Advances in Medical Education and Practice最新文献

{"title":"Evaluating the Knowledge of Computed Tomography and Magnetic Resonance Imaging Parameters Between Undergraduate Students and Radiographers in Jeddah, Saudi Arabia: A Cross-Sectional Study.","authors":"Lamees A Aljuaid, Mathayel A Alblowi, Sarah Yahya Almary, Khalid M Alshamrani, Ahmad M Subahi","doi":"10.2147/AMEP.S530231","DOIUrl":"10.2147/AMEP.S530231","url":null,"abstract":"<p><strong>Introduction: </strong>Cross-sectional imaging modalities, such as Computed Tomography (CT) and Magnetic Resonance Imaging (MRI), are essential for accurate diagnoses in medical care. Therefore, a solid understanding of CT and MRI parameters is necessary to obtain good image quality with minimal risk to patients. Previous studies have showed a significant knowledge gap regarding CT and MRI parameters; thus, this study aimed to evaluate the effectiveness of university curricula and clinical practice in hospitals among undergraduate students and technologists in Jeddah.</p><p><strong>Methods: </strong>Quantitative data were collected through a validated structured cross-sectional survey administered to a cluster sample of undergraduate students and radiographers in Jeddah. The survey consisted of 36 closed-ended multiple-choice questions. Eleven questions were related to CT parameters and 25 were associated with MRI parameters.</p><p><strong>Results: </strong>Normality tests revealed that both the CT and MRI scores were non-normally distributed (p = 0.0001). The Kruskal-Wallis test for the CT section yielded a p-value of 0.292, while all MRI sections also yielded p > 0.05 among the groups. Despite slight differences in knowledge scores across groups (3rd-year students, 4th-year students, internship students, radiographers, and others), internship students showed the highest mean CT knowledge scores. In terms of MRI scores, while the mean averages were similar across the groups, the technologists showed the lowest average standard deviation. These results could be attributed to the fact that the CT and MRI parameters were automated.</p><p><strong>Conclusion: </strong>These findings indicate a variation in the knowledge levels of CT and MRI parameters within this sample. We recommend the implementation of an annual refresher course to enhance the quality of healthcare practices and radiology education programs.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1351-1358"},"PeriodicalIF":1.7,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12336375/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144822829","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":"Medical Students' Experiences with Social Determinants of Health in Medical Education in Rwanda: A Qualitative Study.","authors":"Claire O Swedberg, Eden Abate Lemu, Christelle Uwantege Giraneza, Elizabeth H Bradley","doi":"10.2147/AMEP.S532433","DOIUrl":"10.2147/AMEP.S532433","url":null,"abstract":"<p><strong>Background: </strong>Despite growing recognition of the importance of social determinants of health in medical practice, physician training in this area remains limited. The aim of this research was to evaluate medical students' experiences with an innovative, social determinants of health-focused curriculum at the University of Global Health Equity (UGHE) in Rwanda, where social medicine is embedded in the Bachelor of Medicine, Bachelor of Surgery (MBBS) program.</p><p><strong>Methods: </strong>This was a qualitative study using data from in-depth interviews (n=18). We used the constant comparative method of data analysis to characterize recurrent themes across the interviews.</p><p><strong>Results: </strong>Four recurrent themes in students' experiences with the social determinants of health-focused curriculum emerged: 1) increased students' self-awareness about their own biases, 2) moved students from a mode of blame to a practice of empathy 3) allowed students to see patients as whole people with complex stories and needs rather than merely a diagnosis or set of diseases, and 4) strengthened students' commitment to addressing shortcomings in the larger health system as part of improving health.</p><p><strong>Conclusion: </strong>Our study adds to the literature by demonstrating the potential for medical schools in low-income settings to implement social determinants of health into their curriculum. Findings from the study may be useful for medical educators and policymakers seeking to implement more holistic approaches to medical education.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1371-1379"},"PeriodicalIF":1.7,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12336366/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144822831","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":"Postgraduate Clinical Residency: The Impact of Multiple-Choice Question Quality on Exam Success Rates.","authors":"Omer Eladil Abdalla Hamid Mohammed, Suresh Kumar Srinivasamurthy, Raghavendra Bhat, Yasir Ahmed Mohamed Alhassan Eltahir, Hesham Amin Hamdy Elshamly, Fatima Mohammed, Bashir Hamad","doi":"10.2147/AMEP.S525828","DOIUrl":"10.2147/AMEP.S525828","url":null,"abstract":"<p><strong>Objective: </strong>To examine the impact of quality parameters in the construction of multiple-choice questions (MCQs) and their associated psychometric analysis for a selected Specialty X (SpX) in the Qualifying Residency Entry Exam (QRE) at a Postgraduate Medical Institute.</p><p><strong>Methods: </strong>A post-validation cross-sectional analytical study was conducted using a non-probability purposive judgmental sampling technique. The SpX was chosen from one clinical specialities with the lowest exam success rates among the 52 specialities in the 2020-2023 QRE cycles. MCQs were evaluated using standard item analysis parameters: questions were considered acceptable range if they had a difficulty index (DIF) between 0.30-0.70, a discrimination index ≥0.2, and at least two functioning distractors.</p><p><strong>Results: </strong>Out of 175 candidates who appeared for the QRE, only 19 (10.86%) passed. The exam included 120 A-type MCQs, with just 7 (5.8%) flaw-free Items/Questions. Most questions (98.3%) lacked clinical vignettes, and only 10% used the proper lead-in format. Two-thirds failed the \"cover-the-options\" test, and 40% showed constructional flaws related to testwiseness or irrelevant difficulty. Psychometric analysis showed a mean difficulty index of 45.9, with 86.7% of Items/Questions in the acceptable range. However, 15% had extremely poor discrimination (mean PBS = 0.17), and the mean distractor efficiency was 66%. A statistically significant relationship (p < 0.05) was observed between constructional flaws and DIF, DisI/PBS, the Horst Index, and Bloom's levels. Furthermore, no significant relationship was identified between the exam success rate and the type of MBBS curriculum.</p><p><strong>Conclusion: </strong>The quality of Items/Questions in the postgraduate residency significantly impacted the QRE. Other potentially influential factors require further multivariate analytical research. This highlights the need for strategic educational initiatives to enhance Exam Bank development, strengthen capacity building, and improve faculty assessment skills.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1381-1397"},"PeriodicalIF":1.7,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12335845/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144817917","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 Generation and Use of Medical MCQs: A Narrative Review.","authors":"Sinclair Steele, Niranjan Nayak, Yehia Mohamed, Debadatta Panigrahi","doi":"10.2147/AMEP.S513119","DOIUrl":"10.2147/AMEP.S513119","url":null,"abstract":"<p><p>The use of multiple-choice questions in medical assessments is ubiquitous and extends in breadth from undergraduate formative and summative assessments to postgraduate certifications and reaccreditations. Despite the clear importance of multiple-choice questions in medicine, in the last thirty years there has been no authoritative peer reviewed publication that reviews the overall generation and use of multiple-choice questions in medicine. Producing effective and useful medical multiple-choice questions is as much of an art form as it is a science - unfortunately, every new writer of such questions tends to rely on their own experiences of such questions and then travel along their individual and tortuous pathway to produce \"acceptable\" questions. Our review article provides practical guidance and information that will assist writers of medical multiple-choice questions. As well as extensively discussing common pitfalls, we provide a checklist that represents optimum practice in question generation. We directly compare examples of good and poor multiple-choice questions. We describe the metrics for measuring effective questions; specifically, the discrimination and difficulty indices. We discuss the optimum approach to training faculty to produce <i>flawless</i> multiple-choice questions. We describe the potential role and benefits of students in writing multiple-choice questions. We address the current and future effectiveness of the major artificial intelligence software brands in developing objectively functional multiple-choice questions. We continue to support the pragmatic use of MCQs in undergraduate and postgraduate medical training, with the <i>caveat</i> that ongoing training is made available to the creators in order to facilitate the production of the highest quality questions.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1331-1340"},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12335258/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144817918","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":"From Reductionist Skills to Meaningful Learning: Trust and Humility in Bedside Cardiac Assessment.","authors":"James L Meisel, Deborah D Navedo, Isaac O Opole, Gail M Cohen, Sheilah A Bernard, Hugo Carmona, Ahmed H Nahas, Carly M Eiduson, Nick Papps","doi":"10.2147/AMEP.S520398","DOIUrl":"10.2147/AMEP.S520398","url":null,"abstract":"<p><strong>Purpose: </strong>Notions of trust are foundational to competency-based medical education. \"Entrustability\" underlies assessment; assessment is guided by integration into curricula of learners' knowledge, skills, and attitudes. However, attitudinal notions of trust are not commonly conceptualized as integral to such frameworks. Overlap between concepts of entrustability and trust as an attitude creates opportunity to infuse trust into competency frameworks. We explored how an original bedside cardiac assessment (BCA) curriculum that supported professional attitudes, knowledge, and skills scaffolded clinical learning in a cohort of internal medicine clerkship students.</p><p><strong>Methods: </strong>The curriculum urged students to hear patients' perspectives with humility and as key to diagnostic reasoning. Assigned short videos preceded two facilitated classes that included discussing a patient's startling question, \"Why should I trust your clinical skills?\" and recognizing, in simulated clinical encounters, disparate patients' perspectives. To better understand their experiences, we asked sixty-seven students to complete two post-class open-ended questions. We analyzed responses using content and thematic analyses.</p><p><strong>Results: </strong>Emergent codes clustered around themes in two categories: \"Successful Learning\" around effective learning strategies and meaningful peer encounters, skills practice, and educator encounters; and \"Opportunities for Improvement\", around instructional design, learning preferences, and instruction-related improvements.</p><p><strong>Conclusion: </strong>Themes suggested effective learning and meaningful interactions. Comments affirmed the importance of attitudinal aspects of skills development; human interaction while learning; and humility, a linchpin of expertise development and patient-centered communication. All contribute to professional identity formation (PIF). Instructional design improvements were incorporated into the final version of the curriculum. Limitations included inability to examine nuances of emergent themes from the limited data set. We are studying the curriculum's effects on BCA-related knowledge, skills, and attitudes and trust-worthiness as a learning construct. Research opportunities include impacts on humility, patient-centeredness, and PIF. We hope this exploratory work will stimulate conversations around expanded roles of notions of trust in medical education.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1305-1316"},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12335936/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144822830","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":"Barriers and Facilitators of Simulation-Based Education in Stroke Nursing Management at a Regional Referral Hospital in Southwestern Uganda: A Qualitative Study.","authors":"Josephine Nambi Najjuma, Francis Bajunirwe, Scovia Nalugo Mbalinda, Frank Ssedyabane, Gerald Mwebembezi, Shirley Moore, Mark Kaddumukasa, Esther C Atukunda","doi":"10.2147/AMEP.S535086","DOIUrl":"10.2147/AMEP.S535086","url":null,"abstract":"<p><strong>Introduction: </strong>Simulation-based education (SBE) improves skills and knowledge among health professionals. Stroke nursing necessitates swift decision-making, elevated levels of clinical competence, and interdisciplinary collaboration. SBE improves these competencies but encounters implementation challenges. The objective of this study was to explore the barriers and facilitators of SBE implementation for stroke care for nurses at a referral hospital in Uganda.</p><p><strong>Methods: </strong>From March to July 2024, a descriptive qualitative study was carried out at Mbarara Regional Referral Hospital and Mbarara University of Science and Technology using focus group discussions (FGDs), and key-informant interviews (KIIs). The FGDs were carried out with nursing students. The KIIs participants included purposively selected nurses, nurse educators, and other health care providers involved in stroke care and bedside teaching. The study was guided by the Consolidated Framework for Implementation Research (CFIR) and used deductive thematic analysis to identify barriers and facilitators for simulation-based stroke education (SBSE).</p><p><strong>Results: </strong>We conducted 4 FGDs, and 12 KIIs. The FGDs participants' mean age was 24 years and 36 years for other participants in KIIs. The barriers to SBSE included anticipated high cost for simulation methods, the anticipated high costs to translate lessons learned to real hospital setting, resistance to change from established routines. The high patient-to-nurse ratios and lack of stroke-specific structured training are also barriers. The facilitators included strong institutional administrative support for simulation methodology, availability of training facilities at the simulation center, and prior exposure to simulation methodologies.</p><p><strong>Conclusion: </strong>Strong administrative support exists for SBSE. However, for successful implementation, there is a need to address the resource limitations, address anticipated resistance to change, and foster a culture of continuous learning and improvement within healthcare institutions. Future interventions should strategically address identified barriers while leveraging facilitators can enhance the success of SBSE stroke nursing care in resource-limited settings.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1317-1329"},"PeriodicalIF":1.7,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12333653/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144817907","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":"Evaluating Unstructured Clinical Teaching During Rotations: How Medical Students' Experiences in Paediatrics and Gynaecology Influence Perceived Learning Outcomes.","authors":"Verneri Hannula, Lari Lehtovirta, Linda Kourunen, Markku Sumanen","doi":"10.2147/AMEP.S523181","DOIUrl":"10.2147/AMEP.S523181","url":null,"abstract":"<p><strong>Objective: </strong>Learning in the clinical environment is crucial for students to enhance practical skills. However, due to the variability of clinical settings, providing consistent teaching and sufficient patient cases can be challenging. As a result, the perceived quality of rotations often varies. Previous studies have reported mixed findings on whether teaching quality or patient encounters influence students' perceptions of rotation quality or exam performance. Additionally, previous studies have often focused on structured teaching in clinical settings. We aimed to explore how students' evaluations of clinical teaching outside structured learning events during rotations impact the perceived achievement of learning goals.</p><p><strong>Methods: </strong>We analysed student evaluations from paediatric and gynaecology rotations at Tampere University Medical School during the 2021-2022 academic year. Evaluations covered clinical teaching quality, opportunities to examine patients, and perform procedures. A linear regression model was used to assess the influence of these factors on the perceived achievement of learning goals, with the statement \"I achieved the given learning goals\" as the dependent variable.</p><p><strong>Results: </strong>A total of 140 students evaluated the paediatric and 142 the gynaecology rotations, providing 833 and 1188 evaluations, respectively. All questions received mean scores above 5 on a 7-point scale. The mean for achieving learning goals was 5.6 for paediatrics and 5.7 for gynaecology. All independent variables showed significant associations with the dependent variable, with \"The use of time was meaningful\" having the greatest impact.</p><p><strong>Conclusion: </strong>Students generally reported successfully achieving their learning goals in both rotations. Notably, the perceived meaningful use of time had the greatest impact on the perceived achievement of learning outcomes.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1297-1304"},"PeriodicalIF":1.7,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12323778/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790397","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":"Exploring the Validity of an Instrument That Measures Final Year Medical Students' Career Choice Preferences.","authors":"Agrithaa Guru, Marcus Alexander Henning, Craig S Webster, Bridget Kool, Tim J Wilkinson, Warwick Bagg","doi":"10.2147/AMEP.S529450","DOIUrl":"10.2147/AMEP.S529450","url":null,"abstract":"<p><strong>Purpose: </strong>The influences on medical graduates' career choices and destinations are varied but not well quantified. This study aimed to explore the validity of an instrument that measures the factors that influence Aotearoa New Zealand (NZ) medical students' career choices.</p><p><strong>Methods: </strong>The Medical Schools Outcomes Database (MSOD) questionnaire containing 24 question items entitled \"Factors Influencing Career Choice\" (FICC) section was psychometrically analyzed. Exploratory Factor Analysis (EFA) was performed to identify underlying constructs associated within these question items. This was followed by Confirmatory Factor Analysis (CFA), conducted on a subsequent cohort to confirm the validity of the identified factor structure.</p><p><strong>Results: </strong>The EFA (n=300) identified four main factors: Placement Experiences, Work Flexibility, Vocational Characteristics, and Finances and Rewards. The CFA (n=343) confirmed the same factor structure. A parsimonious factor structure was achieved after modification of indices and removal of nine items that did not contribute to enhancing the model fit. Two of the four fit indices were within acceptable limits, indicating a reasonable fit of the factor structure. The four factors identified in this study are conceptually consistent with published literature on medical students' career choices.</p><p><strong>Conclusion: </strong>The current FICC section of MSOD questionnaire is useful in identifying key factors influencing NZ students' career choice. Items removed in the CFA model indicate possible issues underlying the current wording of the item stems, obscuring the effectiveness of the questionnaire. Future research to enhance the scope and sensitivity of the current FICC section can further improve the utility of this tool in informing curriculum developments and shaping the needs of the future medical workforce.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1287-1295"},"PeriodicalIF":1.7,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12317727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776494","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":"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}