Advances in Medical Education and Practice最新文献

{"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}

{"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}