Advances in Medical Education and Practice最新文献

{"title":"Impact of an Extracurricular Research Course on Medical Students: A Quasi-Experimental Study.","authors":"Jawad S Alnajjar, Razan Anwar Alabdulqader, Abdulmalek W Alhithlool, Mohammed A Almarzooq, Abdullah Afif Alshakhs, Abdullah Mohammed Al-Omair, Sayed Ibrahim Ali, Abdullah Almaqhawi","doi":"10.2147/AMEP.S509323","DOIUrl":"10.2147/AMEP.S509323","url":null,"abstract":"<p><strong>Introduction: </strong>Research is a fundamental component for advancing healthcare and medical knowledge. It enhances students' ability to practice evidence-based care in clinical practice. Despite the recognized benefits, barriers such as lack of time, skills, funding, and guidance impede students' involvement in research. This study aims to evaluate the effectiveness and impact of conducting a specialised extracurricular research course designed for medical students at King Faisal University.</p><p><strong>Patients and methods: </strong>A quasi-experimental study utilized a pretest-posttest design, including a control group. Participants were second-to-sixth-year medical students, divided into an intervention group and a control group. The intervention group participated in a comprehensive research course over eight months. A pretest-posttest self-administered questionnaire was given at the beginning and end of the course to assess research knowledge and attitudes. The control group completed the same at equivalent time points.</p><p><strong>Results: </strong>The paired sample <i>t</i>-test demonstrated significant improvements in pre- and post-test scores for research knowledge among students who attended more than 50% of the course (p = 0.009). Similarly, students who attended less than or equal to 50% of the course content also showed significant gains in research knowledge (p = 0.005). However, the comparison between the intervention and control groups did not show a significant difference (p = 0.160).</p><p><strong>Conclusion: </strong>This study highlights the effectiveness of a structured research training program in enhancing medical students' research knowledge and attitudes. The findings advocate for integrating formal research training into medical curricula to prepare future healthcare professionals for evidence-based practice and sustained research engagement. Despite limitations such as non-randomized assignments and a single-institution focus, the study underscores the transformative impact of systematic research education on medical students' professional development.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"461-470"},"PeriodicalIF":1.8,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11954475/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755206","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":"Motivations, Main Challenges and Needs of Physiotherapists for Setting up a Private Physiotherapy Practice in Estonia: a Mixed Methods Study.","authors":"Anna-Liisa Tamm, Armin Evert Lelle, Ülle Parm, Priit Pajuste","doi":"10.2147/AMEP.S506222","DOIUrl":"10.2147/AMEP.S506222","url":null,"abstract":"<p><strong>Purpose: </strong>The aim was to identify the motivators, main challenges and support for physiotherapists in setting up a private practice in Estonia.</p><p><strong>Methods: </strong>The questionnaire included three thematic blocks: 1) Motivations (18 Likert-scale items with comments), 2) Challenges and Needs (14 Likert-scale items, a free-response question, and multiple-choice on support), and 3) Business Factors (questions on experience, external services, and financial support). Results were presented as means with standard deviations (±SD), or proportions with percentages, and Likert scale (5-point) were used.</p><p><strong>Results: </strong>A survey was conducted with 16 physiotherapists (♀=14, ♂=2; age 37.1 ±5.46 years) who had established private practices in Estonia, representing 21% of such professionals in country. The possibility of autonomy, including flexible working hours, was cited by all respondents as a motivator for starting a private practice. However, many faced financial challenges, with 63% citing difficulties in securing start-up capital and 50% reporting financial struggles in business development. While 80% found retaining clients relatively easy, 43.75% needed assistance in finding clients. Key challenges included a lack of funds, marketing skills, and time for promotion. None of the respondents felt adequately prepared by their education for entrepreneurship. Financial support was a common requirement, with 25% requesting details on available funding sources.</p><p><strong>Conclusion: </strong>The main motivation for physiotherapists to set up a private practice is autonomy. In the context of changes in professional legislation, it is important to ensure needs-based entrepreneurship training in cooperation with professional associations.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"439-446"},"PeriodicalIF":1.8,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11952052/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755143","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":"Motivation and Participation in Training Among Healthcare Workers in Makkah, Saudi Arabia: A Cross-Sectional Study.","authors":"Rahaf Osama Maajeeny, Rabab Abdelrouf, Adeel Ahmed Khan","doi":"10.2147/AMEP.S511567","DOIUrl":"10.2147/AMEP.S511567","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to assess the motivation and participation of healthcare workers (HCWs) in training at Primary Healthcare Centers (PHCs) in Makkah, Saudi Arabia.</p><p><strong>Methods: </strong>We conducted a cross-sectional study of HCWs working in public PHCs in Makkah, Saudi Arabia. Data were collected using a structured, validated, and modified instrument, The Academic Motivation Scale (AMS) in Arabic, focused on motivation and participation in training. Cronbach's alpha for this tool ranged from 0.7 to 0.9. The participants were selected using a proportional stratified sampling technique. Descriptive and bivariate analyses were performed to assess the scores and to compare the levels of motivation with respect to socio-demographic and professional profile.</p><p><strong>Results: </strong>We enrolled 291 participants. Approximately 44% of the participants had diplomas, while 19% had masters or higher qualifications. The majority of the participants were nurses (38%). The mean scores on a scale of 0-4 in the various domains of intrinsic motivation were as follows: know (3.2), towards accomplish (3.1), and experience stimulation (3.1). Similar scores were found in the extrinsic motivation domains of identified (3.0), introjected (3.0), and external regulation (2.8). The mean amotivation domain was 1.25. There were no differences in the level of motivation or reasons for attending such programs with respect to sociodemographic characteristics. There were significant differences between diploma holders and those with master's or higher degrees with respect to motivation in the domain of \"Identified\" (p = 0.037). Motivation scores were significantly higher in the middle-income group (1.2) than in the low-income group (0.9) (p = 0.031).</p><p><strong>Conclusion: </strong>Healthcare workers were highly motivated to attend training programs in Makkah, Saudi Arabia. There were no differences in the levels of motivation among participants with respect to their sociodemographic and professional profiles. This indicates a homogenous and strong organizational culture of participation in continuous training programs.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"447-459"},"PeriodicalIF":1.8,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11952066/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755233","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":"Educators' Readiness in Supporting Dental Students' Mental Health: A Cross-Sectional Study.","authors":"Maan Alsultan, Abrar Tounsi, Alhanouf Alnowaiser, Jawaher Alseneidi, Eman Alshayea","doi":"10.2147/AMEP.S510087","DOIUrl":"10.2147/AMEP.S510087","url":null,"abstract":"<p><strong>Background: </strong>The mental health of dental undergraduates can significantly influence their overall well-being. Educators can be pivotal in identifying various mental health concerns. The aim of this study was to assess knowledge, experience, self-efficacy, and attitude of dental educators regarding the mental health of their students.</p><p><strong>Methods: </strong>A cross-sectional study involving a convenient sample was conducted on a group of faculty members from different dental schools in Riyadh Region. A validated self-administered online survey was carried out between June and August 2022.</p><p><strong>Results: </strong>A total of 80 faculty members participated in the study. A high percentage of participants were knowledgeable about the effect of mental health on students' academic performance and retention (72.5%). About 56.3% of educators did not receive previous preparation to deal with students' mental health issues, and 50% faced cases of mental health issues among their students. Even though 40% were not confident in their knowledge about mental health issues, the majority 85% agreed that getting a course on mental health issues and how to deal with them is crucial.</p><p><strong>Conclusion: </strong>The findings of this study indicate that while dental educators generally understand the impact of mental health on students' academic performance, they face notable gaps in preparedness and confidence. Key barriers include insufficient training, limited awareness of institutional resources, and difficulties in accessing mental health information. These results emphasize the need to equip educators with the necessary knowledge and resources to effectively support students' mental well-being.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"431-438"},"PeriodicalIF":1.8,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11934877/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143710688","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":"Defensive Responses to Implicit Association Tests and Bias Awareness in an Implicit Bias Mitigation Training.","authors":"Janice Sabin, Eric Mick, Ethan Eisdorfer, Majid Yazdani, Maria M Garcia, Janet Fraser Hale, Jill Terrien, Geraldine Puerto, Vennesa Duodu, Valerie Zolezzi-Wyndham, Joshua Rumbut, Joanne Calista, Olga Valdman, Stacy Potts, Jeroan Allison, Michele Pugnaire, Jennifer Tjia","doi":"10.2147/AMEP.S492884","DOIUrl":"10.2147/AMEP.S492884","url":null,"abstract":"<p><strong>Background: </strong>Implicit bias education that utilizes the Implicit Association Test (IAT) to raise self-awareness of bias can induce defensiveness.</p><p><strong>Objective: </strong>To describe clinical learners' bias awareness, self-perceptions of bias relative to colleagues (better-than-average), implicit and explicit biases and defensive response to the IATs.</p><p><strong>Design: </strong>Cross-sectional study.</p><p><strong>Participants: </strong>Internal medicine and family medicine residents, and Doctor of Nursing Practice students at a public medical and nursing school affiliated with a disproportionate share hospital and who completed an implicit bias recognition and mitigation educational program (including didactics, IATs, and communication skills training and practice with standardized patients) in 2018-2019.</p><p><strong>Main measures: </strong>We measured implicit and explicit attitudes and stereotypes, reactions to IAT results (defensive or not defensive), better-than-average perceptions, bias awareness and participants' characteristics. We examined associations between defensive responses to the IAT and participant characteristics, self-reported explicit biases, bias awareness within self, society, and healthcare, and IAT scores.</p><p><strong>Key results: </strong>Of N=61 respondents, 57% were female and 59% White. We found moderate implicit bias favoring White people versus Black people, weak bias favoring White people versus Hispanic/Latinx people and moderate bias favoring White people on both race and ethnicity medical compliance stereotype IATs. Participants demonstrated awareness of bias in society and healthcare, but not within self. Eighteen percent were defensive regarding their IAT results. Perceptions of own bias (self) were always of their having less bias than their colleagues, and they were better-than-average. There were no statistically significant associations between IAT scores and participant demographics and no interaction effect between implicit bias, defensiveness and better-than-average scores.</p><p><strong>Conclusion: </strong>Clinical learners hold moderate implicit biases, believe they have less bias than others, and almost 1-in-5 have a defensive response to IAT feedback. It is important to design implicit bias educational interventions to include reflection on personal bias and provide a safe environment to minimize defensiveness.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"419-430"},"PeriodicalIF":1.8,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11930236/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694059","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":"Evaluation of Applying Standardized Patients in Certification Assessment of Clinical Practice Ability Standardized Training for Psychiatric Resident Physicians.","authors":"Fei Yao, Jian-Song Chen, Li-Hong Chen, Bi-Yu Ye, Chan-Juan Yang, Xuan-Zi Li","doi":"10.2147/AMEP.S503006","DOIUrl":"10.2147/AMEP.S503006","url":null,"abstract":"<p><strong>Objective: </strong>The aim of this study was to explore the application of standardized patient (SP) in the certification assessment of clinical practice ability standardized training for psychiatric resident physicians.</p><p><strong>Methods: </strong>Candidates and examiners who participated in the graduation examination of clinical practice ability standardized training for psychiatric resident physicians in Guangdong Province from 2020 to 2023 were selected as the research participants. The assessment scores of candidates were collected. Questionnaires about satisfaction degree and SP application evaluation were designed and filled out by the examiners and candidates to evaluate their satisfaction with the clinical practice ability certification assessment.</p><p><strong>Results: </strong>The average annual score of the practical skills certification assessment is 83.88 ± 5.78 (P<0.001). There is no evident change in the second station (81.50 ± 6.81, P=0.0825), while the scores of the other stations fluctuate significantly (83.77 ± 6.80, 84.46 ± 6.70, and 88.31 ± 7.82; P<0.05). A total of 185 valid questionnaires were collected, of which 97.87% of the examiners and 92.03% of the candidates are satisfied with SP, respectively, both higher than their overall satisfaction levels (97.87% vs 89.36%; 92.03% vs 85.51). Examiners are highly consistent with their evaluation of SP satisfaction (Kendall=0.829, P<0.001), while candidates have low consistency in their evaluation of SP (Kendall=0.012, P=0.04). The differences in SP evaluation between different identities mainly include appearance, intonation, physical movements, language accuracy, and use of medical terminologies (P<0.05).</p><p><strong>Conclusion: </strong>The satisfaction with the application of SP in the certification assessment of clinical practice ability standardized training for psychiatric resident physicians is high. However, it has inconsistent evaluations from examiners and candidates in terms of appearance, pronunciation and intonation, physical movements, language accuracy, and use of medical terminologies. Enhancing the SP level can promote the stability of the assessment.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"411-418"},"PeriodicalIF":1.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929417/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694061","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 a One-Day Multidisciplinary Workshop on Medical Students' Self-Assessed Confidence, Knowledge, and Teamwork Skills: A Pre-Post Study.","authors":"Dumitru Sutoi, Daian Ionel Popa, Cristian Alexandru Cindrea, Cosmin Iosif Trebuian, Carmen Williams, Maria Sutoi, Adina Maria Marza, Florina Buleu, Bogdan Chiu, George Marin, Vlad Mulcutan Chis, Ionut Dudau, Darie Luca Sabau, Ovidiu Alexandru Mederle","doi":"10.2147/AMEP.S509297","DOIUrl":"10.2147/AMEP.S509297","url":null,"abstract":"<p><strong>Background and objectives: </strong>Medical workshops serve as interactive learning sessions that allow medical students to apply their extensive theoretical knowledge in a structured, low-stress environment. This study aimed to evaluate the impact of a self-developed multidisciplinary workshop on participants' self-reported confidence, teamwork, leadership skills, and theoretical knowledge acquisition.</p><p><strong>Methods: </strong>The present study gathered data from 100 participants. Two surveys, each comprising three sections, were administered: a multiple-choice questionnaire (MCQ), with distinct versions for pre- and post-workshop assessment; a self-confidence questionnaire; and a non-technical skills questionnaire structured using a Likert-scale format.</p><p><strong>Results: </strong>Regarding self-assessed confidence, significant increases were observed across all workshop stations (p < 0.001, Wilcoxon signed-rank test), with all effect sizes classified as large (Cohen's d > 0.8). In terms of theoretical knowledge, students demonstrated substantial improvement, with the median score increasing from 5.92 to 8.2, and no significant differences identified between study years (p = 0.895). Non-technical skills, including teamwork and leadership, were assessed using two questions each, revealing a statistically significant improvement in pre- and post-intervention (p < 0.001) with large effect sizes.</p><p><strong>Conclusion: </strong>This study demonstrated that the one-day multidisciplinary workshop increases medical students' confidence by refining their communication skills, broadening their understanding of different roles in healthcare, and improving their ability to collaborate effectively.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"401-410"},"PeriodicalIF":1.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11955773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143753743","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 Use of Peer Teaching in the Online Clinical PBL: The Medical Students' Perspectives [Response to Letter].","authors":"Gustavo Salata Romão, Sheyla Ribeiro Rocha, Milton Faria Junior, Marina de Toledo Durand, Reinaldo Bulgarelli Bestetti","doi":"10.2147/AMEP.S525312","DOIUrl":"https://doi.org/10.2147/AMEP.S525312","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"399-400"},"PeriodicalIF":1.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11913024/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651402","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":"\"Good, Better, How\" Educational Intervention: Potential Benefits of Utilizing Feedback in General Surgery; Sequential Mixed-Methods Study of an Educational Intervention.","authors":"Mark Guadagnoli, Whitney Elks, Kencie Ely, Abigail W Cheng, Kavita Batra, Charles Randolph St Hill","doi":"10.2147/AMEP.S487038","DOIUrl":"https://doi.org/10.2147/AMEP.S487038","url":null,"abstract":"<p><strong>Background: </strong>Feedback is acknowledged as a necessity for effective learning and performance improvement. However, it has been shown to have variable effects on subsequent performance. This study introduces the \"Good, Better, How\" (GBH) framework for providing and receiving effective feedback in surgical training.</p><p><strong>Methods: </strong>Surgery residents, fellows and faculty at a single institution completed pre- and post-educational intervention surveys, attended a GBH educational intervention, and participated in focus groups. Survey results were analyzed quantitatively and qualitatively.</p><p><strong>Results: </strong>Survey analysis showed significant (p<0.05) positive changes from using the GBH method, and rated the GBH method very favorably (average score: 8.03/10), suggesting a positive paradigm shift from previous feedback methods used in surgical education. Dominant focus group themes included phrases such as \"positive culture\", \"systematic\", and \"useful\".</p><p><strong>Conclusion: </strong>Despite implementation challenges, the GBH feedback system shows promise for enhancing surgical education and may contribute to improved patient outcomes.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"381-398"},"PeriodicalIF":1.8,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11910930/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651381","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":"Experience of Nurses with Educator Role in Selected Hospitals of Indonesia: Phenomenological Study.","authors":"Cicilia Ika Wulandari, Hanny Handiyani, Enie Novieastari, Diantha Soemantri, Ichsan Rizany","doi":"10.2147/AMEP.S480115","DOIUrl":"https://doi.org/10.2147/AMEP.S480115","url":null,"abstract":"<p><strong>Background: </strong>Competence of nurse educators in several countries is still unclear. In fact, nurse educators have a role in improving the knowledge and skills of nurses and students so that they can provide nursing services in a variety of situations. Moreover, absence of competency list attributed to lack of recognitions and various terminologies, which also less logical.</p><p><strong>Objective: </strong>This study aims to explore the perceptions and experiences of nurse educators in exercising their educational competencies in hospitals.</p><p><strong>Methods: </strong>This study uses a qualitative method of phenomenological study approach. The research was carried out in two hospitals: Universitas Indonesia Hospital and Persahabatan Central General Hospital, involving sixteen nurse educators. Thematic analysis was conducted to identify recurring patterns and themes in the data.</p><p><strong>Results: </strong>The thematic analysis revealed five overarching themes: 1) Requirements to become a nurse educator, 2) Specific competencies needed for nurse educators, 3) Unclear nurse educator programs, 4) Nurses' perceptions of professionalism and managerial support, and 5) Expectations for clear career paths for nurse educators.</p><p><strong>Conclusion: </strong>This study underlines the existence of nurse educators' expectations for a clear career path. The importance of clear qualifications to become a nurse educator. Nurse educator programs also require support from hospital management.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"371-380"},"PeriodicalIF":1.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651399","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}