Advances in Medical Education and Practice最新文献

{"title":"Enhancing Neuroanatomy Education for Medical Students Through the Development of Online Modules.","authors":"Fatima E Al-Kubaisi, Soha R Dargham, Mange F Manyama","doi":"10.2147/AMEP.S541772","DOIUrl":"10.2147/AMEP.S541772","url":null,"abstract":"<p><strong>Purpose: </strong>Neuroanatomy is a cornerstone of medical education, yet its complexity often leads to student apprehension, termed \"neurophobia.\" This quantitative study evaluated the effectiveness of online Functional Neuroanatomy modules in enhancing second-year medical students' understanding of neuroanatomy at Weill Cornell Medicine-Qatar during the 2024-25 academic year.</p><p><strong>Participants and methods: </strong>Four functional neuroanatomy modules were developed: Brainstem Anatomy, Sensory Pathway, Motor Pathway, and Cranial Nerves. Each module featured a 15 to 20-minute animated video and accompanying pre- and post-module quizzes. Each module included 5-10 multiple-choice questions and labeling exercises targeting structure, function, and clinical correlation relationships through distinct clinical scenarios. Thirty-six students participated in this study by completing one or more modules. A survey was administered at the end of the final module to assess student perceptions of the modules' effectiveness, utility, and overall satisfaction. Quantitative data were analyzed using paired samples t-tests to compare pre- and post-quiz performance and independent t-tests to compare weekly quiz scores between participants and non-participants.</p><p><strong>Results: </strong>Statistical analysis showed significant improvement in post-module quiz scores across all modules (p < 0.001), indicating short-term learning gains. No significant difference was observed in official weekly neuroanatomy quiz scores between participants and non-participants (p > 0.05), possibly attributable to students' already strong baseline performance and access to multiple learning resources. Survey responses reflected high satisfaction, with students praising the modules' clarity, interactivity, and flexibility.</p><p><strong>Conclusion: </strong>These findings support the effectiveness of neuroanatomy modules as a supplementary digital tool that enhances comprehension and addresses neurophobia. However, limitations, including small sample size, lack of long-term retention assessment, and reliance on quiz-based evaluation, warrant caution and suggest the need for more rigorous future studies.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1601-1608"},"PeriodicalIF":1.7,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12411671/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145015211","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 Revolution in Midwifery Education: How AI and Deep Learning are Transforming Outcome-Based Assessments?","authors":"Lindya Okti Herbawani, Ari Indra Susanti, Qorinah Estiningtyas Sakilah Adnani","doi":"10.2147/AMEP.S543098","DOIUrl":"10.2147/AMEP.S543098","url":null,"abstract":"<p><strong>Background: </strong>Currently, midwifery education is confronted with a variety of obstacles, such as inadequate resources and conventional learning methods that are less effective in enhancing the clinical skills of students. Technological advancements and the rapid evolution of maternal and neonatal health services necessitate the transformation of midwifery education to a competency-based curriculum and outcome-based assessment paradigm. Artificial intelligence (AI) and deep learning have the potential to provide adaptive, personalized, and precise learning in this context. Nevertheless, its implementation continues to encounter a variety of challenges.</p><p><strong>Purpose: </strong>This study reviews the role of AI and deep learning algorithms in enhancing outcome-based assessments in midwifery education, focusing on improvements in objectivity, personalized learning, and students' clinical readiness.</p><p><strong>Patients and methods: </strong>This study employed a systematic literature review from Science Direct, Semantic Scholar, Springer Nature, and Taylor and Francis databases. Rayyan's software was employed to select 15 articles from the 771 articles that were discovered, in accordance with the inclusion and exclusion criteria. To guarantee objectivity and quality, two researchers conducted an independent evaluation.</p><p><strong>Results: </strong>Our review indicates that algorithms including Convolutional Neural Networks (CNN), Long Short-Term Memory (LSTM), Random Forest, and Support Vector Machine (SVM) are proficient in facilitating objective evaluations, delivering tailored feedback, and enhancing clinical learning simulations. Artificial intelligence has demonstrated the capacity to enhance students' communication, critical thinking, and clinical decision-making abilities. The primary challenges encompass infrastructure preparedness, digital literacy, and ethical concerns pertaining to data protection and algorithmic prejudice.</p><p><strong>Conclusion: </strong>Artificial intelligence and deep learning possess significant promise to revolutionize achievement-based assessments in midwifery education through accurate, adaptable, and scalable evaluations. The successful implementation relies on the management of technological, pedagogical, and ethical restrictions, along with thorough integration into the curriculum to equip graduates for global maternal and neonatal health concerns.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1579-1599"},"PeriodicalIF":1.7,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12409338/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145015266","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":"Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.","authors":"Junjun Shen, Qin-Chang Chen, Jun-Jie Li","doi":"10.2147/AMEP.S539059","DOIUrl":"10.2147/AMEP.S539059","url":null,"abstract":"<p><strong>Background: </strong>Residency training provides systematic, competency-based education for medical graduates. Although specialised knowledge and clinical skills are crucial in pediatric cardiology, training in China is often limited to 2-3 months with lecture-heavy approaches. We explored integrating clinical pathway(CP) and case-based learning (CBL) models to enhance training efficiency.</p><p><strong>Methods: </strong>The study involved 47 second-year pediatric trainees in Guangdong Provincial People's Hospital (2021-2024), randomly divided into a traditional teaching (TT) group and a CP-CBL group. Both groups underwent a 3-month training period, with no significant baseline differences (age: 21.6 ± 1.2 vs 22.1 ± 0.8 years; eight male trainees/group). The TT group received conventional lectures and ward-based learning. In the CP-CBL group, standardized instruction for common diseases was delivered through CP, whereas atypical/complex cases were taught with CBL. Both groups covered identical syllabus and duration. Outcomes were assessed through a theoretical test, case analysis, and an anonymous trainee questionnaire with a 5-point Likert scale. Group means were compared using Welch's t-tests (α = 0.05) in R software (significance level: p < 0.05).</p><p><strong>Results: </strong>Among 47 pediatric trainees, 24 (51.1%) were assigned to the CP-CBL group. No significant differences in age, experience, or prior CP-CBL exposure were observed between groups. All trainees completed the rotation exam. The CP-CBL group outperformed the TT group in comprehensive assessments (case analysis + theory exams), with 37.5% vs 4.3% of trainees scoring >90 points respectively. Trainees in the CP-CBL group reported higher satisfaction with learning interest (p < 0.01) and perceived skill improvement (p < 0.01), but no significant differences in course organisation (p = 0.49) or instructor performance (p = 0.79).</p><p><strong>Conclusion: </strong>In pediatric cardiology training, CP-CBL outperformed TT in both knowledge acquisition and learner engagement.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1569-1578"},"PeriodicalIF":1.7,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12402422/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144993928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge, Attitude, and Practice of Medical Students Toward Prehospital Emergency Care: A Cross-Sectional Study.","authors":"Xinran Liu, Bing Wang, Jingjing Xing, Hailong Zhang, Sheng Ye","doi":"10.2147/AMEP.S540797","DOIUrl":"10.2147/AMEP.S540797","url":null,"abstract":"<p><strong>Background: </strong>Emergency education is a critical component of medical training, enabling students to effectively respond to urgent and life-threatening situations. This study aimed to evaluate the knowledge, attitudes, and practices (KAP) of medical students regarding prehospital emergency care, and to explore the factors influencing these dimensions.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted between September 1 and October 10, 2024, at Wannan Medical College in Anhui province, southeastern China. Participants were selected using a stratified cluster sampling method. Data were analyzed using independent samples <i>t</i>-tests, one-way ANOVA, and Pearson correlation analysis. Structural equation modeling (SEM) was employed to examine the interrelationships among emergency knowledge, attitudes, and practices.</p><p><strong>Results: </strong>A total of 452 medical students completed the survey, with 439 valid responses included in the final analysis. Among the participants, 213 were male (48.50%) and 226 were female (51.50%). The mean scores for emergency knowledge, attitudes, and practices were 23.17 ±4.43, 18.20 ±3.76, and 13.68 ±2.71, respectively. The SEM analysis revealed that knowledge had a significant positive effect on attitude (β=0.831, <i>P</i><0.001) and on practice (β=0.477, <i>P</i> <0.001). Attitude also significantly influenced practice (β=0.448, <i>P</i><0.001).</p><p><strong>Conclusion: </strong>This study underscores the pivotal mediating role of attitudes in linking emergency knowledge to practice among medical students. Enhancing emergency knowledge through targeted educational interventions, alongside fostering positive attitudes, may effectively improve students' engagement and performance in real-life emergency care situations.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1559-1568"},"PeriodicalIF":1.7,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12400443/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973706","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":"Analysis of CME Participation and Credit Compliance Among Healthcare Professionals: A Five-Year Study (2019-2023) From a Hospital in Guangdong, China.","authors":"Dongxue Yang, Jiansong Chen, Jiaying Li, Xicheng Pu, Siyu Wu, Zeyu Jiang, Zhuoli Li, Yinglian Cai, Biyu Ye, Chanjuan Yang","doi":"10.2147/AMEP.S535544","DOIUrl":"10.2147/AMEP.S535544","url":null,"abstract":"<p><strong>Objective: </strong>Continuing Medical Education (CME) is vital for maintaining and improving the competencies of healthcare professionals. Despite the recognized importance of CME, disparities in CME engagement across professional roles remain underexplored in China. This study aims to addresses this gap by analyzing the participation and credit compliance of healthcare professionals in CME programs at a hospital in Guangdong Province over a five-year period (2019-2023) and to explore the differences across different professional titles and specializations.</p><p><strong>Methods: </strong>We conducted a retrospective analysis of 5,156 records from the hospital's proprietary electronic CME management system. All full-time clinical staff were included. Descriptive statistics quantified annual average participation and credit compliance rates. Chi-square tests (χ²) assessed differences by title and specialty.</p><p><strong>Results: </strong>The results indicate that over the past five years, both CME participation and credit compliance steadily increased. Significant differences were observed in participation among healthcare professionals with different professional titles (<i>χ</i> ²=38.02, <i>p</i><0.001), with intermediate-title staff exhibiting the highest participation (98.8%) and junior-title staff the lowest (95.4%). Credit compliance rates also differed significantly among professional titles (<i>χ</i> ²=43.88, <i>p</i><0.001), with intermediate-title group reaching the highest credit compliance rate (97.1%) and senior consultant-title group the lowest (89.1%). Additionally, there were significant variations in credit compliance rates across different specialties (<i>χ</i> ²=233.10, <i>p</i><0.001), with nursing professionals at the top (99.3%) and technicians at the bottom (90.6%).</p><p><strong>Conclusion: </strong>Significant disparities in CME participation and credit compliance were observed across professional titles and clinical specialties. The findings suggest that CME programs should be tailored to the specific needs of different professional groups. These insights provide valuable recommendations for policymakers and hospital administrators seeking to optimizing CME program design, enhancing participation, and improving healthcare quality through continued professional development.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1547-1558"},"PeriodicalIF":1.7,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12398291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973614","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":"Exam Sequence and Timing as Predictors of COMLEX-USA and USMLE Performance in Osteopathic Medical Students.","authors":"Maurice Blodgett, Martin Schmidt, Jennifer S Beaty, Brian Pinney, Bryan Hays","doi":"10.2147/AMEP.S550972","DOIUrl":"10.2147/AMEP.S550972","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined the impact of exam sequence and timing on the performance of osteopathic medical students on the COMLEX-USA Level 1 and Level 2 and USMLE Step 1 and Step 2 examinations.</p><p><strong>Methods: </strong>Two cohorts were analyzed: 364 osteopathic medical students who completed both COMLEX-USA Level 1 and USMLE Step 1 between 2020 and 2022 (prior to the implementation of pass/fail grading), and 734 osteopathic medical students who completed both COMLEX-USA Level 2 and USMLE Step 2 between 2021 and 2025. Student performance was evaluated based on the sequence of examinations and intervals between them. Because the scores did not follow a normal distribution, as indicated by the Shapiro-Wilk test, the Mann-Whitney <i>U</i>-test was employed to compare the median scores between the groups.</p><p><strong>Results: </strong>Osteopathic medical students who undertook the USMLE examinations first consistently achieved higher scores than those who undertook the COMLEX-USA examinations first across most academic quartiles. Shorter exam intervals (1-7 days) were associated with higher scores, whereas longer intervals (≥8 days) were correlated with significantly lower scores. The effects of exam order and timing varied across performance quartiles, with lower-performing students deriving the greatest benefit from taking the USMLE examinations first and maintaining shorter intervals between the exams.</p><p><strong>Conclusion: </strong>Strategic scheduling of exams may enhance performance on both the COMLEX-USA and USMLE examinations, particularly for lower-performing students. However, individual factors should be considered when implementing these strategies. These findings offer valuable insights for osteopathic medical students and educators in planning exam preparation and scheduling.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1537-1545"},"PeriodicalIF":1.7,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12396519/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973582","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":"To Evaluate Interdisciplinary Integration in Medical Education Through a Pulmonary Fibrosis Case Study.","authors":"Xiaorun Zhai, Yunjuan Nie","doi":"10.2147/AMEP.S529501","DOIUrl":"10.2147/AMEP.S529501","url":null,"abstract":"<p><strong>Introduction: </strong>This article examines the teaching method of experimental design in the context of Chinese universities, specifically focusing on the exploration of the disease development process. Cultivating innovative and research-oriented medical skills is a crucial objective within medical education, and the design of high-quality experimental courses is a significant aspect of optimizing and reforming medical education.</p><p><strong>Methods: </strong>Innovative experimental teaching design serves as a novel approach to integrating scientific research into undergraduate instruction. Centered on the exploration of the disease development process and combining the characteristics of clinical diseases, this method integrates experimental techniques from diverse disciplines such as anatomy, pathology, and molecular biology. It achieves a seamless fusion of theoretical knowledge and experimental operations. In this teaching initiative, students are fully immersed in the entire journey, from establishing disease-model mice to collecting and identifying samples at various time points during disease progression. Through hands-on engagement, students not only enhance their experimental skills but also gain a vivid and profound understanding of the dynamic evolution of diseases.</p><p><strong>Results: </strong>From the perspective of experimental exploration, students' theoretical understanding is reinforced, and they grasp the occurrence and progression of diseases. This approach provides technical support for scientific research and offers a new line of thinking for the treatment of clinical diseases.</p><p><strong>Conclusion: </strong>Experimental teaching focused on exploring the disease development process can foster students' scientific thinking, enhance their practical capabilities, and cultivate research-oriented medical professionals while they learn experimental techniques.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1529-1536"},"PeriodicalIF":1.7,"publicationDate":"2025-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12397502/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973954","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 Case-Based Narrative Medicine Education in the Standardized Training of Obstetric Residents.","authors":"Lijia Du, Rui Zheng, Xiaoxiong Zhu, Junjun Jia, Zhifen Yang","doi":"10.2147/AMEP.S538754","DOIUrl":"10.2147/AMEP.S538754","url":null,"abstract":"<p><strong>Purpose: </strong>As the demand for humanistic and patient-centered care grows in clinical practice, integrating narrative medicine into residency training has become increasingly important. This study aimed to investigate the narrative competencies of obstetric residents undergoing standardized training and to evaluate the effectiveness of narrative medicine education empowered by case-based teaching in enhancing clinical practice and professional competency.</p><p><strong>Patients and methods: </strong>A total of 46 obstetric residents enrolled in standardized training programs between October 2021 and May 2024 were randomly assigned to either the experimental group (n = 23) or the control group (n = 23). Residents in the experimental group received case-based narrative medicine education, while those in the control group received conventional clinical teaching. Following the obstetrics rotation, knowledge tests and objective structured clinical examinations (OSCEs) were administered. Subjective evaluations of narrative competencies and teaching effectiveness were assessed using validated questionnaires.</p><p><strong>Results: </strong>After the obstetrics rotation, OSCE scores were significantly higher in the experimental group compared to the control group (<i>P</i> < 0.05). Narrative competencies also showed a significant improvement among residents in the experimental group after the training (<i>P</i> < 0.05). Moreover, residents in the experimental group reported higher narrative competency scores and greater satisfaction with teaching effectiveness compared to the control group (<i>P</i> < 0.05).</p><p><strong>Conclusion: </strong>Narrative medicine education empowered by case-based teaching effectively enhances narrative competencies, obstetric clinical skills, doctor-patient communication abilities, critical thinking, and learning engagement among obstetric residents undergoing standardized training. This innovative teaching approach addresses the gap in humanistic medical education and provides an effective strategy for cultivating comprehensive professional competency in obstetric residents.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1511-1520"},"PeriodicalIF":1.7,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12379984/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973573","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":"Near-Peer Training: Impact of a Single Session on Students' OSCE Performance.","authors":"Andre S Alves, Victor Taramarcaz, Bernard Cerutti, Stephane Genevay, Eduardo Schiffer, Noelle Junod Perron","doi":"10.2147/AMEP.S535389","DOIUrl":"10.2147/AMEP.S535389","url":null,"abstract":"<p><strong>Purpose: </strong>Near-Peer Training (NPT) is increasingly used to teach clinical and procedural skills during undergraduate medical education. The impact of NPT programs on clinical practice is usually measured through OSCE stations that assess the trained skills. Little is known about the impact of a single NPT session on students' performance in OSCEs. This study aims to assess the impact of a single clinical skill NPT session on students' overall objective performance at a summative OSCE.</p><p><strong>Patients and methods: </strong>This prospective study evaluated the impact of a two-hour NPT session focused on three system-related clinical situations on overall clinical performance. Third-year medical students (junior) practiced these specific clinical skills under the supervision of fourth-sixth year student tutors with students rotating roles as clinician, observer, or patient. Scores (0-100) at the 3^rd year summative OSCE served as indicators of objective performance.</p><p><strong>Results: </strong>In 2022 and 2023, 210 out of 325 junior students underwent the NPT, with 50 tutors recruited for instruction. NPT participants significantly outperformed non-participants in the summative OSCE, with higher mean scores in global assessment (80.01± 7.64 vs 74.58± 6.71, p<0.0001), communication (83.39± 8.99 vs 79.70±10.10, p=0.0011), medical history taking (77.31± 8.93 vs 73.28±9.59, p=0.0006), and physical examination (73.52±10.66 vs 68.30±10.37, p<0.0001). However, there was no evidence of specific performance improvement in OSCE stations related to the trained system related clinical situations (effect of -0.0119±0.0598 on the normalized scores; p=0.8428).</p><p><strong>Conclusion: </strong>A single NPT session improved junior students' general performance but not scores related to the trained clinical situations at a summative OSCE. More research is warranted to understand what really boosts student learning since NPT seems to be effective, independently of the clinical skills specifically trained.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1521-1527"},"PeriodicalIF":1.7,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12380085/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973703","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":"Impact of a MOOC-Based Blended Learning Model on Performance, Satisfaction, and Perceptions in a Histology Course for Chinese Medical Students.","authors":"Yanmin Zhang, Shangming Liu, Chunyang Li, Aijun Hao","doi":"10.2147/AMEP.S534676","DOIUrl":"10.2147/AMEP.S534676","url":null,"abstract":"<p><strong>Background: </strong>While massive open online course (MOOC)-based blended learning has gained popularity across disciplines, its adoption in medical histology education is underexplored, and its educational benefits for undergraduate medical students have yet to be clearly established.</p><p><strong>Objective: </strong>This study examined the relative effectiveness of traditional and blended learning methods in terms of academic performance, student perceptions, and learning satisfaction among first-year medical students in China enrolled in a histology course.</p><p><strong>Methods: </strong>In this study, two groups with similar age, gender, and academic background were analyzed. The control group (n = 44) received traditional lecture-based teaching (LBT group), while the blended learning group (n = 45) received hybrid teaching, which combined traditional lecture-based teaching and MOOC (LBTM group).</p><p><strong>Results: </strong>The final examination score of the blended learning participants was significantly higher than that of the control participants (LBTM 81.00 ± 10.84 vs LBT 75.34 ± 12.50, <i>P</i> < 0.05). The LBTM group demonstrated higher mean scores among the middle 30% (Mann-Whitney <i>U</i>-test, <i>P</i> < 0.001) and the lower 50% (Mann-Whitney <i>U</i>-test, <i>P</i> < 0.01) of students. Additionally, the final examination score was significantly correlated with the in-class quiz score (R = 0.420, <i>P</i> < 0.01). The implementation of blended learning was well-received by students in the LBTM group, who preferred the blended learning model (64.44%). Moreover, higher satisfaction was observed with blended learning (LBTM 21.87 ± 4.36 vs LBT 15.20 ± 4.15, <i>P</i> < 0.001).</p><p><strong>Conclusion: </strong>Blended learning led to significant improvements in students' performance, satisfaction, and perception compared with traditional learning.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1501-1510"},"PeriodicalIF":1.7,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12379999/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973666","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}