Medical Education Online最新文献

{"title":"Interprofessional teaching rounds in medical education: improving clinical problem-solving ability and interprofessional collaboration skills.","authors":"Peiwen Yang, Ting Xiong, Xiyuan Dong, Shulin Yang, Jing Yue","doi":"10.1080/10872981.2025.2451269","DOIUrl":"10.1080/10872981.2025.2451269","url":null,"abstract":"<p><p>Interprofessional teaching rounds are a practical application of interprofessional education in bedside teaching, yet there is a lack of research on how interprofessional teaching rounds should be implemented into medical education. This study aimed to describe our experience in developing and implementing interprofessional teaching rounds during a clerkship rotation for medical students, and compares its strengths and weaknesses relative to traditional teaching rounds. Medical students were assigned to either the interprofessional teaching round group (<i>n</i> = 24) or the traditional teaching round group (<i>n</i> = 25), and each group participated in their assigned type of teaching round. A quiz including medical knowledge of gynecological and obstetric diseases was used to assess the students' diagnostic and treatment abilities after teaching rounds. Additionally, a survey was conducted among students to evaluate whether the interprofessional teaching rounds were helpful. The results showed that when using interprofessional teaching rounds, the test score for medical knowledge related to the diagnosis and treatment of gynecological and obstetric diseases was significantly higher than the traditional teaching round group (85.5 ± 11.2 vs 78.3 ± 12.5, <i>p</i> = 0.038). Additionally, the interprofessional teaching rounds significantly enhanced understanding of clinical application, identification, and appropriate problem-solving in cases, as well as examination of different disciplinary aspects of a case, and improvement of interdisciplinary collaboration skills compared to traditional teaching rounds. Our study demonstrates that interprofessional teaching rounds can serve as an effective teaching method for enhancing medical students' ability to collaborate interprofessionally and to solve clinical problems comprehensively.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2451269"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11749145/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014079","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":"Approaches to teaching evidence-based medicine in residency: a systematic review.","authors":"Kathleen Mathieson, Megan Weemer, Laura Lipke","doi":"10.1080/10872981.2025.2504467","DOIUrl":"10.1080/10872981.2025.2504467","url":null,"abstract":"<p><strong>Background: </strong>Studies of evidence-based medicine (EBM) curricula in graduate medical education are common, but little consensus exists on the best methods to teach EBM.</p><p><strong>Objective: </strong>The purpose of the current study was to evaluate EBM teaching approaches for graduate medical trainees and to update a 2014 systematic review.</p><p><strong>Methods: </strong>We conducted a systematic literature search of major health and education databases for articles published from January 2014 through October 2022. Articles were independently screened to ensure they described an experimental or quasi-experimental evaluation of EBM teaching for graduate medical trainees. Quality of included studies was appraised using the Medical Education Research Study Quality Instrument. Data were extracted and synthesized using Coomarasamy and Khan's hierarchy of EBM teaching and learning.</p><p><strong>Results: </strong>Over 1400 articles were screened; 35 met eligibility criteria and were included in our review. Interactive, classroom-based teaching approaches were most common (23/35, 66%). Only 2 (6%) studies used a clinically integrated teaching approach. Most studies reported positive short-term outcomes in EBM knowledge, skills, attitudes, or learner satisfaction. Few studies evaluated EBM behaviors, and none measured long-term application of EBM principles.</p><p><strong>Conclusions: </strong>Reviewed studies had low to moderate study quality, often limited by small sample size and lack of validated measures. Although commonly encouraged as a teaching approach, few studies used clinically integrated EBM teaching. Instead of reporting individual, site-specific efforts, future studies should examine the broader culture of EBM in graduate medical education and prioritize sustained application of EBM into practice as a key outcome.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2504467"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12100962/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121199","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":"Perceptions of nurse-physician interactions: insights from medical students' clinical internships.","authors":"Anna Bovo, Mayra Veronese, Renzo Zanotti, Matteo Danielis","doi":"10.1080/10872981.2025.2500560","DOIUrl":"https://doi.org/10.1080/10872981.2025.2500560","url":null,"abstract":"<p><strong>Introduction: </strong>Interprofessional Collaboration (IPC) brings together health and social care professionals to enhance patient outcomes through mutual respect, effective communication, and shared responsibility. However, while Interprofessional Education (IPE) is essential for improving communication and care quality, its implementation remains challenging. One major obstacle is the cultural and historical difference in how nurses and physicians perceive IPC, which can hinder effective collaboration.</p><p><strong>Purpose: </strong>To explore medical students' perspectives of nurse-physician interactions.</p><p><strong>Methods: </strong>This qualitative descriptive study examined written reports from 406 second-year medical students enrolled at the University of Padua. To identify patterns in nurse-physician interactions, data were analysed using Bales' Interaction Process Analysis categories through a deductive content analysis approach. Additionally, qualitative analysis software facilitated the coding process, with Bales' category integrated into ATLAS® Search&Code for text analysis. Furthermore, this research was conducted and reported in accordance with the Standards for Reporting Qualitative Research guidelines.</p><p><strong>Results: </strong>A total of 438 student-reported detections were extracted from the reports and categorised into 12 of the Bales' social interaction categories, revealing distinct roles and communication styles between nurses and physicians. Students detailed that nurses frequently provided opinions and orientations, reflecting a supportive role, while physicians were more inclined to seek orientation, indicating a collaborative approach. Moreover, the findings highlighted hierarchical dynamics, as nurses more likely to agree with others' decisions, whereas physicians were less engaged in passive agreement. Moreover, students observed that stress and tension were more prevalent among physicians than nurses.</p><p><strong>Conclusion: </strong>The study highlights the complementary yet distinct roles of nurses and physicians in clinical settings, underscoring the importance of balanced teamwork. Addressing hierarchical dynamics and enhancing communication are crucial for improving both patient care and job satisfaction. Therefore, training programs should focus on mitigating these barriers and fostering open communication to build a more cohesive healthcare environment.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2500560"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12064097/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054419","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":"A mixed methods survey of research education requirements for residents in internal medicine, neurology and transitional programs.","authors":"Michael O'Shea, Nikita Ashcherkin, Suganya Arunachalam Karikalan, Matthew Biondi, Hally Chaffin, Sarah Umar, Nathan Delafield, Nikita Chhabra, Matthew Hoerth, Amaal Starling, Umesh Sharma, Brittane Valles, Christina Wu, Gretchen Taylor, Camille Hawkins, Patress Persons","doi":"10.1080/10872981.2025.2494579","DOIUrl":"https://doi.org/10.1080/10872981.2025.2494579","url":null,"abstract":"<p><strong>Introduction: </strong>Participation in scholarly activity is an essential component and outcome metric of clinical training. Residency research education curricula have been independently developed by many institutions, however results from these programs vary.</p><p><strong>Methods: </strong>We conducted a survey of Internal Medicine, Neurology and Transitional Residents to determine knowledge, attitudes, beliefs, and practices. Likert-style, open and closed questions were used. Results were analyzed using preference ranking, thematic analysis, descriptive statistics, and chi squared and fisher's exact test for association between categorical variables.</p><p><strong>Results: </strong>Prior exposure to formal research opportunities in medical school significantly correlated with publication rates (OR 2.37, <i>p</i> = 0.022) but did not predict continued engagement in research during residency. Residents expressed confidence in critical appraisal skills but reported low confidence in statistical analysis and study design. Observational study designs, particularly chart review cohort studies, were ranked as the most desirable research focus areas, whereas outpatient and community-based research were of lower priority. Barriers to research productivity included time constraints, statistical analysis challenges, methodological concerns, and lack of mentorship.</p><p><strong>Discussion: </strong>The findings underscore the need for structured approaches tailored to resident preferences to enhance scholarly engagement. Residents ranked observational study design and systematic reviews as their top priorities, indicating a preference for research methodologies that are practicable within residency timelines. Residency programs should enhance early mentorship, provide targeted research education, and facilitate access to statistical and methodological support to improve research productivity among trainees.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2494579"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12024497/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144021914","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":"The family medicine accelerated track at Texas Tech University Health Sciences Center: results from a 10-year program to bend the primary care curve.","authors":"Betsy Goebel Jones, Ronald C Cook, Felix Morales, Keeley Hobart, Steven L Berk","doi":"10.1080/10872981.2025.2457783","DOIUrl":"10.1080/10872981.2025.2457783","url":null,"abstract":"<p><strong>Background: </strong>Texas is one of the states with the lowest access to usual sources of primary care; most critically, family medicine (FM) has been projected to have the greatest physician shortage increase between 2018 and 2032. Texas Tech University Health Sciences Center (TTUHSC) School of Medicine developed the Family Medicine Accelerated Track (FMAT), a 3-year curriculum that culminates in the MD degree and links medical students to FM residency programs at TTUHSC campuses in Lubbock, Amarillo or the Permian Basin. This article reflects on 10 years of experience with the program, and particularly its impact on the primary care physician workforce in Texas.</p><p><strong>Curriculum design: </strong>TTUHSC medical students in the traditional curriculum complete the Phase 1 pre-clinical curriculum in Lubbock and are distributed for Phases 2 and 3 (MS3/MS4 years) among campuses in Lubbock, Amarillo and the Permian Basin. Similarly, FMAT students complete Phase 1 in Lubbock. For Phase 2 clinical clerkships, their curriculum is delivered on the campus (which may include Lubbock) where they will typically complete 3 years of FM residency training.</p><p><strong>Program outcomes: </strong>In the 2 years prior to the graduation of the first FMAT class, just over 11% of the graduating class matched into FM. In the decade since, the numbers have varied from year to year (often as high as 17-19% of the class matching into FM) but have always exceeded the pre-FMAT numbers. For the classes 2013 through 2023, 115 students began FMAT training; 90 of them (78%) graduated in 3 years with the MD degree and began FM residency training. Of those 90, 56 have now graduated from residency and taken positions in the primary care physician workforce. Of that group, 86% are practicing in Texas, 64% are in West Texas, and 69% are in rural or underserved communities.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2457783"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11770852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034143","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":"Internal medicine clerks' motivation in an online course: a mixed-methods study.","authors":"Esther C Hamoen, Floris M van Blankenstein, Peter G M de Jong, Kirsten Langeveld, Marlies E J Reinders","doi":"10.1080/10872981.2024.2445915","DOIUrl":"https://doi.org/10.1080/10872981.2024.2445915","url":null,"abstract":"<p><strong>Purpose: </strong>At LUMC, a Small Private Online Course (SPOC) was developed complementary to the clinical learning environment of the internal medicine clerkship. The developers used the self-determination theory in the design of the SPOC's assignments aiming to improve learners' intrinsic motivation. This study investigates the impact of the SPOC and its specific assignments on student motivation.</p><p><strong>Methods: </strong>The study uses a mixed-methods approach. The authors describe a quantitative analysis of students' responses on an intrinsic motivation inventory (IMI), and a qualitative thematic analysis of semi-structured group interviews, respectively.</p><p><strong>Results: </strong>Seventy-eight students (response rate 42%) filled out the IMI. Their scores were (7-point Likert scale): interest/enjoyment 3.76, competence 4.02, choice 3.53, value/usefulness 4.20, relatedness 3.85. Thematic analysis of the interviews (14 students) revealed seven themes: collaboration with peers, usefulness, SPOC-related factors, workload, motivation, and performance.</p><p><strong>Conclusions: </strong>Motivation could be optimized creating useful, authentic cases that train skills that are directly transferrable to clinical practice. Challenging, interesting and student-generated assignments positively influenced students' autonomy and motivation. Lack of awareness of online performance negatively affected the feeling of competence. Perceptions of online collaboration were suboptimal. The study can be helpful for other teachers to enhance motivation while developing online courses.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2445915"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142915970","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":"Reliability and validity of simulation-based Electrocardiogram assessment rubrics for cardiac life support skills among medical students using generalizability theory.","authors":"Sethapong Lertsakulbunlue, Kaophiphat Thammasoon, Anupong Kantiwong","doi":"10.1080/10872981.2025.2479962","DOIUrl":"10.1080/10872981.2025.2479962","url":null,"abstract":"<p><p>Simulation-based learning (SBL) is effective for EKG interpretation training in the advanced cardiac life support (ACLS) context, enhancing motivation, confidence, and learning outcomes. However, research on the psychometrics of assessment rubrics for ACLS skills among pre-clinical students is limited. This study investigates the validity and reliability of assessment rubrics for ACLS skills, including EKG interpretation, scenario and pharmacological management, and teamwork. An SBL course that integrates basic EKG interpretation into ACLS Stations was conducted at Phramongkutklao College of Medicine, utilizing high-fidelity mannequins to simulate realistic scenarios, enrolling 96 medical students. The course consisted of five independent stations, and each student was assessed once by two raters using ten-item assessment rubrics. The rubrics included three domains: (1) EKG and ACLS algorithm skills, (2) management and mechanisms of action, and (3) affective domains. Validity evidence on the content was gathered, and construct validity was confirmed with confirmatory factor analysis (CFA). Inter-rater and internal consistency reliability were calculated. Generalizability theory was utilized to analyse the data. Three expert reviews yielded an item-objective congruence index of 0.67-1.00, with iterative validation through alpha and beta tests. The CFA demonstrated a good fit, but two questions with loading factors below 0.30 were removed, resulting in an eight-item assessment form. An inter-rater correlation of 0.70 (p < 0.001) and a Cronbach's alpha of 0.76 was demonstrated. To achieve a Phi-coefficient ≥0.80, three raters and at least 10 items are required in a p×i×r crossed design. With eight items, r:(p×i) nested design reliability was 0.69, 0.79, and 0.83 for one, two, and three raters, respectively. While a single rater with 10 items achieved a Phi-coefficient of 0.74. The rubrics for assessing ACLS skills among pre-clinical students demonstrated acceptable validity and reliability. A condensed eight-item rubric with acceptable reliability is proposed as a practical tool for optimizing assessment in future evaluations relevant to the pre-clinical context.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2479962"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11934178/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694016","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":"Assessing the educational impact and quality of medical microvideos on TikTok: the case of Latin America.","authors":"Juan S Izquierdo-Condoy, Marlon Arias-Intriago, Melizza Mosquera-Quiñónez, Fernando P Melgar Muñoz, Mariana Jiménez-Ascanio, Valentina Loaiza-Guevara, Esteban Ortiz-Prado","doi":"10.1080/10872981.2025.2474129","DOIUrl":"10.1080/10872981.2025.2474129","url":null,"abstract":"<p><strong>Background: </strong>Social media use in medical education has surged, with YouTube and Facebook leading before COVID-19. Recently, TikTok has drawn young learners, expanding access but often lacking alignment with formal curricula and quality standards.</p><p><strong>Objectives: </strong>This study aims to analyze the quality of academic medical content on TikTok within the Latin American context, focusing on the most-viewed Spanish-language accounts.</p><p><strong>Materials and methods: </strong>This cross-sectional study analyzed medical education microvideos on TikTok through a systematic search conducted on 1 March 2024, using the keywords 'medical education' and 'medical review.' The search yielded 300 microvideos, from which the 100 most-viewed were selected. The 13 most popular accounts were identified, and their top three most-viewed microvideos were analyzed, resulting in a final sample of 39 microvideos. Popularity was measured through views, likes, and the Viewability Index (VPI), while educational quality was assessed using the JAMA Benchmark Criteria, which evaluates authorship, attribution, disclosure, and validity.</p><p><strong>Results: </strong>The majority of accounts (69.2%) were male-created, with 30.8% based in Mexico and Peru. Physicians comprised 53.8% of content creators, followed by medical students (23.1%). General medical education was the main focus (69.2%), with general medicine as the most common topic (76.9%). The dataset included 39 microvideos, averaging 1,653,677 views, and #medicina was the most frequently used hashtag. Popularity metrics strongly correlated with engagement metrics (comments, shares) but weakly with favorites. Educational quality scores were low, with only two accounts scoring 1 out of 4 points on the JAMA Benchmark.</p><p><strong>Conclusion: </strong>TikTok's engagement metrics amplify popular medical microvideos among Spanish-speaking users but do not reliably reflect educational quality, raising concerns about misinformation. 'Favorites' may serve as a more accurate indicator of perceived informational value. Standardized assessment tools should incorporate both engagement and quality metrics to improve content reliability and accessibility to evidence-based medical information.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2474129"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11892066/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587628","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":"Peer-assisted learning in critical care: a simulation-based approach for postgraduate medical training.","authors":"Po-Wei Chiu, Shao-Chung Chu, Chia-Han Yang, Huan-Fang Lee, Hsuan-Man Hung, Hsiang-Chin Hsu","doi":"10.1080/10872981.2025.2497333","DOIUrl":"https://doi.org/10.1080/10872981.2025.2497333","url":null,"abstract":"<p><p>Enhancing clinical competence in postgraduate year (PGY) trainees is crucial for effective patient care, especially in emergency medicine. This study investigated the impact of a well-designed, group-developed, peer-assessed learning approach combined with high-fidelity simulations on clinical skills and teamwork of PGY trainees. PGY trainees participated in a one-month program featuring team development, clinical training, scenario design, simulation, peer-assisted debriefing, and post-course evaluations at one week and three months. Trainees were divided into two groups, engaged in clinical practice, group discussions, and developed critical scenarios under mentor guidance to challenge the other group. Teamwork performance was assessed using the TEAM scale, Ottawa Global Rating Scale, and reflective essays. Follow-up evaluations employed the PGY Clinical Proficiency Evaluation scale. Trainees identified deficiencies in situation monitoring and maintaining composure, noting difficulties in effectively monitoring and reassessing situations. Despite having passed ACLS training, participants recognized their lack of clinical experience in managing critically ill patients, handling dynamic situations, low self-confidence, and limited leadership opportunities in resuscitation teams. However, team morale was high, and performance in communication and leadership was relatively strong due to the similar hierarchical levels of the trainees and initial team dynamics established during their training. Follow-up questionnaires indicated significant improvements in clinical confidence, reasoning abilities, familiarity with ACLS resuscitation guidelines, and team dynamics across various subspecialty training areas. The integration of peer-assisted learning with high-fidelity simulation significantly enhanced clinical competence, teamwork, and confidence in PGY trainees. This innovative approach provides a structured, supportive learning environment that effectively prepares trainees for real-world clinical challenges. Future research should explore long-term outcomes and broader applications of this method.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2497333"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12057776/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041452","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":"Advancing health professions education: a review of holistic admissions and competency-based admissions practices.","authors":"Morgan A Jernigan, Kira J Carbonneau","doi":"10.1080/10872981.2025.2486979","DOIUrl":"10.1080/10872981.2025.2486979","url":null,"abstract":"<p><p>In this review, we gathered information about competency-based admissions and holistic admissions related to healthcare education to understand current practices better and offer recommendations within the healthcare education field. A literature search was conducted to gather peer-reviewed articles detailing information related to competency-based admissions and holistic admissions that have been implemented in healthcare education, including medical schools, nursing schools, dental schools, and other allied health fields. After screening and the addition of articles through ancestral search, 166 articles were included in this systematic review. The articles were coded for information related to definitions of competency-based admissions and holistic admissions, specific desired competencies, procedures to evaluate these competencies, outcomes of these practices, and the success of admitting well-prepared students using these practices. Results show there is wide variation in established definitions and desired competencies. Similarly, there was some variation in methods for evaluating these competencies with some common practices identified. Lastly, little evidence demonstrates the effectiveness of admitting students who are well-prepared for their programs when competency-based or holistic admissions are employed. There is a need for future research to establish a standard definition for both competency-based admissions and holistic admissions. Desired competencies should be established based on the program's mission and vision statements for what type of students they want to admit. Lastly, future research needs to focus on the long-term outcomes of implementing these practices.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2486979"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11980201/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781311","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}