Advances in Medical Education and Practice最新文献

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

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

{"title":"Beyond Curriculum Reform: The Influence of Integration on Communication and Presentation Skills in Medical Students: A Mixed-Method Study.","authors":"Asmaa F Sharif, Nouran M Moustafa, Sanaa A Abdo, Samar H A Aloshari, Abdulmajeed Al-Dress","doi":"10.2147/AMEP.S525930","DOIUrl":"10.2147/AMEP.S525930","url":null,"abstract":"<p><strong>Purpose: </strong>The present study aimed to explore the current presentation and communication practices among medical students and investigate the influence of adopting an integrated curriculum on communication and presentation skills in different phases, emphasizing the motivating and challenging aspects.</p><p><strong>Methods: </strong>An exploratory mixed-methods two-phase study was conducted among 362 medical students at different phases of the program.</p><p><strong>Results: </strong>The current study conveyed a comparable positive self-perception of the current presentation designs and styles among medical students. More than 72% and 53% of students thought problem and case-based learning positively influenced their communication and presentation skills, respectively. Interns were more likely to identify themselves as storytellers than students in earlier years (7.9/10). Most students (>80%) reported positive perceptions of their pronunciation, tone, volume, and fluency. There was a positive correlation between presentation and communication skills (r=0.534, p=0.000). Approximately 37% of students agreed that problem-based learning and case-based learning improved their presentation and communication skills. The primary reported challenges were the time constraints (40.1%), and the need for more training (34%) and practice (39.2%). Other reported challenges were the high stress levels and complex adaptation to audience expectations. The most motivating factors were the interest in improvement (66.3%), willing to increase self-confidence (64.9%), obtaining high grades (53.3%), and being more efficient (52.5%). Other motivations were exposure to real-world scenarios and the presence of role models. However, while students agreed that their skills are improving, this progress feels slow. Though clinical phase students showed higher achievement of several learning outcomes than younger students, basic science-phase students outperformed their clinical phase counterparts in recognizing the importance of teamwork (93.25% versus 91.16%).</p><p><strong>Conclusion: </strong>The integrated curriculum offers equal opportunities to enhance communication and presentation skills in all phases of the program. Addressing the reported challenges and fostering the motivating factors are advisable.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1077-1101"},"PeriodicalIF":1.8,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12219186/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555355","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 Practical Skills in Medical Education: Evaluating the Efficacy of Virtual Simulation Teaching Through Kolb's Experiential Learning Model.","authors":"Hongmei Wei, Ning Sheng, Xia Wang, Zhigong Zhang","doi":"10.2147/AMEP.S532677","DOIUrl":"10.2147/AMEP.S532677","url":null,"abstract":"<p><strong>Objective: </strong>This study examines the efficacy of virtual simulation pedagogy grounded in Kolb's experiential learning model to enhance clinical practice skills and learning experiences among medical undergraduates.</p><p><strong>Methods: </strong>A cohort of 527 medical undergraduates were randomly assigned to a traditional teaching group (N = 264) or a virtual simulation teaching group based on Kolb's experiential learning model (N = 263). Comparative analysis was conducted through practical skill assessments, self-evaluations, and course satisfaction surveys.</p><p><strong>Results: </strong>The results demonstrated that the virtual simulation teaching group based on Kolb's experiential learning model significantly outperformed the traditional teaching group in both practical skills and self-assessment (P<0.01). In addition, this group shows significantly high levels of course satisfaction.</p><p><strong>Conclusion: </strong>Virtual simulation teaching based on Kolb's experiential learning model effectively enhances medical undergraduate practical competencies and learning motivation, providing a viable approach for optimizing medical education methodologies.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1129-1139"},"PeriodicalIF":1.8,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12223266/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561501","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 Impact of Bilingual vs English-Only Instruction on the Performance of Undergraduate Saudi Medical Science Students.","authors":"Aiman S Alhazmi, Mohammed Alzahrani","doi":"10.2147/AMEP.S520706","DOIUrl":"10.2147/AMEP.S520706","url":null,"abstract":"<p><strong>Introduction: </strong>Using English as the medium of instruction in science courses may hinder comprehension for students who lack sufficient English language proficiency. This challenge is particularly relevant in non-English speaking countries, where students may struggle to follow complex scientific content delivered exclusively in English.</p><p><strong>Methods: </strong>This study was conducted at King Saud bin Abdulaziz University for Health Sciences, where the majority of students are native Arabic speakers. To assess the impact of language on knowledge acquisition, two groups of first-year students enrolled in various health and medical science majors were compared. The test group attended a biology lecture delivered bilingually (Arabic and English), while the control group received the same lecture in English only. A pre- and post-test design was used to evaluate knowledge acquisition during the lecture session.</p><p><strong>Results: </strong>Both groups showed improvement in post-test scores; however, the test group demonstrated a statistically significant higher gain compared to the control group. Furthermore, 86% of students in the test group reported that the bilingual approach reduced distractions, and 98% reported improved understanding. In contrast, only 32% of the English-only group reported reduced distractions, and 56% felt it improved their understanding.</p><p><strong>Discussion: </strong>The findings suggest that bilingual instruction enhances comprehension and reduces cognitive load for students with limited English proficiency. This highlights the importance of adapting the medium of instruction to student language competencies in science education, especially for non-native English speakers, who lack sufficient English language skills.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1063-1075"},"PeriodicalIF":1.8,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12212091/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144545422","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 Randomized-Controlled Trial Using Point of Care Ultrasound to Evaluate Volunteer Patients in the Emergency Department Versus a Manikin Simulator for Improving Knowledge and Confidence of Hypotension and Shock in Medicine Sub-Internship Students.","authors":"Badar Patel, Valerie A Dobiesz, Andrew J Goldsmith, Mary W Montgomery, Nora Y Osman, Stephen R Pelletier, Michael S Miller, Helen M Shields","doi":"10.2147/AMEP.S518639","DOIUrl":"10.2147/AMEP.S518639","url":null,"abstract":"<p><strong>Aim: </strong>Point of Care Ultrasound (POCUS) excels in the assessment of patients with hypotension and shock. Whether using real patients or a manikin simulator to teach POCUS skills is preferable is not completely clear. We designed a randomized-controlled trial to compare these two different teaching methods of POCUS.</p><p><strong>Methods: </strong>We enrolled 47 medical students on an internal medicine sub-internship in this randomized-controlled trial. Twenty-four students were randomly assigned to the experimental group to learn from volunteer patients in the emergency department (ED), and 23 were randomly assigned to the control group to learn from a manikin simulator in a simulation center. All students received a didactic workshop focused on hypotension and shock, followed by supervised learning from either volunteer patients in the ED or a manikin simulator in a simulation center. Student knowledge and confidence were assessed through a pre-survey before the workshop, post-survey after the workshop, and a 3-month longitudinal survey after both the workshop and supervised POCUS learning were completed. The primary end point was assessment of student knowledge and confidence at the 3-month longitudinal time period.</p><p><strong>Results: </strong>At the 3-month longitudinal survey, there was no statistical difference in the primary end point of questions correctly answered by students in the experimental group compared to those in the control group (88% vs 86.5%, p = 0.713, NS), and no statistical difference in reported confidence between students in the experimental group from those in the control group (4.22 vs 4.10, p = 0.846, NS).</p><p><strong>Conclusion: </strong>In this randomized-controlled trial using POCUS to assess hypotension and shock, there were no significant differences in learner knowledge and confidence between students in the ED experimental group learning from volunteer patients versus the control group learning from a manikin simulator indicating that the methods may be equally effective in teaching POCUS.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1047-1053"},"PeriodicalIF":1.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12206405/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530408","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 Impact of Remote Visualized Teaching on Clinical Competence Following Short-Term Bronchoscopy Training.","authors":"Shupeng Wang, Dejing Song, Xiaocong Sun, Chen Li, Hui Wang, Junyu Ma, Wei Li","doi":"10.2147/AMEP.S520363","DOIUrl":"10.2147/AMEP.S520363","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate the impact of remote visualized teaching (RVT) on trainees' confidence and clinical competence after short-term traditional simulation-based bronchoscopy training.</p><p><strong>Methods: </strong>In this prospective self-controlled quasi-experimental study, two cohorts, with 24 trainees each, completed a one-day traditional bronchoscopy course and voluntarily joined a one-month RVT program. Confidence and clinical competence were evaluated before and after RVT using the Bronchoscopy Operator Confidence Scale (BOCS) and a modified Ontario Bronchoscopy Assessment Tool (OBAT), with scores analyzed using the Wilcoxon signed-rank test.</p><p><strong>Results: </strong>48 trainees from 43 hospitals (81.2% secondary-level) completed the RVT course. Median BOCS scores increased significantly from 60.0 (54.0-64.0) to 75.0 (72.0-81.0; p<0.001), with notable improvements in emergency response (2.00→3.50) and operational skills (2.75→3.50). Modified OBAT scores rose from 66.7 (60.7-74.4) to 79.7 (76.7-84.9; p<0.001), notably, there were significant improvements in the scores for operational skills, diagnostic abilities, and post-procedure management.</p><p><strong>Conclusion: </strong>Remote visualized teaching significantly enhances trainees' confidence and clinical competence, serving as a valuable adjunct to traditional bronchoscopy education.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1055-1062"},"PeriodicalIF":1.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12206910/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530409","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":"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}