety awareness, particularly among medical students, the \"Room of Errors\" may offer an innovative and effective educational approach.</p><p><strong>Objective: </strong>To assess the impact of the \"Room of Errors\" simulation on medical students' knowledge regarding BEA management.</p><p><strong>Methods: </strong>A pre-experimental study was conducted at the simulation center of the Faculty of Medicine of Sousse, including 63 students in the third level of the Second cycle of medical studies (SCMS3) who completed an internship in the occupational medicine department during the academic year2023/2024. Participants attended a simulation session of \"room of errors\" including seven intentional errors.An \"error collection\" sheet was used to identify these errors. A pre-test and post-test, each comprising 5 questions, evaluated participants' knowledge. Answers were classified as correct or incorrect.</p><p><strong>Results: </strong>All 63 students (100%) who participated to the simulation session were included in the study. Totally, 55.6% of participants were female, with a median age of 24 years. Participants have correctly identified an average of 5.8 errors (range: 3-7) with a median of 6 [IQR: 5-7]. Following the simulation, students demonstrated significant improvements in their knowledge compared to the median pre-simulation scores (4 [IQR: 4-5] vs 2 [IQR: 1-3]; p<10^-3). The overall assessment of the tool indicated that all participants enjoyed and appreciate the error room: 64% found this learning method excellent and 22% found it good. The majority of the participants indicated that the debriefing was helpful, as it clarified specific elements, provided constructive feedback, and allowed a review of demonstrated technical skills, attitudes and behaviors.</p><p><strong>Conclusion: </strong>The \"Room of Errors\" promotes reflective learning and enhances BEA prevention awareness. As an engaging and effective pedagogical tool, it may contribute to improving patient and professional safety.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1641-1650"},"PeriodicalIF":1.7,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12428640/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145066025","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 Nagoya University and the University of Adelaide Joint PhD Degree Program in Medicine - A Program of Opportunity.","authors":"Branko Aleksic, Agnieszka Arthur, Mika Kasai-Prince, Basile Chretien, Itzel Bustos-Villalobos, Carolin Plewa, Hideki Kasuya, Amanda J Page, Andrew C W Zannettino, Hiroshi Kimura","doi":"10.2147/AMEP.S526211","DOIUrl":"10.2147/AMEP.S526211","url":null,"abstract":"<p><p>The Joint PhD Degree Program (JDP) between Nagoya University (NU) and the University of Adelaide (UoA), launched in 2015, was the first such initiative of its type in Japan. Evolving from a student exchange, it required the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) accreditation and alignment of differing PhD admission criteria. Challenges included degree naming and eligibility requirements, which NU and UoA addressed through mutual recognition agreements. Since inception, the JDP has maintained steady enrolment, with doctoral degree students engaging in joint research and publishing over 30 peer-reviewed articles. Future developments include postdoctoral pathways and industry internships, reinforcing the Program's role in fostering and enhancing global medical research collaboration.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1635-1640"},"PeriodicalIF":1.7,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12423773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145066012","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":"Influence of Tutors' Overseas Experience on Doctoral Medical Students' Skill Development: A Comparative Study in China.","authors":"Tingjiao Liu, Yun Tang, Sihan Liu, Zhongling Zhang","doi":"10.2147/AMEP.S535217","DOIUrl":"10.2147/AMEP.S535217","url":null,"abstract":"<p><strong>Background: </strong>Overseas study is believed to enhance health professionals' research capacity. This positive impact has been passed down through generations of medical students via their tutors. This study aims to quantify and compare the benefits of tutors' overseas study experience for basic and clinical medical students.</p><p><strong>Methods: </strong>A structured questionnaire was administered to medical students in Harbin Medical University (HMU) and its affiliated hospitals, whose tutors have overseas study experience. The study included 263 basic students from HMU basic medicine (Group A) and 263 age-matched clinical students from the affiliated hospitals (Group B). Data were analyzed using SPSS software.</p><p><strong>Results: </strong>Most students believed that their tutors' overseas study experience greatly enhanced their abilities. The total IF (Impact Factor) of articles published during their PhD study by Group A and Group B was, respectively, 4.639 and 3.791 (<i>P</i> < 0.05). The number of SCI papers during their PhD study and foreign language skills improvement scores by Group A and Group B was, respectively, 1.14 and 1.06 (<i>P</i> > 0.05). Significant differences were found between Group A and B in the mean scores for improvement in learning ability, idea renewal, research ability and international academic communication skills (<i>P</i> < 0.05).</p><p><strong>Conclusion: </strong>Our study revealed significant associations between tutors' overseas experience and medical students' outcomes. Basic students with overseas-experienced tutors demonstrated higher research achievements, while clinical students reported greater perceived improvements in overall abilities. Our findings suggest that study abroad policies for medical tutors may warrant consideration, given the observed associations with student outcomes.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1627-1634"},"PeriodicalIF":1.7,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417681/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145042090","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}