Advances in Medical Education and Practice最新文献

{"title":"Artificial Intelligence in Medical Education: Promise, Pitfalls, and Practical Pathways.","authors":"Sarup Saroha","doi":"10.2147/AMEP.S523255","DOIUrl":"10.2147/AMEP.S523255","url":null,"abstract":"<p><p>Artificial intelligence (AI) is transforming healthcare, yet its integration into medical education remains limited. As AI-powered tools increasingly assist with diagnostics, administrative tasks, and clinical decision-making, future doctors must have the knowledge and skills to use them effectively. This article explores the role of AI in medical education, highlighting its potential to enhance efficiency, improve patient care, and foster innovation while addressing ethical and safety concerns. The widespread adoption of AI presents both opportunities and challenges. While AI-driven transcription tools reduce administrative burdens and machine learning algorithms enhance diagnostic accuracy, the risks of over-reliance, algorithmic bias, and patient data security remain critical concerns. To navigate these complexities, medical schools must incorporate AI-focused training into their curricula, ensuring graduates can critically assess and safely apply AI technologies in clinical practice. However, AI should not be seen as the only solution; non-technological improvements to clinical workflows must also be considered in parallel. This article proposes practical solutions, including optional AI modules, hands-on training with AI-powered diagnostic tools, and interdisciplinary collaboration through innovation laboratories. By embedding AI education into medical training, institutions can prepare students for a rapidly evolving healthcare landscape, ensuring AI is a tool for improved patient outcomes, not a source of unintended harm. As AI reshapes medicine, equipping future doctors with the skills to use it responsibly is essential for fostering a healthcare system that is efficient, ethical, and patient-centred.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1039-1046"},"PeriodicalIF":1.8,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12176979/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334144","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 Team Competencies in Medical Education: Conceptualization and Implementation of a Teaching Unit for German Medical Students.","authors":"Kristina Geue, Franziska Körner, Jenny Appelt, Lea Herberg, Florian Philipp Junne","doi":"10.2147/AMEP.S516776","DOIUrl":"10.2147/AMEP.S516776","url":null,"abstract":"<p><strong>Introduction: </strong>The quality of interprofessional collaboration significantly impacts the efficiency and effectiveness of healthcare, making it increasingly important in medical education. Strengthening team culture should be integrated into the medical curriculum as early as possible to lay the foundation for successful interprofessional collaboration.</p><p><strong>Teaching project: </strong>At the University Medical Center Magdeburg (UMMD), a course titled \"Team Competencies - Professional Collaboration in Medicine\" was developed and implemented for third-year medical students. The course comprises two lectures and one seminar. The seminar focuses on firsthand experiences, conveyed through simulated interprofessional situations, including structured feedback sessions.</p><p><strong>Results: </strong>A total of 20 courses were conducted with 197 medical students. Attendance at the two lectures was optional, while the seminar was mandatory. The teaching concept demonstrated its practicality by using role-plays to create realistic learning experiences, further enhanced by the crucial element of differentiated and structured feedback. Self- and peer-reflective exercises promoted openness and communication skills in interprofessional contexts, as well as fundamental competencies in interprofessional collaboration.</p><p><strong>Discussion and conclusion: </strong>Following the initial implementation phase of the new course, a further development phase is planned. This includes the introduction of an online self-learning module and the implementation of video feedback to intensify self-reflection. Additionally, there are plans to integrate this course with other modules and to establish a longitudinal approach to the overarching competency of interprofessionalism, as outlined in the NKLM 2.0. This will provide students with multiple opportunities to engage with interprofessionalism throughout their education, fostering the development of respectful and appreciative attitudes toward other healthcare professions.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1029-1037"},"PeriodicalIF":1.8,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12176057/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327238","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 Team-Based Learning in Physiotherapy Education: Students' Perceptions and Preferences Compared to the Traditional Lecture.","authors":"Silvia Pérez-Guillén, Andoni Carrasco-Uribarren, Euson Yeung, Pol Serra-Llobet, Pilar Pardos-Aguilella, Sara Cabanillas-Barea","doi":"10.2147/AMEP.S519244","DOIUrl":"10.2147/AMEP.S519244","url":null,"abstract":"<p><strong>Introduction: </strong>Team-Based Learning (TBL) is an educational strategy designed for small groups that can be effectively implemented across various educational levels. The aim of TBL is the development of meaningful learning teams, facilitating student interaction and effective communication in problem-solving. It is hypothesized that the use of TBL demonstrates higher levels of satisfaction, engagement and responsibility regarding the acquisition of knowledge than the traditional method of master class.</p><p><strong>Methods: </strong>A cross-sectional study was carried out. Twenty-four university students enrolled in the subject of Clinical Reasoning and Evidence Based Practice of the Physiotherapy Master´s programme during the academic year 2022-23 were included. Engagement, satisfaction and preferences were collected through the TBL Student Assessment Instrument (TBL-SAI).</p><p><strong>Results: </strong>Twenty-three students were included in the final analysis, with a mean age of 25.29 ± 3.84 years. The results obtained from the TBL-SAI indicated a score of 25.57 on the accountability subscale, 51.04 on the preference for this learning approach subscale, and 32.43 on the overall satisfaction subscale.</p><p><strong>Conclusion: </strong>Students found TBL to be engaging, fostering greater responsibility for both individual and group learning. Compared to traditional lectures, TBL sessions were preferred by students, reflecting a higher level of satisfaction with this collaborative learning approach. Further investigation is warranted to assess long-term knowledge retention and to ensure alignment between TBL activities and intended learning objectives.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1019-1027"},"PeriodicalIF":1.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12168947/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310533","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":"Structural Determinants of Health-Related Quality of Life in Internal Medicine Residents: An Ethnographic Study.","authors":"Luis Felipe Higuita-Gutiérrez, Jaiberth Antonio Cardona-Arias","doi":"10.2147/AMEP.S520818","DOIUrl":"10.2147/AMEP.S520818","url":null,"abstract":"<p><strong>Introduction: </strong>There is limited qualitative evidence in the global medical literature regarding the quality of life of medical residents.</p><p><strong>Objective: </strong>To understand the meanings of health-related quality of life (HRQoL) among internal medicine residents in Medellín, Colombia, in 2024.</p><p><strong>Methods: </strong>An ethnographic study was conducted with 12 internal medicine residents selected through theoretical sampling. In-depth interviews, participant observation, and field diaries were employed. The hermeneutic analysis was based on coding, categorization, conceptual sorting, and semantic relationships. Methodological rigor was ensured through reflexivity, triangulation, credibility, and auditability.</p><p><strong>Results: </strong>The concept of HRQoL encompasses both physical and mental health aspects, as well as the structural elements of the training process that emerged as determinants of HRQoL. These factors were grouped into three categories: meanings of HRQoL among residents which includes subcategories such as family life, leisure, income, and recognition; individual, institutional, and healthcare system determinants affecting HRQoL, and the impacts of residency associated with lifestyle changes, including poor sleep quality, high consumption of energy drinks, smoking, poor nutrition, sedentary behavior, and worsened physical and mental health.</p><p><strong>Conclusion: </strong>The HRQoL of medical residents is negatively affected by healthcare system structures, such as limited residency positions, faculty profiles, high tuition, and low compensation. These stressors lead to unhealthy coping strategies, including poor sleep, diet, and limitation of social interactions, risking residents' health and compromising patient care quality. It is recommended that regulatory and institutional changes be made to improve the HRQoL for this population.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1007-1018"},"PeriodicalIF":1.8,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12154526/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276276","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 the Adoption of Artificial Intelligence Among Medical and Dental Students: A Cross-Sectional Study at the University of Jordan.","authors":"Mahmoud Abdallat, Jehad Feras AlSamhori, Abdel Rahman Feras AlSamhori, Maya Jamal Kawwa, Sarah Hani Labadi, Ahmad Feras AlSamhori, Hala Hayel Shnekat, Shahem Abdallat, Rand Murshidi","doi":"10.2147/AMEP.S517110","DOIUrl":"10.2147/AMEP.S517110","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) is being rapidly adapted in the medical fields due to its ability in enhancing diagnosis and patient care. Recent data reported that students showed positive attitude and moderate knowledge while some had concerns regarding ethical perspective. Therefore, the goal of this study is to examine the variables affecting attitudes, awareness, and comprehension of AI.</p><p><strong>Methods: </strong>A cross-sectional investigation between November 2022 and March 2023 was performed. It utilized survey with five sections that addressed demographics, technological background, attitude, awareness, and AI comprehension. SPSS was utilized to run descriptive analysis, the Mann-Whitney <i>U</i>-test, the chi-square test, Spearman correlation. Further, general linear regression was applied to investigate the factors influencing these scales.</p><p><strong>Results: </strong>The questionnaire was completed by 517 medical and 283 dental students. Pre-clinical students were the most in both groups (84.1%). Medical students were significantly more likely to have taken AI-related courses before (OR: 1.436, 95% CI: 1.007-2.046). The multivariate analysis showed that AI-related courses and prior programming experience were significantly positive factors for the medical students' awareness and understanding of AI among the medical group. While prior programming experience was also significantly a positive factor for the dental students' awareness and understanding of AI among the medical group.</p><p><strong>Conclusion: </strong>As the role of AI in healthcare is improving, there is an obvious call to prepare students for adopting integration with AI technology equipped with both technical competencies and the ethical considerations that are tied to AI applications.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"993-1005"},"PeriodicalIF":1.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12151079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267607","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":"Reflecting on the Implementation of United Kingdom (UK) General Practitioner Training Models in China: Highlights From a Train-the-Trainer Pilot Program.","authors":"Faguang Luo, Mengyuan Chen, Yongba Chen, Huayan Huang, Wenfeng Zhan, Lian Chen, Dan Xu, Bo Lv","doi":"10.2147/AMEP.S510602","DOIUrl":"10.2147/AMEP.S510602","url":null,"abstract":"<p><strong>Purpose: </strong>The rising number of Chinese general practitioners is placing pressure on the Chinese Health Care system to ensure the quality of training for competent general practitioners (GPs) to meet the significantly increased clinical service demand. To achieve the internationally recognized training standard, this project is collaborating with the most advanced general practitioner training system in UK, which has excellent track record of innovative research for co-designing train-the-trainer program. This program aims to reflect on the effective implementation of innovative training models in the context of Chinese GPs training system, ultimately aiming to improve the trainers' capability in training the future Chinese general practitioners.</p><p><strong>Methods: </strong>This study was a cross-sectional survey with an online questionnaire seeking feedback from the GP teachers and trainers who attended the train-the-trainer program featuring co-designed online and offline teaching.</p><p><strong>Results: </strong>All participants were general practitioners; average age 42.5±5.41 years, including 65% female, 65% consultant general practitioners, 60% general practitioners with PhD, average years of clinical practice being 17.7±6.96, average years of teaching being 6.0±1.41, average hours of teaching weekly being 2.1±0.85, and average number of residents trained being 39.6±51.87. \"Webex project (online teaching)\" received 70% approval among the participants as \"Smart eLearning project (self-online learning and testing)\" received 80%. The comparison analysis in demographic and baseline teaching experience between the teacher-dominated group and the student-dominated group found that there were no significant differences in age, gender, professional title, academic qualifications, years of employment, teaching experience, average weekly teaching hours, and the number of residents trained (<i>P</i>>0.05). There was significant reduction in the use of \"traditional theoretical teaching\" after the training (<i>P</i><0.005).</p><p><strong>Conclusion: </strong>The train-the-trainer pilot program has achieved significant outcomes. The changing of teaching philosophy from adult learning perspectives has been highlighted with the progression from a trainer-centered model to a trainee-centered model for training competent general practitioners.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"981-991"},"PeriodicalIF":1.8,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12152310/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276275","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 Psychosocial Exploration of International Medical Graduate Journeys, Perceptions, Challenges and Resulting Impacts: A Sequential Explanatory Mixed Methods Study.","authors":"Sunita Joann Rebecca Healey, Kristy Fakes, Bunmi S Malau-Aduli, Balakrishnan R Nair","doi":"10.2147/AMEP.S521037","DOIUrl":"10.2147/AMEP.S521037","url":null,"abstract":"<p><strong>Background: </strong>Several countries rely on International medical graduates (IMGs) to fill critical service gaps. IMGs experience a range of challenges related to migration, acculturation, accreditation and career.</p><p><strong>Purpose: </strong>This study aimed to explore the journeys, perceptions and challenges of IMGs based in Australia.</p><p><strong>Methods: </strong>We used a sequential explanatory mixed methods approach for design and analysis. An online survey was distributed Australia-wide to IMGs through various avenues (including snowballing) between 13th October 2023 and 31 December 2023. We later conducted individual interviews between February and April 2024. Quantitative data was descriptively analysed. Qualitative data from survey written responses and oral interviews were thematically analysed. Study data was triangulated and congruence assessed. Full Ethics approval was obtained.</p><p><strong>Results: </strong>The study comprised 286 survey participants and 36 interview participants. Working conditions, location/lifestyle and personal/family opportunities were among the reasons for Australia's popularity as a host country. The most disliked aspects were system processes (eg, bureaucracy, certifications, licencing etc) (87/199; 43.7%), and discrimination, bias, racism, or prejudice (53/199; 26.6%). Two major qualitative themes identified were: (1) IMGs have a rich and diverse set of experiences and (2) IMGs encounter unexpected challenges with widespread impacts on IMGs, family and society. We found high congruency of triangulated data from the quantitative and qualitative studies supporting concepts around IMG diversity of experience and choices, life stage priorities, privilege, mismatched expectations, criticism of bureaucracy, gaps in understanding nuances of the Australian workplace, social challenges, and impact of challenges.</p><p><strong>Conclusion: </strong>IMGs describe numerous permutations of journeys, challenges and general experiences which result from factors both inside and outside the IMG's control. Challenges, particularly those which are unexpected, may detrimentally impact IMG careers, health and desire to remain in their host country. Institutions have a role in adapting current bureaucratic processes to better support the IMG experience.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"965-979"},"PeriodicalIF":1.8,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12135948/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227226","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 Chinese-Adapted Jefferson Scale of Empathy - Medical Student Version for Assessing the Level of Empathy in Medical Students: A Study of the Reliability and Validity.","authors":"Jiong Liu, Tonghao Lin, Wencheng Wu, Hong Duo, Cuijiao Tian","doi":"10.2147/AMEP.S514231","DOIUrl":"10.2147/AMEP.S514231","url":null,"abstract":"<p><strong>Purpose: </strong>To investigate the psychometric properties of the Chinese-Adapted Jefferson Scale of Empathy-Medical Student Version (JSE S-Version) and evaluate its applicability.</p><p><strong>Methods: </strong>The JSE S-Version was translated into Chinese and subsequently converted into an electronic questionnaire. Then 320 medical students were included in the survey by convenience sampling. The reliability of the scale was assessed by internal consistency reliability, and the validity of the scale was assessed by principal component analysis, exploratory factor analysis and validation factor analysis.</p><p><strong>Results: </strong>Principal component analysis extracted three principal components. Exploratory factor analysis showed that the structure of the remaining 19 items was consistent with that of the original English version, except for item 18. Confirmatory factor analysis showed that the scale demonstrated better convergent validity and discriminant validity after deleting item 18. All items demonstrated both adequate item-total score correlations and favorable discrimination index effect sizes. The internal consistency reliability coefficients of the three dimensions of the Chinese version of the JSE-S scale were all greater than 0.8.</p><p><strong>Conclusion: </strong>The Chinese-adapted JSE S-Version demonstrated robust psychometric properties consistent with the original English version, with satisfactory reliability and validity analyses, establishing its appropriateness for use in Chinese populations.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"943-952"},"PeriodicalIF":1.8,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12136065/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227227","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":"Multistakeholder Assessment of Project-Based Service-Learning in Medical Education: A Comparative Evaluation.","authors":"Shih-Chieh Liao, Yueh-Nu Hung, Chia-Rung Chang, You-Xin Ting","doi":"10.2147/AMEP.S524693","DOIUrl":"10.2147/AMEP.S524693","url":null,"abstract":"<p><strong>Purpose: </strong>Traditional single-assessment models in service-learning courses do not facilitate comprehensive assessments of learning outcomes. Effective assessments should incorporate perspectives from multiple stakeholders. The present study developed a service-learning course assessment model that incorporates assessments from multiple stakeholders, compared assessments between stakeholder types, and explored the effects of evaluator-student relationship.</p><p><strong>Participants and methods: </strong>The study recruited 126 students from a service-learning course at China Medical University in 2024. Six different groups of stakeholders, namely peers, teaching assistants, service institutions, primary instructors, group instructors, and final report evaluators, evaluated student performance and learning outcomes. Experts ensured that assessment criteria were relevant and comprehensive. Confirmatory factor and principal component analyses were performed to assess the construct validity. The study used descriptive statistics and performed interrater reliability and correlation analyses.</p><p><strong>Results: </strong>The six groups of evaluators were mostly consistent in their assessments, which clustered into two distinct factors: individual performance (Factor 1) and team/service performance (Factor 2). Factor 1 comprised evaluations from peers, teaching assistants, primary instructors, and group instructors, emphasizing individual students' attendance, participation, and contribution throughout the course. Factor 2 comprised evaluations from service institutions and final report evaluators, focusing on group-level service outcomes and teamwork effectiveness. These two factors explained a cumulative variance of 77.94%. The study identified 15 correlation coefficients: 8 were significantly positive-indicating agreement within or across factors; 2 were significantly negative-highlighting potential divergences in perspective; and 5 were nonsignificant. The relationship between evaluator and student significantly affected assessment outcomes. For instance, peer assessments were the most variable due to subjective influences such as interpersonal dynamics and collaboration history, whereas group instructor assessments showed the least variability, possibly due to a more outcome-focused evaluation approach.</p><p><strong>Conclusion: </strong>Assessments by different types of evaluators are relatively consistent, and the evaluator-student relationship influences assessment outcomes.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"953-963"},"PeriodicalIF":1.8,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12132647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217291","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":"Bridging Bioscience to Practice: The Significance of Clinical Simulation Training for Novice Nursing Students.","authors":"Heidi Kristine Grønlien, Astrid Wevling, Marian Bringa Arntsen, Erna Haug","doi":"10.2147/AMEP.S482384","DOIUrl":"10.2147/AMEP.S482384","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to investigate clinical simulation as a learning method to enhance the relevance of bioscience in nursing practice for novice nursing students.</p><p><strong>Methods: </strong>This study utilizes a semi-experimental multi-method design involving 194 novice bachelor nursing students at a Norwegian university college, marking the program's inaugural simulation training. The students were divided into Group 1 and Group 2. Both groups underwent simulation-based training, but Group 2 received an additional extended debriefing where a bioscience specialist linked patient observations with physiological processes. Data collection occurred in two phases: quantitative data were collected on simulation day through a questionnaire and structured observation, and qualitative data from two reflection questions, supplemented with quantitative data from a questionnaire, were collected one week later.</p><p><strong>Results: </strong>The findings revealed that students' emotional states are highly activated during simulation training. Despite this, the students reported that their overall simulation experience was positive. A deficiency in the use of bioscience terminology was identified during debriefing to explain observations, assessments, and actions. The students' reflections on the benefits from simulation training showed that it provides them with practical experience in visualizing real-world scenarios, fostering readiness for action as a nurse, and metacognition of their learning process. Moreover, the findings indicated that students in Group 2 (extended debriefing) were more inclined to incorporate bioscience terminology in their reflective responses, particularly considering the impact of bioscience knowledge on nursing practice.</p><p><strong>Conclusion: </strong>Clinical simulation training provides novice nursing students with clinical experience and an opportunity to connect bioscience with practice. Although the students insufficiently used bioscientific concepts during debriefing, they evaluated the relevance of bioscience in practice highly. Our findings carry significant implications for structuring simulation training, emphasizing the necessity of specialists in both debriefing techniques and bioscience to bridge the gap between theory and practice.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"927-941"},"PeriodicalIF":1.8,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12129088/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144209907","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}