Advances in Medical Education and Practice最新文献

{"title":"Classrooms to Clinics: A Capstone Preclinical Course Designed from Educational, Social, and Developmental Perspectives on the Transition to Clerkship.","authors":"Mary Kate Worden, Megan J Bray","doi":"10.2147/AMEP.S523459","DOIUrl":"10.2147/AMEP.S523459","url":null,"abstract":"<p><strong>Introduction: </strong>Transitions to clerkship courses aim to alleviate medical students' concerns about preparing for clerkship rotations. Most focus on reviewing medical knowledge and clinical skills from an educational perspective. However, few are designed from social or developmental perspectives that emphasize self-regulation and social learning habits. This is unfortunate because learners who are unaware of the social and developmental aspects of learning may struggle to transition from a structured classroom environment to a complex and unpredictable clinical learning environment.</p><p><strong>Approach: </strong>The two-week Classrooms to Clinics (C2C) course at the University of Virginia School of Medicine serves as a capstone to the preclinical curriculum that helps ease students' transition to the clerkship year. From the educational perspective, it incorporates case discussions that permit review of key concepts and clinical reasoning skills taught in earlier preclinical courses. From the developmental perspective, C2C challenges students to perform workplace tasks authentic to the clinical environment and to recognize best practices for identifying and leveraging learning opportunities within the clinical workflow. From a social perspective, C2C policies encourage students to nurture relationships with peers to facilitate learning and co-learning on clerkships.</p><p><strong>Outcomes: </strong>Evidence from course evaluations and analysis of students' commentary on the most recent iteration of C2C shows that students recognize and appreciate the educational, developmental, and social perspectives on making a successful transition to clerkships.</p><p><strong>Next steps: </strong>As next steps, we will address student feedback about Classrooms to Clinics by clarifying how and why it differs from a traditional transitions course in its emphasis on developmental and social learning strategies that facilitate life-long learning. We will also enable clerkship students (and their coaches) to retrospectively review the reflective essays they wrote in C2C so that students can monitor their progress in developing self-regulated learning habits that facilitate a successful transition to the clinical workplace.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1281-1286"},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12297001/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733947","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":"Problem-Based Learning and Case-Based Learning in Clinical Practical Teaching for Gynecology Residents: A Narrative Review.","authors":"Ying Zhu, Jiaojiao Zhang, Jing Fei, Huibin Fang, Zhigang Zhang","doi":"10.2147/AMEP.S534053","DOIUrl":"10.2147/AMEP.S534053","url":null,"abstract":"<p><strong>Background: </strong>Gynecology residency training necessitates a robust educational framework to cultivate clinical competency, critical thinking, and problem-solving skills. Traditional lecture-based teaching methods are deficient in fostering active learning and clinical decision-making. Problem-based learning (PBL) and case-based learning (CBL) have emerged as learner-centered approaches that enhance medical education by integrating theoretical knowledge with clinical practice. This review aims to explain the efficacy, implementation frameworks, challenges, and comparative value of PBL and CBL in gynecology residency education, and explores the role of instructional technology integration.</p><p><strong>Methods: </strong>A systematic literature search was conducted across PubMed, ERIC, Scopus, Embase, and EBSCO (January 2010-January 2025) using keywords: \"problem-based learning\", \"case-based learning\", \"gynecology education\", \"residency training\". Inclusion criteria encompassed studies on PBL/CBL interventions in gynecology residency with qualitative/quantitative outcomes. Ten articles met the criteria after screening.</p><p><strong>Results: </strong>Both PBL and CBL significantly outperform in enhancing clinical decision-making, differential diagnosis, knowledge retention, procedural planning, and long-term knowledge application. PBL utilizes open-ended problems to cultivate self-directed learning, critical thinking, and collaborative problem-solving (eg, managing complex AUB etiologies). CBL employs structured clinical cases to bridge theoretical knowledge with practical application, improving diagnostic reasoning and patient management skills. Key implementation frameworks involve careful pre-session preparation, facilitator-guided discussions on authentic cases, and structured feedback. Challenges include significant faculty time for case design/facilitation, resource intensity, and competency assessment. PBL fosters deep theoretical understanding, while CBL excels in clinical skill translation. Integrating both approaches creates a balanced curriculum. Augmenting PBL/CBL with simulation, flipped classrooms, mobile learning, and AI enhances accessibility, personalization, and procedural skill practice.</p><p><strong>Conclusion: </strong>PBL and CBL are transformative pedagogical strategies for gynecology residency training, effectively developing competencies needed for complex clinical practice. Successful implementation requires rigorously designed cases, faculty trained in facilitative guidance, and strategic technology integration. These approaches prepare residents not only as skilled technicians but as adaptable, patient-centered practitioners capable of navigating evolving healthcare challenges. Investment in faculty development and technology-enhanced PBL/CBL models is crucial for advancing gynecologic education globally.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1269-1279"},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12301251/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733948","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":"Why Saudi Respiratory Therapists Struggle with Research: An Evidence-Based Analysis.","authors":"Mohammed M Alqahtani, Hassan Aljohani, Saleh S Algarni, Mobarak K Alqahtani, Taha T Ismaeil, Mutab F Alotaibi, Fahad H Al Enazi, Turki M Alanazi, Ziyad F Al Nufaiei","doi":"10.2147/AMEP.S520760","DOIUrl":"10.2147/AMEP.S520760","url":null,"abstract":"<p><strong>Background: </strong>Respiratory care is a relatively new field of study that emerged in the last century, focusing on the provision of diagnostic, management, and treatment services for patients with respiratory diseases. Given its significance, expanding research in this field is essential to better understand the impact of management and treatment strategies, as well as the role of education.</p><p><strong>Objective: </strong>This study aims to explore perceived barriers that hinder Saudi respiratory therapists from conducting research within the respiratory care field in Saudi Arabia.</p><p><strong>Methods: </strong>This study was employed a cross-sectional design to examines the obstacles to respiratory care research in Saudi Arabia. The questionnaires contained three parts: demographic profile, 18 statements measured via 5 points-Likert's scale and three open-ended questions. A total of 124 respiratory therapist were participated in this study. SPSS was utilized for part one and two, while thematic analysis was utilized for open-ended questions.</p><p><strong>Results: </strong>The findings reveal that insufficient institutional resources, time constraints, and the lack of incentives and recognition were the major barriers for conducting research. The participants proposed solutions to overcome these barriers such as financial support, reduced workload, continuous workshops to enhance research skills, and organizational recognition through incentives and rewards.</p><p><strong>Conclusion: </strong>Our study offers a holistic view of the barriers encountered by individuals working in the field of respiratory care who wish to conduct research.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1259-1267"},"PeriodicalIF":1.7,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12301129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733949","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 Preclinical Elective on Medical Student Performance on an Anesthesiology Simulation Scenario.","authors":"Danielle M Sawka, Mark C Kendall, Matthew S Diorio, Nardin O Derias, Arezoo Rajaee, Chao Ji, Shyamal R Asher","doi":"10.2147/AMEP.S516942","DOIUrl":"10.2147/AMEP.S516942","url":null,"abstract":"<p><strong>Introduction: </strong>Preclinical medical students often have minimal exposure to topics within the field of anesthesiology. As efforts to expand clinical exposure in the preclinical curriculum are increasing, there remains an unawareness of which education topics are still undervalued. This study is the first application of an anesthesiology simulation in the medical student population that incorporates objective performance evaluation that aims to identify key areas of clinical learning growth and gaps within anesthesiology following a semester-long elective.</p><p><strong>Methods: </strong>Our study population consisted of 14 first- and 2 second-year medical students interested in a career in anesthesiology and enrolled in an anesthesia preclinical elective at a single-institution. The students were tested on the same clinical scenario graded based on a standardized rubric prior to and after the completion of the anesthesia preclinical elective. Differences in individual simulation scores were analyzed using <i>t</i>-test, or Wilcoxon signed-rank test for paired samples.</p><p><strong>Results: </strong>The students had a statistically significant increase in individual total scores (p < 0.001), with the strongest improvements in basic induction skills (p < 0.001) and response to hemodynamic changes (p < 0.001) after completion of the elective. There was no significant improvement in PACU management skills (p = 0.184) after completion of the elective, although the small sample size limits statistical power.</p><p><strong>Conclusion: </strong>This first application of anesthesia-based simulation training with performance scoring in medical students highlights the possible need for targeted early intervention in post-operative management for medical students interested in a career in anesthesiology.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1229-1238"},"PeriodicalIF":1.7,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12288752/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709413","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":"Capacity Building in Field Epidemiology in Sub Saharan Africa: Findings from Infectious Disease Field Epidemiology and Biostatistics in Africa (IDEA) Fellowship Program.","authors":"Jimmy Patrick Alunyo, George Paasi, Alex Riolexus Ario, Peter Olupot-Olupot","doi":"10.2147/AMEP.S523703","DOIUrl":"10.2147/AMEP.S523703","url":null,"abstract":"<p><strong>Background: </strong>Emerging and re-emerging infectious diseases (EREIDs) remain a major public health threat globally, particularly in sub-Saharan Africa (SSA), where fragile health systems, inadequate infrastructure, and limited workforce training exacerbate vulnerabilities. Uganda, a recognised hotspot for outbreaks, faces increasing risk due to anthropogenic and environmental drivers. To address critical capacity gaps, the Infectious Disease Epidemiology and Biostatistics in Africa (IDEA) Fellowship was launched as Uganda's first master's-level programme in infectious disease field epidemiology. Led by Busitema University, in collaboration with national and international partners, the programme was funded through EDCTP-II (CSA2020E).</p><p><strong>Methods: </strong>The IDEA Fellowship combined theoretical instruction with fieldwork and research tailored to national health priorities. Activities included outbreak investigations, disease modelling, and surveillance, supported by Africa CDC, Uganda's Ministry of Health, and UK institutions. A REDCap-based survey was administered to 202 public health professionals across SSA to assess training needs, skill gaps, and barriers. Data were analysed using descriptive statistics and thematic analysis.</p><p><strong>Results: </strong>The programme trained 15 master 's-level fellows, strengthening Uganda's capacity in surveillance, early detection, and outbreak response. Survey results showed that 55.4% of professionals required further training, with skill gaps in zoonotic disease management (64.4%), outbreak preparedness (64.9%), and data management (59.4%). Key barriers included limited diagnostic capacity (73.8%) and weak collaboration (49.5%). Qualitative findings highlighted inconsistent mentorship, restricted data access, and limited funding for fieldwork. Respondents advocated for structured mentorship, longer training durations (≥3-6 months), and hybrid delivery models (42.3%).</p><p><strong>Conclusion: </strong>The IDEA Fellowship demonstrates a scalable model for infectious disease capacity building in SSA. Training African scientists in local contexts promotes relevance, retention, and cost-effectiveness. Regional expansion, cross-sector collaboration, and systemic investment are essential for sustainable epidemic preparedness and global health security.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1239-1257"},"PeriodicalIF":1.7,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12288224/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709412","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 Attractive and Deterring Factors for Medical Students Towards Pathology as a Specialty in Saudi Arabia.","authors":"Alaa Samkari, Turki A Qari, Saliha Mohammed Abukhairat Jnr, Ghadah AlQarni, Rahaf Assiri, Sultanah A Boraie, Khalid Talal Alghamdi","doi":"10.2147/AMEP.S528051","DOIUrl":"10.2147/AMEP.S528051","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to assess the level of interest in pathology among medical students in Saudi Arabia and identify factors influencing their decision to pursue pathology as a career.</p><p><strong>Patients and methods: </strong>This cross-sectional study was conducted across multiple universities in Saudi Arabia, including Umm Al Qura University, King Faisal University, King Saud bin Abdulaziz University for Health Sciences, Imam Abdulrahman bin Faisal University, Jazan University, and King Khalid University. Data was collected from medical students at different academic levels, including first-year students through interns using an online questionnaire via Google Forms. Responses were cleaned in Microsoft Excel and analyzed using SPSS version 23. Descriptive statistics and Chi-square tests were used, with significance set at p < 0.05.</p><p><strong>Results: </strong>A total of 612 valid responses were received, with an almost equal distribution of male (49.8%) and female (50.2%) participants. Overall, 45.3% of students expressed interest in pathology, while 54.7% were not interested. Female students (52.1%) showed a greater interest compared to males (38.4%). The most influential factors attracting students to pathology included lifestyle (37.4%), research opportunities (35.9%), and fewer on-call duties (33.2%). The most common deterring factors reported by those interested in pathology was the perceived challenge of the discipline (56.9%), other career interests (41.5%), and limited job opportunities (35.3%).</p><p><strong>Conclusion: </strong>Several factors influence medical students' decisions regarding pathology as a career choice. Notably, female students demonstrated a higher level of interest in pathology than their male counterparts. Future studies should explore strategies to enhance the visibility and appeal of pathology, such as increasing early exposure to the field within the medical curriculum.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1217-1227"},"PeriodicalIF":1.8,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12267822/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660774","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 Pediatric Interns' Clinical Skills Through Simulation-Based Training.","authors":"Hongjun Ba, Lingling Xu, Huimin Peng, Yufen Gu, Yijuan Li, Xiaoyun Jiang, Xiaoyu Li, Shujuan Li","doi":"10.2147/AMEP.S524656","DOIUrl":"10.2147/AMEP.S524656","url":null,"abstract":"<p><strong>Background: </strong>Situational simulation teaching enhances students' practical skills and clinical decision-making by replicating real-world scenarios. Pediatric practice often involves complex, dynamic situations, making it crucial for students to gain experience in a controlled environment where repeated practice can develop clinical expertise.</p><p><strong>Objective: </strong>This study aims to evaluate the effectiveness of situational simulation in pediatric clinical practice by comparing its impact on trainees' skills with that of conventional teaching methods.</p><p><strong>Methods: </strong>A total of 52 pediatric trainees were randomly assigned to two groups: one participating in situational simulation training and the other receiving traditional instruction over a six-week period. A mixed-method approach, including formal assessments and Mini-Clinical Evaluation Exercises (Mini-CEX), was used to assess knowledge, clinical abilities, and overall competencies. A feedback survey was also administered to the simulation group to evaluate the impact of simulation-based training on their learning outcomes.</p><p><strong>Results: </strong>Theoretical exam performance was comparable between both groups, with no significant difference (p > 0.05). However, the situational simulation group showed significant improvements in key skills compared to the traditional group: medical history taking (26.92% vs 69.23%, p = 0.005), clinical judgment (19.23% vs 46.15%, p = 0.011), doctor-patient communication (26.92% vs 61.54%, p = 0.025), and overall clinical competence (19.23% vs 57.69%, p = 0.009). The simulation group also reported higher satisfaction and demonstrated superior competency in practical assessments.</p><p><strong>Conclusion: </strong>This study confirms that situational simulation effectively improves pediatric clinical skills, especially in practical competence and patient communication. The findings support further integration of simulation-based teaching into pediatric training programs to enhance clinical readiness and confidence.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1209-1216"},"PeriodicalIF":1.8,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12258202/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638416","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":"Blended Learning in Bachelor's Nursing Education: Exploring Student Experiences, Satisfaction, and Knowledge.","authors":"Zeinab A Abusabeib","doi":"10.2147/AMEP.S520500","DOIUrl":"10.2147/AMEP.S520500","url":null,"abstract":"<p><strong>Background: </strong>Blended learning merges in-person instruction with online education, offering flexible and individualized learning experiences. This approach is especially valuable in nursing education, where connecting theoretical knowledge with practical application is crucial.</p><p><strong>Objective: </strong>The study aims to investigate nursing students' experiences and satisfaction levels regarding blended learning in a Clinical Nutrition Course targeted at third-year nursing students while comparing the knowledge outcomes of blended learning and traditional learning groups.</p><p><strong>Methods: </strong>A cross-sectional study design was utilized to evaluate the experiences of 307 female nursing students through the Web-based Learning Environment Instrument (WEBLEI). Data were collected online using a 5-point Likert scale and analyzed with descriptive statistics. Moreover, academic performance between the blended learning group (2024-2025) and the traditional group (2023-2024) was compared using independent t-tests.</p><p><strong>Results: </strong>Students reported a high level of satisfaction with blended learning, evident from the overall WEBLEI scores. Scores for Access (4.48), Interaction (4.40), Response (4.59), and Results (4.64) indicated favorable views regarding flexibility, engagement, and knowledge gain. The blended learning group exhibited significantly better academic performance (Total Score: 94.39 ± 4.78) compared to the traditional group (89.21 ± 5.39; p < 0.001).</p><p><strong>Conclusion: </strong>Blended learning significantly improves both student satisfaction and academic performance in nursing education. Enhancing peer interaction and incorporating additional synchronous activities could further enhance the blended learning approach.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1197-1207"},"PeriodicalIF":1.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12256046/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627435","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":"Transcendent Spaces: The Role of Museums in Medical Education on Religion and Spirituality.","authors":"Eojin Choi, Margaret S Chisolm","doi":"10.2147/AMEP.S505619","DOIUrl":"10.2147/AMEP.S505619","url":null,"abstract":"<p><p>Religion and spirituality are increasingly recognized as important aspects of patient care and medical education, yet many medical schools still lack structured curricula in this area. This is particularly relevant given the increasing gap between younger medical learners who identify as \"spiritual but not religious\" and their older adult patients who identify as religious. This article explores the potential of museum-based education as an innovative approach to integrate religion and spirituality into medical education. By using museums' diverse collections of religious and cultural artifacts, medical students can learn about various religious traditions around the world and engage in discussions on religion and spirituality in a collaborative and supportive environment. Visual Thinking Strategies, a widely studied visual arts-based method in medical education, can be a particularly effective tool that fosters empathy, cultural humility, and critical thinking. This approach can ultimately help medical students integrate spiritual care into their future practice while also encouraging reflection on the role of religion and spirituality in their personal lives.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1181-1185"},"PeriodicalIF":1.8,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12241231/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144609960","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":"Effect of Social Anxiety Disorder on Specialty Choice Among Residents and Interns in Saudi Arabia: A Multi-Center Cross-Sectional Study.","authors":"Abdulaziz Muflih Abudasser, Ibtihal Sultan M Alshehri, Raghad Yahya S Alasiri, Rahaf Yahya Wakidah, Raghad Yahya Alqahtani","doi":"10.2147/AMEP.S522512","DOIUrl":"10.2147/AMEP.S522512","url":null,"abstract":"<p><strong>Aim: </strong>This study aims to assess the association between social anxiety disorder (SAD) and specialty preference among medical residents and interns in Saudi Arabia.</p><p><strong>Methods: </strong>A multi-center cross-sectional analytical study was conducted among medical interns and residents across Saudi Arabia. A validated online questionnaire was distributed between July 12 and September 2, 2023. Social anxiety was measured using the Social Interaction Anxiety Scale (SIAS), a 20-item self-reported tool. A score of ≥36 was used to identify significant levels of social anxiety.</p><p><strong>Results: </strong>A total of 196 interns and residents participated in the study. The most preferred specialties included surgical subspecialties (31.1%), followed by medical subspecialties (19.9%). A total of 47 participants (24%) reported that fear influenced their specialty choice, while 63 (32.1%) exhibited significant levels of social anxiety. Social anxiety was significantly higher among interns (59.4%) than residents (33.3% for R1 and 35.1% for R2), with none reported among R5 residents (P =0.001). Fear of social interaction was most common in paramedical (88.9%) and radiology (69.2%) specialties.</p><p><strong>Conclusion: </strong>Nearly one in three residents and interns experienced significant social anxiety, which influenced their specialty selection-particularly toward less patient- facing fields such as radiology and paramedical specialties. These findings underscore the importance of early psychological screening and support in medical training, which could inform medical education reforms and workforce planning to ensure balanced specialty distribution in the healthcare system.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1187-1196"},"PeriodicalIF":1.8,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12239918/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144601916","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}