Advances in Medical Education and Practice最新文献

{"title":"The Learning Curve for Laparoscopic Sacrocolpopexy Based on Dissection Skills if Structured Teaching and Standardized Surgery are Applied.","authors":"Andreas Martin Studer, Jörg Krebs, Christine Brambs, Corina Christmann-Schmid","doi":"10.2147/AMEP.S513699","DOIUrl":"10.2147/AMEP.S513699","url":null,"abstract":"<p><strong>Purpose: </strong>Teaching is an important but time- and resource-consuming process. Therefore, it is important to optimize and structure it effectively. The aim of this study was to evaluate if dry-lab suture and knotting training lead to stable theater performance. Consequently, the learning curve is supposed to be ascribed to only on-patient trainable skills like tissue preparation.</p><p><strong>Patients and methods: </strong>To test this hypothesis, a structured training and stepwise surgical program were implemented to perform laparoscopic sacrocolpopexy (SCP) for urogynecological fellows adapting existing literature.The program was structured and recorded as following: dry-lab training weekly for knotting and suturing skills, assisting 20 SCP, stepwise overtaking defined steps under supervision including preparation of the dissecting planes anteriorly, posteriorly and at the level of the promontory, mesh fixation and retroperitoneal closure. All women opting for sacrocolpopexy as pelvic organ prolapse repair and being treated by one designated fellow were included without any specific selection. The only exclusion criterium was repeat sacrocolpopexy.</p><p><strong>Results: </strong>Within 45 procedures, the fellow reached a plateau of 80 minutes surgical time for SCP (excluding port-entry/-closure or concomitant interventions like hysterectomy or adnexectomy), with a complication rate of 11.1%. A high subjective and objective success rate was reported post-operatively. Differences in overall time were clearly correlated with overall dissection time.</p><p><strong>Conclusion: </strong>We demonstrated that a stepwise, structured, and standardized intraoperative surgical program facilitated safe and efficient laparoscopic SCP performance in the analyzed situation. Off-patient trainable skills like suturing and knotting led to consistent mesh fixation times from the start of the qualification process and variation arose due to in situ learnable factors.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"917-925"},"PeriodicalIF":1.8,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12118485/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175363","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 Technical Quality of Preclinical Tooth Preparation by Undergraduate Dental Students.","authors":"Sami A Almohefer, Rana K Alkattan, Ghadah D Aldakhayel, Fatimah F Alolaiqi, Lamia H Alharbi, Ahmed A Madfa","doi":"10.2147/AMEP.S522300","DOIUrl":"10.2147/AMEP.S522300","url":null,"abstract":"<p><strong>Background: </strong>Tooth preparation is a fundamental technical skill in dentistry, demanding accuracy, careful attention to detail, and a comprehensive knowledge of dental anatomy. Pre-clinical training allows dental students to cultivate and enhance these abilities prior to conducting procedures on real patients. This research seeks to assess the quality of tooth preparation carried out by dental students in their pre-clinical training.</p><p><strong>Methods: </strong>A total of 221 artificial typodont teeth were used for simulated tooth preparations for a full contour ceramic crown by fourth-year pre-clinical dental students in a simulated dental environment (n=111 males and 110 females). Jaw models were mounted on phantom heads during the tooth preparation procedure. The tooth preparations were evaluated using standardized criteria, including 1.5-2 mm lingual, facial, axial and occlusal reductions, 6-10 degrees of axial wall taper, marginal integrity and surface smoothness. Descriptive statistics were used to summarize the results as either acceptable or unacceptable.</p><p><strong>Results: </strong>The majority of the students showed unacceptable occlusal reduction (89.6%). For axial reduction, the majority of students showed unacceptable results, recorded in 99.5% and 98.6% on the mesial and distal sides, respectively. Unacceptable facial and lingual reductions were noted in 93.7% and 77.4%, respectively. The taper angle on the mesial and distal sides was acceptable in 53.8% and 57.5%, respectively. About 56.6% of the dental students demonstrated acceptable marginal placement during preparation. Moreover, satisfactory finishing and rounded angles of the preparation were done by 68.3% and 58.4% of the students, respectively.</p><p><strong>Conclusion: </strong>The results revealed that most students achieved unsatisfactory results. This study underscores the importance of continuous assessment and tailored teaching strategies to enhance the quality of tooth preparation during pre-clinical training.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"903-915"},"PeriodicalIF":1.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12109595/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144162698","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":"Effectiveness of the BOPPPS-MDT Model in Enhancing ECMO Training for ICU Staff: A Randomized Controlled Trial Assessing Knowledge, Skills, and Teamwork Outcomes.","authors":"Wenjun Zhou, Langjing Huang, Wenwen Tang","doi":"10.2147/AMEP.S499170","DOIUrl":"10.2147/AMEP.S499170","url":null,"abstract":"<p><strong>Background: </strong>Extracorporeal membrane oxygenation (ECMO) is a life-saving therapy for critically ill patients, and effective training for ICU staff is essential. This study aimed to evaluate the effectiveness of the BOPPPS-MDT (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment, and Summary model integrated with Multidisciplinary Team) teaching model in enhancing ECMO training for ICU staff.</p><p><strong>Methods: </strong>A total of 108 ICU interns with diverse educational backgrounds and majors were randomly assigned to two groups: 54 in the control group and 54 in the experimental group. The experimental group received ECMO training using the BOPPPS-MDT model, while the control group received traditional training. Both groups underwent theoretical knowledge tests, performance evaluations, and satisfaction surveys.</p><p><strong>Results: </strong>There were no significant differences in baseline characteristics between the two groups. The experimental group scored significantly higher than the control group in 13 key theoretical knowledge areas (P < 0.05), case analysis, teamwork, and overall performance. The total score of the experimental group was significantly higher (P < 0.05). Cronbach's α ranged from 0.757 to 0.905, confirming high reliability. The satisfaction rate for the BOPPPS-MDT method was 92.17%, significantly higher than the 75.42% for the traditional method (P = 0.001). The BOPPPS-MDT method enhanced engagement, interactivity, learning interest, and teamwork.</p><p><strong>Conclusion: </strong>The BOPPPS-MDT teaching model significantly improved ECMO training outcomes and student satisfaction compared to traditional methods.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"861-873"},"PeriodicalIF":1.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12116689/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175362","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":"Correlation of GPA with Final MBBS Examination Scores Among Students on Three Campuses of the University of the West Indies.","authors":"Alok Kumar, Kandamaran Krishnamurthy, Michael H Campbell, Kenneth L Connell, Paula Michele Lashley, Shastri Motilal, Md Anwarul Azim Majumder","doi":"10.2147/AMEP.S515141","DOIUrl":"10.2147/AMEP.S515141","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate the correlation between in-course grade point average (GPA) and exit examination scores in a five-year undergraduate medical program in a Small Island Developing State setting.</p><p><strong>Methods: </strong>A retrospective observational study was conducted in the Faculty of Medical Sciences at three campuses of a single multinational university, involving 470 students. Pearson correlation coefficients were used to measure the strength of association between GPA and scores on various components of the final examination, as well as to determine the predictive value of GPA for overall performance on the examination.</p><p><strong>Results: </strong>GPA showed a strong positive correlation (>0.7) with the written Medicine and Therapeutics exam scores in cohort 1, and a moderate positive correlation (0.5-0.7) in cohorts 2 and 3. Written Obstetrics and Gynecology scores were moderately positively (0.5-0.7) correlated across all cohorts. For written Surgery exams, the correlation was moderately positive in cohorts 1 and 3 but weak (<0.5) in cohort 2. GPA and scores from the Objective Structured Clinical Examination (OSCE) component of Medicine and Therapeutics exam showed moderate positive correlation in all three student cohorts; the Obstetrics and Gynecology OSCE showed moderately positive correlation with GPA in cohorts 1 and 3 and weakly so in cohort 2; the Surgery OSCE showed moderate positive correlation with GPA in cohorts 1 and 3 and weak positive correlation in cohort 2. GPA was strongly correlated with the total score on the final MBBS examination.</p><p><strong>Conclusion: </strong>Although the degree of correlation between the GPA and scores on the different components of the final MBBS examination varied, there was a strong correlation between GPA and total score on the final examination. Our findings suggest that further discussion of the purposes and design of course-based and final examinations is needed.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"891-901"},"PeriodicalIF":1.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12108995/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144162668","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 Teamwork and Clinical Competence in Radiotherapy Education: Integrating TeamSTEPPS with PEARLS Structured Debriefing in Scenario-Based Simulations.","authors":"Guohui Liu, Tian Lan, Mingyan E, Yunlong He, Hanqing Hu","doi":"10.2147/AMEP.S517805","DOIUrl":"10.2147/AMEP.S517805","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to evaluate whether integrating the TeamSTEPPS model with PEARLS structured debriefing improves teamwork competencies and clinical decision-making among radiotherapy residents, compared to traditional simulation teaching, and to assess its broader applicability in medical education.</p><p><strong>Methods: </strong>From June to December 2023, 36 standardized training residents from the Radiotherapy Department of Harbin Medical University Cancer Hospital were selected and randomly assigned to an experimental group and a control group, each with 18 participants, using a random number table The experimental group underwent scenario-based simulation teaching incorporating the TeamSTEPPS model and PEARLS structured debriefing, while the control group received traditional simulation teaching. Post-intervention, a unified quantitative assessment evaluated theoretical knowledge, skill performance, and simulation performance in both groups. Additionally, satisfaction levels were assessed via questionnaire.</p><p><strong>Results: </strong>The experimental group exhibited significantly higher scores in theoretical knowledge (88.55±6.52) and skill performance (87.68±18.42) compared to the control group (71.63±5.69 and 58.96±11.47, respectively; P<0.05). The experimental group exhibited statistically significant improvements in teamwork competencies, including communication (23.22±2.21 vs 21.43±3.77, P<0.05), leadership (23.40±2.22 vs 22.19±3.51, P<0.05), situational awareness (18.95±1.61 vs 17.62±2.64, P<0.05), and mutual support (27.93±2.92 vs 25.69±5.76, P<0.05). The experimental group's higher satisfaction (94.44% vs 77.78%, P<0.05) underscores the potential of this integrated approach to address systemic challenges in clinical education, such as fragmented teamwork training and insufficient reflective practice. These findings suggest that combining TeamSTEPPS with PEARLS could serve as a replicable framework for multidisciplinary medical training programs aiming to enhance both technical proficiency and collaborative care.</p><p><strong>Conclusion: </strong>The innovative combined teaching method applied in this study to scenario-based simulation teaching in radiation oncology can significantly enhance residents' theoretical knowledge, skill performance, and team collaboration abilities.This methodology exhibits notable advantages in clinical teaching within the radiotherapy department and with potential applicability to multidisciplinary medical education and standardized residency programs.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"849-860"},"PeriodicalIF":1.8,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12105635/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152300","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 Neuroanatomy Teaching with DSI Studio's Fiber Reconstruction Technology.","authors":"Junfeng Zeng, Lihong Shi, Yongbo Liu, Jian Yang, Luqing Zhang, Huifang Song, Yunhe Zhao, Jing Yang, Xiaolong Cheng, Li Lu","doi":"10.2147/AMEP.S522454","DOIUrl":"10.2147/AMEP.S522454","url":null,"abstract":"<p><strong>Background: </strong>DSI Studio is an advanced imaging software specifically designed for the analysis of diffusion magnetic resonance imaging (dMRI). Its key features, which include fiber reconstruction, fiber tracking, and 3D visualization, have established its significant role in neuroscience research.</p><p><strong>Objective: </strong>A solid understanding of spatial relationships is crucial for students studying anatomy. However, there has been limited research in Chinese medical education regarding the integration of 3D imaging technology into anatomical instruction. To address this gap, we conducted an innovative study utilizing DSI Studio to enhance neuroanatomy education.</p><p><strong>Methods: </strong>An innovative study was conducted utilizing DSI Studio for fiber reconstruction and 3D visualization in neuroanatomy workshops. A total of 38 students participated in hands-on sessions, with 13 completing pre-training surveys and 19 completing post-training surveys. The students' understanding of neuroanatomy prior to training, as well as their performance and experiences during the neuroanatomy learning process, were systematically recorded. Additionally, the effectiveness of DSI Studio software in enhancing neuroanatomy learning was assessed in conjunction with the reconstruction capabilities of the software.</p><p><strong>Results: </strong>The application of DSI Studio significantly improved students' visualization of neural structures, surpassing traditional teaching limitations. It enhanced their understanding of three-dimensional brain anatomy, boosted enthusiasm, and improved learning efficiency. The workshops supported the students' progression through the knowledge acquisition phases-understanding, mastery, and application.</p><p><strong>Conclusion: </strong>DSI Studio demonstrates potential as an educational tool in neuroanatomy, offering a supportive and flexible learning environment conducive to achieving learning objectives. Our findings preliminarily support the adoption of DSI Studio's fiber reconstruction technology in undergraduate medical education.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"875-889"},"PeriodicalIF":1.8,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12107389/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144162674","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":"Perspectives of Medical Students in Using Blended Learning: A Thematic Analysis.","authors":"Nawal H Almohammadi, Nada M Elnugomi, Abeer Abuzeid Atta Elmannan, Marwa M Zalat","doi":"10.2147/AMEP.S515941","DOIUrl":"10.2147/AMEP.S515941","url":null,"abstract":"<p><strong>Background: </strong>Today, blended learning (BL) is crucial for the implementation of technologically enhanced pedagogical innovations especially after the COVID-19 pandemic. This study aims to explore students' perspectives toward BL and how a blended learning method affects medical students' learning results. Additionally, it seeks to identify BL challenges, advantages, and disadvantages.</p><p><strong>Methods: </strong>A qualitative design using a thematic analysis was used. The study included 48 female medical students from years three through six who switched from traditional face-to-face to online during COVID-19 to mixed learning in the post-COVID-19 era.</p><p><strong>Results: </strong>Data were extracted from focus group discussions. Three broad themes emerged from thematic analysis: perceived self-efficacy, blended learning as the new normal, and institutional support. Blended learning was the most students preferred because they could adapt quickly to the combination of online and face-to-face learning. Institutional support played a significant role in determining students' learning outcomes from the sudden switch.</p><p><strong>Conclusion: </strong>The findings of this study underscored the importance of BL to maximize student learning while maintaining health and safety procedures. The students' adherence to school schedules, which required them to be disciplined regarding time, travel, and class preparation, contributed to their development of excellent habits. However, this presents a challenge for institutions that continue to offer an outstanding education despite the increasing acceptance of blended learning, as it may influence the motivation and learning outcomes of future doctors. These results are beneficial for educators and students in universities to have better institutional policies and strategies.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"837-847"},"PeriodicalIF":1.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12103216/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144123","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":"Teaching Neonatal Emergency Umbilical Venous Access to Untrained Medical Staff: A Pilot Study Using Video Instruction and Real Umbilical Cords.","authors":"Christian Brickmann, Fanny Carlotta Zang, Daniel Klotz, Mirjam Kunze, Roland Hentschel","doi":"10.2147/AMEP.S516071","DOIUrl":"10.2147/AMEP.S516071","url":null,"abstract":"<p><strong>Background: </strong>Establishing intravenous access in newborns in an emergency situation is a challenge even for well-trained neonatologists. As not all hospitals have a neonatology department, other specialists such as anaesthesiologists and obstetricians must also be able to quickly establishing venous access. Consequently, there is a need for teaching strategies that can be used for a large group of people.</p><p><strong>Aim: </strong>To evaluate the applicability and the acceptance of a teaching method for umbilical venous access that can be implemented in hospitals with obstetric departments following the principles of simulation-based learning.</p><p><strong>Methods: </strong>Single-center cross-over pilot-study with video-based teaching of medical students using a model with fresh umbilical cords. The volunteers performed three techniques: standard umbilical cord cut - umbilical button cannula (S-EUC), lateral incision - umbilical button cannula (L-EUC) and standard umbilical cord cut - umbilical catheter (S-UC). Participants' acceptance of the teaching method was evaluated using Likert-scale.</p><p><strong>Results: </strong>The video teaching was considered as easy to learn and understand for all three techniques. After practicing on the model, most participants believed that they could successfully apply at least one of the techniques if faced with a real emergency situation. Subjects were able to perform the techniques in similar timescales to those published in the literature for the standard technique (S-UC).</p><p><strong>Conclusion: </strong>The teaching method combining video learning and practical training on real umbilical cords, is suitable for teaching venous access in newborns even for untrained personnel. The model can be replicated using materials every obstetrics department has at hand.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"801-809"},"PeriodicalIF":1.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12094830/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144120505","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":"Knowledge, Practices and Barriers of Reflective Practice Among Undergraduate Nursing and Midwifery Students in Malawi.","authors":"Mphatso Kapachika, Masumbuko Albert Baluwa, Balwani Chingatichifwe Mbakaya, Lucky Mhango, Thokozani Bvumbwe","doi":"10.2147/AMEP.S507766","DOIUrl":"10.2147/AMEP.S507766","url":null,"abstract":"<p><strong>Background: </strong>Reflective practice is widely recognized as an invaluable tool for improving the provision of nursing care, promoting professional and personal development, and ensuring ethical and effective practice. However, there is paucity of research regarding reflective practice in nursing education and practice in Malawi. This study lays the groundwork for future research, offering a foundation upon which subsequent studies can build to further explore and develop the practice of reflection in nursing and midwifery education in Malawi. Therefore, this study aimed to assess undergraduate nursing and midwifery students' knowledge, practices and barriers of reflection at Mzuzu and Daeyang Universities.</p><p><strong>Methods: </strong>This study used a quantitative descriptive cross-sectional design employing a census approach. A self-administered questionnaire was used to collect data from 101 undergraduate nursing and midwifery students. Descriptive statistics and multivariate linear regression analyses were done using Statistical Package for Social Sciences (SPSS) version 25.</p><p><strong>Results: </strong>Overall, 101 (100%) of the students had an understanding of the meaning of reflective practice. Majority, 99 (98%) of the students engaged in reflective practice. The results showed that better care outcomes negatively influenced the practice of reflection among the students (Coef= -0.11), (95% CI [-0.19, -0.03] P =0.009). The study also revealed barriers to reflection, including unsupportive Clinical Learning Environment 53 (52.5%), unable to identify events to reflect upon 34 (33.6%), and time constraints 32 (31.7%). Further the results showed a significant difference between Mzuzu University students and Daeyang University students in terms of the support they received from nurses regarding reflective practice (<i>Z</i> = 12.3, P = 0.02).</p><p><strong>Conclusion: </strong>The findings show a wide spread of knowledge and practice of reflection. More efforts are needed to put down the effects of the challenges observed such as structured reflection sessions and integration of a standardized reflection module in the curricula for nursing.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"825-836"},"PeriodicalIF":1.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12094473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144120500","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":"Implementation and Analysis of a Fully Immersive Virtual Reality-Based Emergency Training in a Surgical Curriculum.","authors":"Nader El-Sourani, Tobias Mühling, René Klarmann, Susanne Quintes, Maximilian Bockhorn","doi":"10.2147/AMEP.S507357","DOIUrl":"10.2147/AMEP.S507357","url":null,"abstract":"<p><strong>Introduction: </strong>Due to the changing demands in medical education, there is a necessity to increase the extent and quality of practical teaching. Virtual Reality (VR) enforces learning from simulated experience due to its immersive and interactive environment.</p><p><strong>Methods: </strong>VR-based training sessions were implemented as the last module before medical students were entering their clerkship. 84 students were enrolled in this study. 24 of them were active users in complex VR-based emergency scenarios (AU) while the other 60 students were observers (OBS). A questionnaire was completed pre - and post intervention to evaluate motion sickness, intuitive use, immersive experience, subjective learning and perceived competence.</p><p><strong>Results: </strong>Overall, the implementation into the surgical curriculum was feasible. The technical aspects of the program, particularly regarding usability, were generally well-rated by the AU. The degree of immersion and the subjective learning success were reported higher by AU compared to OBS. In the pre/post comparison, a nuanced picture emerged with a significant increase in competence in diagnostic reasoning and initiation of a treatment algorithm, while other competency facets showed no change.</p><p><strong>Conclusion: </strong>VR can be seen as a good teaching tool in medical education as it improved the subjective learning experience and perceived competence of students. However, for complex clinical emergencies, prior knowledge is usually required, which is why such scenarios are preferably implemented in later stages of the curriculum.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"811-823"},"PeriodicalIF":1.8,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12094490/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144120496","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}