Medical Education Online最新文献

{"title":"A question of risk: how do undergraduate GP teachers experience entrustment decision-making in primary care?","authors":"Jayne Victoria Cullen, Hugh Alberti","doi":"10.1080/10872981.2025.2479755","DOIUrl":"10.1080/10872981.2025.2479755","url":null,"abstract":"<p><p>The decision to trust a learner to actively participate in care is a fundamental part of clinical training. However, concerns about patient safety mean that clinical practice often presents newly qualified doctors with situations they are unable to manage independently. 'Entrustable professional activities' (EPAs) have been proposed as a possible solution to this unpreparedness. Understanding how undergraduate GP teachers make entrustment decisions, which is a gap in the existing literature, may be an appropriate first step towards understanding whether EPAs can be applied to undergraduate primary care. To explore teachers' experiences of entrustment decision-making in an undergraduate primary care context. This is an interpretive phenomenological study. Data were collected through semi-structured interviews with final year GP teachers. Interviews were audio recorded, transcribed and subjected to thematic analysis. Five GP teachers were interviewed. Five themes and twenty-four subthemes were produced. These captured participants' experiences of entrustment decision-making, as well as the factors influencing these decisions. The teacher's personal approach to risk was a key consideration. The experience of GP teachers is also shaped by their context and challenges such as managing complexity and uncertainty that are inherent to the GP role. Entrustment decision-making is complex and is experienced individually by different teachers, resulting in a range of approaches to supervision. Despite these differences there are various common factors that impact the decision of whether to entrust. This study allows several recommendations to be made that may enable us to move towards entrustment of undergraduate students in a primary care context.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2479755"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12636540/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565984","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":"Large language models for generating key-feature questions in medical education.","authors":"Yavuz Selim Kıyak, Stanisław Górski, Tomasz Tokarek, Michał Pers, Andrzej A Kononowicz","doi":"10.1080/10872981.2025.2574647","DOIUrl":"10.1080/10872981.2025.2574647","url":null,"abstract":"<p><p>In this study, we conducted a descriptive study to evaluate the quality of KFQs generated by OpenAI's o3 model. We developed a reusable generic prompt for KFQ generation, designed in alignment with the Medical Council of Canada's KFQ development guidelines. We also created an evaluation metric to systematically assess the quality of the KFQs based on the KFQ development guideline. Twenty unique cardiology-focused KFQs were created using recent European Society of Cardiology guidelines as reference. Each KFQ was independently assessed by two cardiology experts using the quality checklist, with disagreements resolved by a third reviewer. Descriptive statistics were used to summarize checklist compliance and final acceptability ratings. Of the 20 KFQs, 3 (15%) were rated 'Accept as is' and 17 (85%) 'Accept with minor revisions'; none required major revisions or were rejected. The overall compliance rate across checklist criteria was 93.7%, with perfect scores in domains such as key feature definition, scenario plausibility, and alignment between questions and scenarios. Lower performance was observed for inclusion of genuinely harmful 'killer' responses (50%), plausibility of distractors (77.8%), and active language use in phrasing the question (80%). The findings showed that an LLM, guided by a structured prompt, can generate KFQs that closely adhere to established quality standards, with most requiring only minor refinements. While expert review remains essential to ensure clinical accuracy and patient safety, AI-assisted workflows have strong potential to streamline KFQ development and enhance the scalability of CDM assessment in medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2574647"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12573569/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145393963","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":"Overturning Roe v. Wade and pre-medical students' views and medical school choices.","authors":"Emma J Hastings, M Courtney Hughes, Lei Hua","doi":"10.1080/10872981.2025.2585634","DOIUrl":"10.1080/10872981.2025.2585634","url":null,"abstract":"<p><p>The overturning of Roe v. Wade in Dobbs v. Jackson Women's Health Organization (2022) has led to varying abortion laws across states in the U.S., potentially influencing medical education choices. While some research has examined abortion policy changes and medical residencies and fellowship decisions, none has investigated abortion policy and medical school decisions. This study aims to determine whether pre-medical students' personal views on abortion influence their willingness to attend medical schools in states where abortion is illegal at all stages EXCEPT to save the life of the mother. A cross-sectional survey was distributed to pre-medical organizations at the two largest four-year institutions in each U.S. state and the District of Columbia, except Wyoming, which has only one four-year institution. The survey collected demographic data, political affiliation, intended medical specialty, and personal stance on abortion. Participants indicated their willingness to attend medical school in states with different types of abortion policies. There were 182 completed surveys from participants in 20 different states. Analysis showed that students who believed abortion is acceptable and should be legal at all stages were significantly less willing to attend medical school in states where abortion is illegal EXCEPT to save the life of the mother. Abortion policy may influence medical school decisions among pre-medical students, which may have long-term implications for physician distribution, particularly in states with restrictive abortion laws. Future research should explore how these trends impact healthcare workforce shortages and access to reproductive care.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2585634"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12621340/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145530853","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":"Development and early reach of a podcast-based innovation to support medical residents' personal and professional development.","authors":"Maaike P Smit, Karsten A van Loon, Reinoud J B J Gemke, Matthijs de Hoog, Janielle van der Velden","doi":"10.1080/10872981.2025.2559674","DOIUrl":"10.1080/10872981.2025.2559674","url":null,"abstract":"<p><p>Despite the use of structured competency frameworks and supporting educational tools, medical residents often continue to struggle with personalising their learning, managing feedback, and balancing professional demands with personal well-being. These persistent challenges suggest that conventional support systems may not fully address the nuanced needs of residents, contributing to feelings of disconnection and stress during training. The <i>Resident Talks Podcast</i> was developed to provide residents with accessible insights and practical tools to support their personal and professional development, particularly in areas such as work-life balance, stress management, and feedback integration. The podcast was developed in the Netherlands by a research group studying EPA-based residency training. It was inspired by insights from their qualitative studies and shaped in collaboration with residents. Social media engagement ensured the content remained relevant to their evolving needs. Topics ranged from professional identity, feedback culture and mental health to more sensitive or underrepresented issues such as pregnancy, diversity and addiction. Each 30-minute episode was distributed across platforms like Spotify and Apple Podcasts to maximise accessibility. To date, the podcast has released 21 episodes and garnered over 14,700 downloads. Feedback highlights its practical value and relevance in addressing issues that are not always openly discussed in formal training. The <i>Resident Talks Podcast</i> demonstrates the potential of innovative media to supplement resident support systems, addressing personal and professional challenges in a flexible and accessible way. Further research is needed to evaluate whether and how this format provides meaningful support in daily residency practice.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2559674"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12451950/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145092783","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":"Academic research careers for medical doctors (ARC-MD): a five-year UC Davis training program to foster the next generation of physician-scientists.","authors":"Mamta Parikh, Jennifer L Rosenthal, Luis Fernando Santana, Frederick J Meyers","doi":"10.1080/10872981.2025.2568575","DOIUrl":"10.1080/10872981.2025.2568575","url":null,"abstract":"<p><p>Since the establishment of the Flexnerian model of medical education, single degree (MD) physician-scientists have significantly advanced biomedical research and clinical medicine. However, institutional emphasis has predominantly favoured dual-degree MD/PhD Medical Scientist Training Programs (MSTPs). Recognizing that many successful academic physician-scientists do not hold PhDs, there remains a critical need for structured research training and mentorship targeting single degree students. The University of California Davis School of Medicine developed the Academic Research Careers for Medical Doctors (ARC-MD) program as part of a broader institutional strategy to accelerate innovation, aligning closely with an institutional framework emphasizing thematic breadth and reciprocal interactions between basic and clinical departments. ARC-MD strategically integrates a five-year research-intensive pathway into the traditional four-year MD curriculum, annually enrolling 4-8 students. The program includes an introductory pre-matriculation course, a longitudinal curriculum spanning medical school, focused mentorship fostering interdisciplinary collaboration, a dedicated research year emphasizing reciprocal exchanges between clinical and basic science research, professional identity formation, and financial support through tuition scholarships and stipends. Since its inception in 2019, ARC-MD has enrolled 41 students and graduated two cohorts. Program evaluation surveys were administered in 2024 and 2025 across all five years of training. Student-reported research self-efficacy, measured using the Clinical Research Appraisal Inventory, was lowest among newly matriculating students (pre-program) and increased in subsequent years. Student-reported identity as physician-scientists and student assessments of mentors also showed overall improvement across training levels, though trajectories were not strictly linear.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2568575"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12519581/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145281593","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":"Declining medical student attendance: a single institution thematic analysis of reasons students do not attend a preclinical public health course.","authors":"Caroline Bockus, Gavin Truong, Karla S Bartholomew, Stephanie L Sarandos, Kathryn Binney, Jillian S Catalanotti","doi":"10.1080/10872981.2025.2587387","DOIUrl":"10.1080/10872981.2025.2587387","url":null,"abstract":"<p><p>Declining medical student attendance has been noted for decades, becoming particularly challenging in the years surrounding the COVID-19 pandemic. The reasons why medical students have not attended class in the years since the pandemic and the transition of USMLE Step 1 scores to Pass/Fail are not well established. This study evaluated why medical students did not attend a preclinical public health course. A secondary aim is to compare trends in self-reported attendance. Student course evaluations include self-reported attendance and free-text responses to 'Why did you choose not to attend live sessions more often?' Using inductive thematic analysis, faculty reviewers identified themes affecting attendance. The median self-reported attendance each year for first-year (MS1) and second-year (MS2) students was calculated and analyzed between 2018 and 2023. The overall evaluation response rate was 75.3% for MS1 and 59.3% for MS2. Five non-attendance themes emerged: academic schedule, learning style/delivery, content not valued, convenience/efficiency, and personal conflicts. MS2 attendance was significantly lower than MS1 attendance (<i>p</i> = 0.0227). Attendance varied significantly over time for both MS1 and MS2. MS1 had the highest percentage in 2018, which subsequently declined, with a nadir in 2021 (57.1%), before increasing again in 2022 (72.3%) and 2023 (75.9%) (<i>p</i> < 0.001). A similar pattern was observed for MS2 (<i>p</i> = 0.019), though with less rebound. Medical educators can adjust schedules and vary content delivery to impact some identified themes. Other themes, including convenience/efficiency and personal obligations, are more complex for educators to impact. Non-attendance is a multifaceted problem that escalated during the pandemic. MS2 visits rebounded less after the pandemic than for MS1. Step 1 grading changed during that time and may have played a role in attendance. This study adds to the sparse literature describing why MS1 and MS2 do not attend class. The identified themes provide a framework for further study. The effect of changing Step 1 scoring warrants further study.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2587387"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12679921/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565892","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":"Development of clinical teaching competency framework and scale for physician teachers in China: an exploratory sequential mixed methods study.","authors":"Qin Chen, Fancai Zeng","doi":"10.1080/10872981.2025.2599745","DOIUrl":"10.1080/10872981.2025.2599745","url":null,"abstract":"<p><p>Physician teachers (PT) play a vital role in professional health education. However, there is a lack of a theoretical framework to direct PT faculty development in China. Therefore, this study was designed to develop and validate a clinical teaching competency framework and scale (CTCS) for physicians in China. This mixed-methods study began with qualitative interviews and a Delphi process to develop an initial framework and a pretest version of the Clinical Teaching Competency Scale (CTCS). Using convenience and random sampling, 450 physician teachers (PTs) were selected as the prediction sample. A national survey involving 3,179 PTs from seven administrative regions in Mainland China served as the validation sample. Exploratory and confirmatory factor analyses were conducted to assess construct validity. Seven dimensions were identified. Namely, intellectual literacy, clinical curriculum teaching competence, clinical practice teaching competence, role modeling, clinical teaching choice ability, clinical teaching emotional ability, and clinical teaching independent development ability. These explained 70.513% of the total variance. The final scale comprised 54 items, with a Cronbach's alpha of 0.987. Confirmatory factor analysis showed acceptable fit indices: RMSEA = 0.065, SRMR = 0.038, and GFI, NFI, IFI, TLI, and CFI all > 0.9. Construct reliability (CR) for each dimension exceeded 0.9, and average variance extracted (AVE) ranged from 0.672 to 0.832, indicating strong reliability and validity. A pyramid model with seven domains and 54 items was developed using a mixed-methods approach. This framework can guide the training of physician teachersand ultimately support health and well-being. The CTCS demonstrates acceptable reliability and validity, making it a valuable tool for assessing the clinical teaching competence of physician teachers.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2599745"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12697265/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716201","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":"Evaluation of AI models for radiology exam preparation: DeepSeek vs. ChatGPT-3.5.","authors":"Na Hu, Yunpeng Luo, Pinggui Lei","doi":"10.1080/10872981.2025.2589679","DOIUrl":"10.1080/10872981.2025.2589679","url":null,"abstract":"<p><p>The rapid advancement of artificial intelligence (AI) chatbots has generated significant interest regarding their potential applications within medical education. This study sought to assess the performance of the open-source large language model DeepSeek-V3 in answering radiology board-style questions and to compare its accuracy with that of ChatGPT-3.5.A total of 161 questions (comprising 207 items) were randomly selected from the <i>Exercise Book for the National Senior Health Professional Qualification Examination: Radiology</i>. The question set included single-choice, multiple-choice, shared-stem, and case analysis questions. Both DeepSeek-V3 and ChatGPT-3.5 were evaluated using the same question set over a seven-day testing period. Response accuracy was systematically assessed, and statistical analyses were performed using Pearson's chi-square test and Fisher's exact test.DeepSeek-V3 achieved an overall accuracy of 72%, which was significantly higher than the 55.6% accuracy achieved by ChatGPT-3.5 (<i>P</i> < 0.001). Performance analysis by question type revealed DeepSeek's superior accuracy in single-choice questions (87.1%), though with comparatively lower performance in multiple-choice (55.7%) and case analysis questions (68.0%). Across clinical subspecialties, DeepSeek consistently outperformed ChatGPT, particularly in peripheral nervous system (<i>P</i> = 0.003), respiratory system (<i>P</i> = 0.008), circulatory system (<i>P</i> = 0.012), and musculoskeletal system (<i>P</i> = 0.021) domains.In conclusion, DeepSeek demonstrates considerable potential as an educational tool in radiology, particularly for knowledge recall and foundational learning applications. However, its relatively weaker performance on higher-order cognitive tasks and complex question formats suggests the need for further model refinement. Future research should investigate DeepSeek's capability in processing image-based questions and perform comparative analyses with more advanced models (e.g., GPT-5) to better evaluate its potential for medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2589679"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12667340/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145641256","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":"Emotional distress among medical students before and after the first exposure to a full cadaver dissection: a quantitative study using DASS-21.","authors":"Miral Nagy Fahmy Salama, Ahmed Mohamed Abdelkhalek, Mayssah Ahmed El Nayal, Ramya Rathan, Mona Ghazi Sayegh, Marwa Mady","doi":"10.1080/10872981.2025.2601707","DOIUrl":"10.1080/10872981.2025.2601707","url":null,"abstract":"<p><strong>Background: </strong>Cadaver dissection remains a foundational component of anatomy education in many medical curricula. While it provides irreplaceable hands-on learning, it may also elicit emotional distress, especially during initial exposures. This study aimed to assess the levels of emotional distress among medical students before and after their first full cadaver dissection using the Depression, Anxiety, and Stress Scale (DASS-21).</p><p><strong>Methods: </strong>This quantitative, comparative, cross-sectional study explores emotional distress among first-year medical students Higher Diploma in Pre-Clinical Sciences program (HDPCS) at Gulf Medical University -Ajman, UAE. Participants completed the DASS-21 questionnaire immediately before and after their first exposure to full cadaver dissection. Changes in depression, anxiety, and stress scores were analyzed using statistical tests.</p><p><strong>Results: </strong>A total of 80 students participated in the study. Pre-dissection scores indicated mild to moderate levels of anxiety and stress in a significant proportion of students. Post-dissection assessments showed a statistically significant reduction in anxiety scores (<i>p</i> < 0.05), while stress and depression scores showed marginal or no significant change.</p><p><strong>Conclusion: </strong>The first encounter with a cadaver can provoke acute emotional responses in medical students, particularly anxiety. However, emotional adaptation appears to occur rapidly post-exposure. These findings underscore the importance of psychological preparedness, reflective practices, and institutional support to ensure student well-being during cadaveric dissection sessions.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2601707"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12704131/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145745251","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":"Leveraging learning management systems in medical education: a scoping review of use, outcomes, and improvement pathways.","authors":"Sangita G Kamath, Kirtana R Nayak, Veena Nayak, Seemitr Verma","doi":"10.1080/10872981.2025.2603805","DOIUrl":"10.1080/10872981.2025.2603805","url":null,"abstract":"<p><p>Learning Management Systems (LMS) have been increasingly adopted in medical education, serving both undergraduate and postgraduate programs. These platforms are used for various educational purposes, including content delivery, skill development, surgical procedure demonstrations, case-based discussions, and assessments. Despite this, the extent of use and the perceived effectiveness of LMS in medical education remain unclear. Therefore, we planned to conduct a review to explore the usage patterns and the potential benefits of LMS in medical schools. The methodological framework introduced by Arksey and O'Malley was used to conduct this scoping review. Electronic databases PubMed, EMBASE, Web of Science and ProQuest were searched for randomised controlled trials, non-randomised controlled trials (quasi-experimental studies, pretest-posttest designs) and observational studies that considered the effect of LMS in medical schools. The database search and screening process led to the identification of a limited number of studies that met the inclusion criteria and were subsequently included in the qualitative synthesis. The LMS's used across different medical schools catered to either undergraduate or postgraduate programs. These platforms were employed for a variety of purposes, including content delivery, skill-based teaching, surgical procedure demonstrations, case discussions, and assessments. Student feedback was collected in ten studies, while faculty feedback was reported in only one study. Given that LMS platforms are more likely to benefit students with intrinsic motivation and self-regulated learning behaviors, several studies proposed strategies to enhance LMS utility. These included the use of learning analytics to monitor student engagement and learning patterns, to provide timely feedback and personalised support.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2603805"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12713214/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145769571","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}