Medical Education Online最新文献

{"title":"Be a buddy: implementation and trainee perspectives on a near-peer mentorship program.","authors":"Spandana Induru, Brandon Ho, Lauren Ameden, Kathleen Crowley, Simranjeet S Sran, Neha Shah","doi":"10.1080/10872981.2026.2627726","DOIUrl":"10.1080/10872981.2026.2627726","url":null,"abstract":"<p><strong>Introduction: </strong>Evidence for mentorship largely focuses on traditional faculty-resident mentorship, with limited assessment of fellows as near-peer mentors. Our intervention develops and assesses a resident-fellow mentorship initiative.</p><p><strong>Methods: </strong>We conducted a sequential, adaptive multi-method design program evaluation. First, to evaluate trainee attitudes and beliefs around fellows as residents' mentors we conducted annual surveys. Subsequently, interviews were used to iteratively understand how fellow-resident mentorship affected trainees' career development experiences in pursuit of fellowships.Our mentorship program at an academic pediatric hospital matched residents with fellows from 2020-2023 based on career subspecialty interests. Participants completed pre-intervention and post-participation surveys assessing experiences with prior mentorship, attitudes towards mentorship, and confidence in fellows as mentors. Subsequently in 2023, participants were recruited for qualitative, structured interviews to gain deeper understanding of experiences and recognize opportunities for program expansion and improvement.</p><p><strong>Results: </strong>Seventy-two residents were paired with 53 fellows in dyads and triads of mentorship during the study period. Survey data revealed: 1) Less than half of residents (49%) and fellows (29%) previously had fellow mentorship; 2) Post-participation, 29% of residents and 21% of fellows completed surveys, and all accepted that fellows are capable mentors; 3) Lower satisfaction ratings on surveyed experience coincided with fewer meetings or mismatched specialty of interest.Subsequent interviews with 9 residents (post-match) and 9 fellows revealed: 1) The greatest benefit was strengthening residents' applications and insight into subspecialties; 2) Fellows were perceived as near-peers with deeper understanding and ease in communicating; 3) Barriers of time constraints and mismatch between specialties were underscored; 4) Fellows noted benefits of reflection opportunity and mentorship skill building.</p><p><strong>Discussion: </strong>Implementation of a near-peer mentorship program for trainees interested in subspecialty careers provided an added layer of support in this single-center Pediatric training program. Fellows may be an underutilized resource for near-peer mentorship of trainees.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2627726"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12912217/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the classroom: a qualitative study of voluntary home visits to older adults as a tool for empathy and professional growth in medical students.","authors":"Adi Finkelstein, Naama Constantini, Netanel Gelkop, Tamar Guttman, Anya Krichevsky, Naama Mittelman, Gavriel Parker Sahala, Nir Weigert, Mici Phillips, Ohad Avny, Tali Sahar","doi":"10.1080/10872981.2025.2605378","DOIUrl":"10.1080/10872981.2025.2605378","url":null,"abstract":"<p><p>Global populations are rapidly aging, posing significant challenges. Yet, ageism among clinicians and medical students persists, undermining empathy and care quality. Traditional short-term educational efforts have limited effect; sustained, relationship-based programs hold promise but remain understudied. To address this, we implemented a year-long service-learning project, where first-year medical students visit elderly individuals at their homes to engage in light physical activities and discuss life challenges. This qualitative study examines the project's impact on first, second, and third-year medical students.From August to October 2020, we recruited, via convenience sampling, first-year medical students of three consecutive cohorts (<i>n</i> = 313) that completed ten home visits with older adults; of these sixty (19%) students participated in focus groups/interviews and 128 (41%) submitted reflective assignments. Data was manually analyzed using Braun and Clarke's six-phase reflexive thematic approach until saturation. We adhered to the COREQ (Consolidated Criteria for Reporting Qualitative Research) checklist.Three major themes and seven sub-themes emerged. First, building trusting patient-physician relationships, characterized by empathy, trust, and effective communication, alongside a balance between physician responsibility and patient autonomy. Second, embracing uncertainty and holistic care, which involved navigating medical ambiguity and integrating psychosocial dimensions into clinical reasoning. Third, reflecting on vulnerability, aging, and mortality, encompassing the emotional impact of disability and decline; reframing aging positively; and processing experiences of death and loss. Participants described profound shifts in their perspectives on aging, care relationships, and their professional identities; changes that persisted throughout their pre-clinical training. To conclude, early and sustained engagement with older adults in their home environment through a structured service-learning project enhanced medical students' professional development, empathy, and attitudes toward aging. Incorporating similar programs into medical education curricula may provide substantial pedagogical benefits. Future research should assess long-term impacts on career choices and care quality.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2605378"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12777932/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145811666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating formative and summative feedback in online situational judgement tests: effects of feedback design on medical students' motivational and cognitive learning factors.","authors":"Sabine Reiser, Kristina Schick, Sylvia Irene Donata Pittroff, Laura Janssen, Pascal O Berberat, Martin Gartmeier, Johannes Bauer","doi":"10.1080/10872981.2026.2639198","DOIUrl":"10.1080/10872981.2026.2639198","url":null,"abstract":"<p><strong>Background: </strong>Assessment plays an important role in teaching and learning medical communication. Formative assessment is increasingly recognised as a crucial tool for improving learning outcomes and supporting competence development. In this study, we developed and evaluated different versions of automated formative and summative feedback in an online situational judgement test of basic medical communication competence.</p><p><strong>Methods: </strong>We developed four versions of task-based (formative) feedback, differing in their enrichment strategies (i.e. reflection prompts or expert explanations) and the timing of the feedback (i.e. immediate feedback or post-test feedback), and one performance-based (summative) version featuring a test-score profile. In a randomised controlled trial with <i>N</i> = 269 medical students, we evaluated the effects of feedback design on participants' (i) motivation and (ii) cognitive factors (i.e. cognitive load), as well as on their (iii) feedback perception (e.g. fairness and usefulness of the feedback) and (iv) perceived benefits of the feedback, all of which influence learning. We tested the hypotheses that task-based feedback would be more effective than performance-based feedback (<i>H</i>₁) and that task-based versions would have differential effects on the outcome variables (<i>H</i>₂).</p><p><strong>Results: </strong>Planned contrast analysis revealed that task-based feedback was not consistently more effective than performance-based feedback across all outcomes (<i>H</i>₁). In line with <i>H</i>₂, analyses of variance revealed differential effects of feedback enrichment and timing: expert explanations enhanced cognitive understanding and perceived feedback benefits, whereas post-test feedback improved motivational outcomes such as perceived competence and fairness.</p><p><strong>Conclusions: </strong>The results highlight the complexity of determining an optimal feedback approach, as different implementations can have differential effects on the motivational and cognitive factors that further shape learning processes. The findings suggest that an optimal feedback approach depends on specific learning outcomes and student characteristics, highlighting the importance of careful selection of feedback strategies tailored to specific educational goals and contexts.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2639198"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12973788/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147327747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using randomization to compare AI and expert-generated formative assessment questions in medical education.","authors":"Akshat Kumar, Katie Stinson, Litao Wang, Elizabeth Nugent, Yongsu Lee, Mark Hormann, LaTanya Jones Love, Toufeeq Ahmed Syed","doi":"10.1080/10872981.2026.2671586","DOIUrl":"https://doi.org/10.1080/10872981.2026.2671586","url":null,"abstract":"<p><strong>Background: </strong>AI-generated content is being used across the education spectrum and is beneficial for creating complex multiple-choice questions, such as those used in medical education. However, evaluating AI-generated content is challenging, and existing testing and evaluation methods are falling short. This study uses randomization to compare medical students' performance on and subjective evaluation of AI versus expert-generated questions. We hypothesized that there would be no difference in student performance or subjective evaluation of AI vs expert-generated questions.</p><p><strong>Methods: </strong>We designed a single-center, randomized study where medical student participants received either one AI- or expert-generated question per day over four weeks.</p><p><strong>Results: </strong>Our study showed that participants had similar perceptions of AI versus expert-generated questions (<i>p</i> = 0.18), with no significant difference between the distributions of the proportion of correct responses. The cumulative proportion of questions answered correctly over 28 days was consistent across the two question sets. However, participants rated 53% of AI-generated questions as very easy or easy compared with only 31% of the expert-generated questions.</p><p><strong>Discussion: </strong>Randomization was crucial to show that AI-generated questions were nearly imperceptible from expert-generated questions, demonstrating the need for additional evaluation methods to compare AI- and expert-generated medical education content.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2671586"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering interactive medical education: integrating Web 2.0 tools through a universal design for learning framework.","authors":"Esin Ergonul, Sibel Buyukcoban","doi":"10.1080/10872981.2026.2639193","DOIUrl":"10.1080/10872981.2026.2639193","url":null,"abstract":"<p><strong>Background: </strong>The effective use of technology is essential for fostering inclusive and engaging learning environments.</p><p><strong>Objective: </strong>This study evaluated the impact of an experiential faculty development program based on Universal Design for Learning (UDL) principles and the use of Web 2.0 tools. We examined how this program influenced the integration of technology among medical educators.</p><p><strong>Design: </strong>A total of 262 faculty members participated from 2020 to 2022. Two months post-training, data were collected via surveys and focus groups.</p><p><strong>Results: </strong>Results showed a significant increase in participants' use of previously unfamiliar tools, particularly Google Forms (50%) and Wooclap (29.5%). Participants cited pedagogical reasons (such as ease of use, increased student engagement, and support for inclusivity) as key drivers of adoption. In contrast, time constraints and lack of technical support were key barriers to broader use.</p><p><strong>Conclusions: </strong>This study underscores the value of hands-on, practice-based training in digital pedagogy and highlights the importance of institutional support to sustain meaningful and widespread technology integration in medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2639193"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12951674/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147311286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do games work? A meta-analytic synthesis of gamified learning for clinical reasoning in medical and allied health education.","authors":"Ching-Yi Lee, Ching-Hsin Lee, Hung-Yi Lai, Po-Jui Chen, Mi-Mi Chen, Sze-Yuen Yau","doi":"10.1080/10872981.2026.2614233","DOIUrl":"10.1080/10872981.2026.2614233","url":null,"abstract":"<p><p>Gamification is increasingly adopted in health professions education to enhance clinical reasoning, a core competency essential for safe patient care. Although many interventions report positive outcomes, the magnitude and consistency of these effects remain uncertain. This meta-analytic review synthesizes quantitative findings on the effectiveness of gamified learning on clinical reasoning in medical and allied health learners across diverse contexts. Following PRISMA 2020 guidelines, we searched MEDLINE, Scopus, and Web of Science (2010-2023) for randomized and non-randomized studies evaluating gamified interventions targeting clinical reasoning. Eligible populations included pre- and post-licensure learners, with traditional or non-gamified instruction as comparators. Quantitative measures of clinical reasoning were required. Risk of bias was assessed using RoB 2.0 and ROBINS-I, and standardized mean differences (SMDs) were pooled using a random-effects model. From 713 records, 26 studies met inclusion criteria and 10 contributed to the meta-analysis. Gamified interventions were associated with improved clinical reasoning compared with traditional instruction (SMD = 1.11; 95% CI: 0.69-1.52). Substantial heterogeneity was observed (I² = 85%). Assessment of publication bias suggested possible overestimation of effects, with an adjusted pooled estimate of 0.75 (95% CI: 0.24-1.27). The certainty of evidence was rated as low due to heterogeneity, risk of bias, and potential publication bias. Gamified learning may support the development of clinical reasoning in health professions education; however, considerable variability across studies and low certainty of evidence warrant cautious interpretation. Future research should employ theory-informed designs, validated reasoning measures, and rigorous methodologies to clarify when and how gamification is most effective.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2614233"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12805841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145967374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training of the trainer for health professionals: sharing experience from Turkey to Tanzania.","authors":"Aysel Başer, Mustafa Küçük, Ömer Faruk Sönmez, Hakan Gülmez, Funda İfakat Tengiz, Hale Sezer, Gürkan Yıldız, Seçil Arslansoylu Çamlar, Said Salum Kilindimo, Hatice Şahin","doi":"10.1080/10872981.2026.2622840","DOIUrl":"10.1080/10872981.2026.2622840","url":null,"abstract":"<p><strong>Background: </strong>Effective disaster management requires healthcare professionals to function not only as responders but also as trainers who can disseminate knowledge and skills. In low-resource settings such as Tanzania, structured train-the-trainer (ToT) programs tailored to physicians remain limited. This study aimed to design, implement, and evaluate a trainer development program for Tanzanian emergency medicine physicians using the ADDIE instructional design framework to transparently link needs assessment to role-adapted objectives, learning activities, and evaluation.</p><p><strong>Methods: </strong>A mixed-methods design was applied, combining pre-training surveys, post-training assessments, and thematic feedback analysis. The program, conducted on 21-22 November 2024 at the Urla International Emergency Disaster Training and Simulation Centre, followed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Twenty Tanzanian physicians (mean age 35.9 years, 60% female, mean experience 8.2 years) participated. Participants were grouped as Emergency Medicine Specialists/Medical Officers (n=8) and General Practitioners/Resident Physicians (n=12), with tailored objectives focusing on leadership, teamwork, disaster planning, and trainer skills.</p><p><strong>Results: </strong>Participants achieved a mean post-training MCQ score of 17.68 out of 20, corresponding to an overall correct response rate of 88.4%. Scenario-based and interactive learning methods were highly valued, while insufficient training duration and limited technical infrastructure were identified as challenges. Emergency medicine specialists prioritized leadership and coordination skills, whereas general practitioners and residents emphasized educational strategies and program development.The program was feasible and well received, and participants achieved high immediate post-course knowledge scores and reported strong perceived value of scenario-based and trainer-focused learning activities. The findings support role-adapted ToT models for physicians; however, objective measurement of educator and leadership competencies and follow-up assessment of cascade training implementation are needed to determine sustained trainer development.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2622840"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12872079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What factors influence health professions trainees' preferences for employment in rural Appalachia? a qualitative study to inform the design of a discrete choice experiment.","authors":"Chris Gillette, Jan Ostermann, Aylin A Aguilar, Sarah O'Neal, Chris Everett, Dawn Caviness, Esita Patel, Laiton Steele, Dawn Goel, Quazi Minhaz Tabassum","doi":"10.1080/10872981.2026.2649666","DOIUrl":"10.1080/10872981.2026.2649666","url":null,"abstract":"<p><p>Optimizing the geographic allocation of health care providers has the potential to improve health care access and health outcomes for rural populations. To inform the design of a discrete choice experiment (DCE) survey to elicit health professions trainees' preferences for rural practice, this formative research aimed to: (1) elicit factors that influence job selection among health profession trainees, including medical residents physician assistant (PA) and nurse practitioner (NP) students, (2) identify how these trainees evaluate trade-offs for rural job placement and (3) inform attribute selection for inclusion into a future DCE to identify health professions trainees' preferences for rural practice. Third- and fourth-year medical residents, PA students, and NP students completed an in-depth semi-structured interview, an adaptive choice-based conjoint exercise, and a ranking exercise. Inductive and deductive coding and reflexive thematic analysis were used to analyze the data. We reached thematic saturation after 22 interviews (<i>n</i> = 14 PA, <i>n</i> = 6 residents, <i>n</i> = 2 NP). We identified multiple domains across two major themes: (1) job-related attributes and (2) community-related attributes. Job-related attribute domains included: (1) team dynamics, management/leadership, and clinical decision support, (2) onboarding and professional development, and (3) compensation package/remuneration. Community-related covered two attribute domains included: (1) amenities and social environment and (2) rurality and commute time. Participants were willing to trade non-pecuniary factors against salary and loan repayment. We identified 10 attributes for potential inclusion in the DCE. This study identified several viable factors for potential inclusion as attributes in a DCE. Several of these factors have yet to be explored in a policy environment and may aid the design of rural healthcare recruitment strategies.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2649666"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13022998/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of cognitive workload between very short answer questions and multiple-choice questions: an eye-tracking experiment.","authors":"Maria Gabriela Carneiro Queiroz, Francisco Carlos Specian Junior, Pedro Tadao Hamamoto Filho, Thiago M Santos, Stefan K Schauber, Andrea M Woltman, Dario Cecilio-Fernandes","doi":"10.1080/10872981.2026.2621434","DOIUrl":"10.1080/10872981.2026.2621434","url":null,"abstract":"<p><p>Very short answer questions (VSAQs) have gained attention for their superior psychometric properties compared to multiple-choice questions (MCQs). While VSAQs require knowledge recall, MCQs primarily involve knowledge recognition. This difference in cognitive processes may lead to varying cognitive workloads, defined as the amount of mental processing in working memory. Previous studies have not demonstrated consistent differences, likely due to reliance on self-reported measures. Eye tracking provides objective, process-level indicators of cognitive workload. This study investigated whether answering VSAQs requires a higher cognitive workload than answering MCQs. In a within-subject randomized crossover experiment, sixth-year medical students answered both VSAQs and MCQs. Cognitive workload was measured using screen-based eye tracking, focusing on the number of fixations and revisitations as objective indicators of mental effort. Data were analyzed using mixed-effects models. Thirty-four medical students participated, yielding 1,326 observations, which is the multiplication of the number of students by the number of questions (39 questions). Mixed-effects models showed a significant effect of question type on both workload indicators: VSAQs elicited more fixations and revisitations than MCQs (β_std = 0.30-0.39, <i>p</i> < .001). This effect remained after controlling for accuracy. Incorrect answers were associated with higher workload (β_std = -0.15--0.16, <i>p</i> < .01). Heatmaps confirmed these findings, showing denser fixations on key diagnostic features for VSAQs and on answer options for MCQs. Answering VSAQs imposed a higher cognitive workload than MCQs. The presence of answer options in MCQs may reduce workload by providing unintentional cues, while VSAQs require active retrieval. Eye tracking proved valuable for distinguishing cognitive workload across assessment formats.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2621434"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12849799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146054637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the gap in clinical research training: a qualitative study of postgraduate medical students' perceptions of good clinical practice education.","authors":"Wang Xiaoyun, Yin Zhao, Li Zeyun, Xi Chen, Jia Xuedong, Lai Yaowen, Wang Jie, Tian Xin","doi":"10.1080/10872981.2026.2614236","DOIUrl":"10.1080/10872981.2026.2614236","url":null,"abstract":"<p><strong>Objectives: </strong>Despite increasing emphasis on clinical research ethics and quality assurance, Good Clinical Practice (GCP) training remains inadequately incorporated into postgraduate medical education. This qualitative study investigates postgraduate medical students' experiences with GCP education, exploring their learning outcomes, professional identity development, and suggestions for curriculum enhancement.</p><p><strong>Methods: </strong>This qualitative study recruited twelve first-year postgraduate students participating in a newly established GCP elective course at a Chinese medical university. Semi-structured interviews were performed and analysed using Systematic Text Condensation. The data were interpretation employed a competency-based medical education (CBME) framework, specifically examining the aspects of role formation and contextual learning aspects.</p><p><strong>Results: </strong>Five interrelated themes emerged from the analysis: (1) prior exposure to and foundational understanding of clinical trials; (2) motivations for enrolling in the GCP course enrolment, encompassing knowledge acquisition, practical application, and career planning; (3) evolving awareness of ethical, legal, and professional responsibilities through GCP training; (4) holistic professional development through GCP education; and (5) student recommendations for improving the practical relevance and key interested parties engagement in GCP courses. Participants universally acknowledged the value of GCP education for their future roles as clinician-investigators. However, fragmented prior knowledge and limited early exposure hindered their initial engagement. The course stimulated profound reflection on ethical responsibility and professional identity formation. Students consistently advocated for more competency-based, practice-oriented learning opportunities to better align theoretical knowledge with the practical demands of clinical research.</p><p><strong>Conclusion: </strong>This study underscores the pressing need to integrate GCP education within structured, competency-based medical curriculum. By aligning course design with learners' emerging professional needs and addressing current implementation limitations, GCP training can more effectively support the development of ethically responsible physician-investigators.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2614236"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12825594/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146012459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}