Medical Education Online最新文献

{"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":"Exploring medical Artificial Intelligence Readiness among Korean medical students: a cross-sectional study.","authors":"Jihyun Si","doi":"10.1080/10872981.2026.2696610","DOIUrl":"https://doi.org/10.1080/10872981.2026.2696610","url":null,"abstract":"<p><strong>Introduction: </strong>Artificial intelligence (AI) is rapidly transforming healthcare systems and clinical practice, increasing the need to prepare future physicians to work effectively with AI technologies in clinical contexts. Despite growing interest in integrating AI into medical education, empirical evidence regarding medical students' readiness to use AI remains limited. This study aimed to assess medical AI readiness among Korean medical students and explore factors associated with their readiness.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among medical students enrolled in a six-year medical program at a university in Korea. A total of 204 students participated in the study. Medical AI readiness was measured using the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS), which assesses four domains: cognition, ability, vision, and ethics. Descriptive statistics, independent t-tests, and Pearson's correlation analyses were performed using SPSS version 27.</p><p><strong>Results: </strong>The overall mean score of medical AI readiness was 4.19 on a 7-point Likert scale, indicating a moderate level of medical AI readiness. Among the subscales, ethics showed the highest mean score (4.69), followed by vision (4.44), ability (4.18), and cognition (3.92). The frequency of AI use was significantly associated with medical AI readiness, whereas the daily duration of AI use was not. No significant gender differences were observed. When students were divided into the low (pre-medical years 1-2) and high (medical years 1-4) groups, the high group showed significantly higher scores only in the ability subscale.</p><p><strong>Conclusions: </strong>The findings suggest that medical students are not yet sufficiently prepared to utilize AI technologies in clinical practice, particularly in terms of knowledge and practical competencies related to AI. These results highlight the need for structured and longitudinal AI education in medical curricula to better prepare future physicians for AI-integrated healthcare environments.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2696610"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148354193","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":"Professional identity formation among participants in a longitudinal pediatric program for final year medical students: a qualitative case study.","authors":"Hillary Anderson, Amara Heard Stittum, Lisa Grefe, Molly Rideout","doi":"10.1080/10872981.2026.2694913","DOIUrl":"https://doi.org/10.1080/10872981.2026.2694913","url":null,"abstract":"<p><strong>Objective: </strong>To explore aspects of professional identity formation in participants of a longitudinal pediatric program for final-year medical students in the US.</p><p><strong>Introduction: </strong>Many institutions have specialty-specific courses focused on the transition to residency, typically at the end of medical school. This study examines professional identity formation among participants of a longitudinal fourth-year Pediatric Concentration.</p><p><strong>Methods: </strong>Authors used a case study design for this qualitative research study using semi-structured interview questions based on a conceptual model of professional identity formation. Authors used purposeful sampling to identify study participants who were randomly selected from former students who completed the program between 2019 and 2021. Three interviewers independently conducted interviews with individual program participants. Thematic analysis with coder reliability was utilized for data analysis; two investigators independently coded and performed inter-rater reliability (IRR) on three sets of questions from transcriptions. After ensuring acceptable IRR, investigators coded the remaining questions and subsequently identified themes and sub-themes.</p><p><strong>Findings: </strong>Eleven former students completed interviews. Following initial independent coding, IRR for three questions was 80%. After coding the 11 interviews, investigators determined that code saturation was achieved. They subsequently identified six main themes: career development, interpersonal connection, personal growth, positive role models, skill-building, and supportive learning environment. Two cross-cutting themes were recognized throughout the data: sense of belonging and gaining confidence toward starting residency.</p><p><strong>Conclusions: </strong>Participants in a longitudinal specialty-specific program in the final year of medical school experienced professional identity formation through a supportive learning environment fostering connection and personal growth while building skills, surrounded by positive role models. This community of practice cultivated a sense of belonging and helped participants gain confidence toward their residency and career. This longitudinal, specialty-specific approach to the final year of medical school may enhance professional identity formation for students entering all specialties and could facilitate transition to internship.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2694913"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377592","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":"Training of trainers on medical education reforms: a prospective multicenter French survey among intensivists.","authors":"Bertrand Hermann, Jennifer Truchot, Alain Cariou, Sarah Benghanem","doi":"10.1080/10872981.2026.2694932","DOIUrl":"10.1080/10872981.2026.2694932","url":null,"abstract":"<p><strong>Background: </strong>The recent reform of the second cycle of medical education in France introduced competency-based medical education (CBME) with the incorporation of several pedagogical modalities into undergraduate training and assessment, including objective structured clinical examinations (OSCEs), simulation-based teaching (SBT), and clinical reasoning (CR) instruction throughout the academic year. While these tools are central to preparing competent practitioners, their effective implementation depends on adequately trained educators. We hypothesized that training would be insufficient, notably in the recently introduced pedagogical modalities.</p><p><strong>Methods: </strong>We conducted a national, cross-sectional survey (June-September 2023) to assess the level and adequacy of training of board-certified physicians practicing in critical care and involved in undergraduate teaching. An anonymous online questionnaire collected demographic data, teaching frequency, training characteristics, perceived adequacy and usefulness of training, preparedness, and barriers. The responses were analyzed descriptively and comparatively.</p><p><strong>Results: </strong>Among the 151 eligible respondents (72% male, median age 41 years, 70% working in teaching hospitals, and 44% holding an academic position), lectures remained the most common teaching modality despite CBME implementation. Only 60% of the respondents reported involvement in OSCEs. Teachers' training rates across pedagogical modalities were low and heterogeneous: 32% for OSCEs, 30% for SBT, 29% for written assessment design, 24% for lectures, and 12% for CR. Training in the SBT was more often practical, longer in duration, and rated as more useful and adequate than training in other modalities. Overall, the respondents reported moderate preparedness and frequent teaching difficulties. Prior training was associated with higher perceived preparedness and fewer difficulties when teaching students. Lack of dedicated time was the most frequently reported barrier to training (69%).</p><p><strong>Conclusion: </strong>This national survey revealed insufficient and heterogeneous training of intensivist educators in all pedagogical modalities of the undergraduate curriculum. Trainers report limited preparedness and frequent challenges. Standardized, accessible, and time-protected faculty development programs are urgently needed to support CBME education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2694932"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13398104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563500","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":"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":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13159578/pdf/","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the pump: integrating the heart's endocrine function into early medical education.","authors":"J C Malsawmzuali, Fadi W Adel, Wojciech Pawlina, Punnose Kattil","doi":"10.1080/10872981.2026.2704285","DOIUrl":"10.1080/10872981.2026.2704285","url":null,"abstract":"<p><strong>Background: </strong>The heart is commonly introduced in early medical education through its structural, mechanical, and electrophysiological roles. Although this framing remains foundational, it may underemphasize the heart's endocrine functions. Cardiac endocrine signaling, particularly natriuretic peptide physiology, offers a concise structure-function example linking anatomy, histology, cardiovascular physiology, and clinical biomarker interpretation.</p><p><strong>Objective: </strong>To synthesize scientific and educational principles of cardiac endocrine function and propose an anatomy-anchored framework for integration into pre-clerkship medical education.</p><p><strong>Methods: </strong>A librarian-assisted narrative review was conducted in May 2025 using representative literature from PubMed, Google Scholar, and Scopus, supplemented by historical, molecular, physiological, anatomical, and medical education sources. The search focused on cardiac endocrine function, natriuretic peptides, and medical education and yielded 23 abstracts. The aim was conceptual synthesis rather than systematic or exhaustive retrieval.</p><p><strong>Results: </strong>The discovery of atrial natriuretic peptide (ANP), B-type natriuretic peptide (BNP) and C-type natriuretic peptide (CNP) established the heart as an endocrine organ influencing renal, and cardiovascular homeostasis. The available medical education literature provides limited explicit guidance on how this topic should be introduced, and reinforced in early curricula. Integration of cardiac endocrine biology aligns with principles of cognitive integration, spiral curriculum design, and authentic learning. ANP and BNP/NT-proBNP are proposed as high-yield teaching examples: ANP links atrial structure and stretch to volume regulation, whereas BNP/NT-proBNP links ventricular wall stress to heart failure evaluation.</p><p><strong>Conclusions: </strong>Early integration of the heart's endocrine function into medical curricula may fortify structure-function reasoning, enhance systems thinking, and support mechanistic clinical reasoning. Rather than adding a separate curricular block, cardiac endocrine signaling can be incorporated through anatomy and histology, then reinforced in cardiovascular physiology, renal physiology, biochemistry, pharmacology, and clinical reasoning. Aligning foundational instruction with modern cardiovascular science can improve learners' conceptual frameworks and better prepare them for clinical decision making.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2704285"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13374749/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148457168","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":"Shelf help: what powers medical student subject exam performance in the United States.","authors":"Corine Astroth, Tyler Lunow-Luke, Maren Smith, Josephine Chang, Areg Grigorian, Michael P O'Leary","doi":"10.1080/10872981.2026.2708427","DOIUrl":"10.1080/10872981.2026.2708427","url":null,"abstract":"<p><strong>Background: </strong>Following the change in 2022 of a scored United States Medical Licensing Examination (USMLE) Step 1 to a binary pass-fail grading system, greater emphasis has been placed on the Step 2 Clinical Knowledge (Step 2 CK) exam. Shelf or subject exams offered by the National Board of Medical Examiners (NBME) help prepare students for Step 2CK and therefore deserve the attention of clerkship directors. This paper reviews the literature pertaining to the factors that positively and negatively impact medical students' performance on the shelf exams, including but not limited to performance in the pre-clinical years, clinical exposures, peer learning, active or team-based learning, length of clerkships, and order and number of previous shelf exams.</p><p><strong>Methods: </strong>The PubMed database was searched to identify studies describing factors influencing performance on shelf exam scores during medical school and strategies for improving shelf scores. Studies were identified through iterative searches using multiple keyword combinations related to NBME shelf examinations, NBME subject examinations, clerkship performance, academic achievement, and educational interventions. Inclusion criteria consisted of English-language studies published between 2005 and 2025 involving students at U.S. allopathic or osteopathic medical schools. The included studies were reviewed for relevance and methodological rigour, including consideration of study design, sample size, statistical analyses, and reported outcomes.</p><p><strong>Results: </strong>A robust pre-clinical education remains vital for success on NBME shelf examinations. Exam scores are also influenced by the number and order of previous exams. Increased clinical exposure, active learning, team-based approaches, and peer review sessions have not consistently shown improvements in performance.</p><p><strong>Conclusions: </strong>This review underscores the importance of a foundational understanding of the basic sciences for student success on exams, while acknowledging that clerkship directors must balance their obligation to adequately prepare students for standardized testing with their mission to craft compassionate and competent future clinicians.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2708427"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13431005/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148654704","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":4.4,"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":"Evaluating perceived obstetric anesthesia training needs in residency education: a Taiwanese national survey.","authors":"Li-Min Hu, Chia-Chih Liao, Feng-Cheng Chang, Wei-Hsiang Chao, Wen-Shan Cheng, Chung-Hsien Chaou","doi":"10.1080/10872981.2026.2731792","DOIUrl":"10.1080/10872981.2026.2731792","url":null,"abstract":"<p><strong>Background: </strong>Taiwan's declining birthrate has reduced obstetric case volume and may threaten obstetric anesthesia training. We examined training experiences, self-perceived competencies, and educational needs in Taiwan to inform feasible curricular strategies.</p><p><strong>Methods: </strong>We conducted a cross-sectional nationwide anonymous online survey of anesthesiology residents and attending anesthesiologists in Taiwan (October 1-December 31, 2024). The 37-item questionnaire covered demographics, self-assessed competencies and confidence, satisfaction with current training, and future training preferences, with open-ended items on barriers to additional training. Descriptive statistics, independent-samples t tests, one-way ANOVA, Pearson correlations, and linear regression were performed.</p><p><strong>Results: </strong>A total of 145 valid responses were analyzed (112 attendings, 33 residents), yielding an overall response rate of 8.3% (attendings 7.8%, residents 10.4%). Self-assessed competence increased with greater clinical seniority and longer obstetric anesthesia training duration. Highest-rated competencies were neuraxial anesthesia for cesarean delivery (mean 7.93) and airway management during general anesthesia in obstetric patients (7.82), whereas confidence was lower for managing cardiac parturients (6.21) and neonatal resuscitation (5.89). Attendings reported higher overall confidence in independently performing obstetric anesthesia than residents (8.00 vs 6.52, <i>p </i>< 0.001). Male respondents were significantly older than female respondents (mean 41.9 vs. 35.4 years, <i>p </i>< 0.001). Correspondingly, male respondents reported higher confidence than female respondents for independent practice (8.05 vs 7.08, <i>p </i>< 0.001) and for managing cardiac parturients (6.63 vs 5.59, <i>p </i>= 0.001). In multivariable regression, confidence in managing cardiac parturients (<i>β </i>= 0.61, 95% CI 0.217-0.997; <i>p </i>= 0.002) and competence in neuraxial anesthesia for cesarean delivery (<i>β </i>= 1.214, 95% CI 0.190-2.238; <i>p </i>= 0.020) independently predicted overall confidence.</p><p><strong>Conclusions: </strong>Obstetric anesthesia competence and confidence were associated with training exposure, yet gaps persisted in high-risk and emergency domains and differed by gender. Programs should prioritize simulation-based training for rare critical events and develop inter-institutional collaborations to strengthen competency acquisition amid declining obstetric volumes.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2731792"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13580366/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148971629","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":"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":4.4,"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}