Advances in Medical Education and Practice最新文献

{"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}

{"title":"The Mediating Role of Self-Confidence in Medical Students' Attitudes and Clinical Performance Toward People with Disability.","authors":"Vanda G Yazbeck Karam, Sandrella Bou Malhab, Sola Aoun Bahous, Pascale Salameh, Myriam El Khoury-Malhame, Nadia Asmar","doi":"10.2147/AMEP.S522243","DOIUrl":"10.2147/AMEP.S522243","url":null,"abstract":"<p><strong>Introduction: </strong>This study aimed to explore the mediating role of self-confidence in shaping the relationship between gender and year of enrollment, and medical students' attitudes towards people with disability (PWD), and their clinical performance particularly in cultural contexts where stigma is prevalent.</p><p><strong>Methods: </strong>A cross-sectional study was conducted as part of an internal assessment at a private medical school in Lebanon, involving 143 medical students from all four years of the program. Mediation analysis with PROCESS macro, was used to explore the impact of self-confidence on students' attitudes and clinical performance with PWD.</p><p><strong>Results: </strong>Students in higher years of medical training demonstrated more positive attitudes and better clinical performance with PWD, mediated by greater self-confidence. Conversely, female students reported lower self-confidence, negatively influencing their attitudes and clinical interactions with PWD.</p><p><strong>Discussion: </strong>This research highlights the critical role of self-confidence in mediating medical students' attitudes and performance with PWD. Findings suggest the need for curriculum reforms to incorporate disability-focused training and additionally address gender-specific barriers to confidence-building.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1169-1179"},"PeriodicalIF":1.8,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12236361/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592656","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":"Student Perceptions and Effectiveness of Video-Based Flipped Classroom for Improving Medical Physiology Teaching at AUSOM.","authors":"Praveen Kottath Veetil, Manoj Kollukkad Mani, Sateesh B Arja, Simi Paramban, Preetha Alambally Kattambally, Reshma Fatteh, Sireesha B Arja","doi":"10.2147/AMEP.S528714","DOIUrl":"10.2147/AMEP.S528714","url":null,"abstract":"<p><strong>Background: </strong>Medical education has shifted from traditional teaching methods to interactive learning, emphasizing student engagement and critical thinking for enhanced problem-solving skills. There is a growing shift toward active learning strategies, such as the flipped classroom model, in the current medical education settings.</p><p><strong>Methods: </strong>A quasi-experimental study was conducted in the Physiology course of basic sciences at Avalon University School of Medicine, Curacao, using a video-based flipped classroom (VBFC) model. Hundred short instructional videos were created and integrated into 65 Physiology sessions. Pre- and post-implementation surveys assessed students' perceptions and the effectiveness of VBFC. Grade comparison of students was analyzed using paired to evaluate learning outcomes between VBFC and traditional lecture formats.</p><p><strong>Results: </strong>The VBFC in physiology courses revealed promising results, improving student performance and engagement. Physiology scores, which were significantly lower than the overall course scores before introducing the VBFC approach (p = 0.0216), showed improvement and aligned with the overall scores following its implementation. Students demonstrated a positive attitude toward this method, indicating that video-based pre-class learning was effective. Survey responses consistently reflected agreement with the advantages of this approach. In particular, students expressed strong agreement regarding three key aspects: the appropriate length of each video, the quality and usefulness of the 1 to 5 follow-up questions accompanying each video, and the importance of sustaining this teaching method.</p><p><strong>Conclusion: </strong>The flipped classroom model supported student engagement and promoted self-directed learning, potentially aiding in the understanding of subjects like physiology. Grounded in Piaget's cognitive development theory, this approach promotes abstract thinking, logical reasoning, and problem-solving skills. Despite limitations such as small sample size and study duration, the results suggest the flipped classroom model can significantly enhance medical students' outcomes in physiology.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1159-1167"},"PeriodicalIF":1.8,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12234644/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592655","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}