Medical Education Online最新文献

{"title":"Ten tips to harnessing generative AI for high-quality MCQS in medical education assessment.","authors":"Mohi Eldin Magzoub, Imran Zafar, Fadi Munshi, Fouzia Shersad","doi":"10.1080/10872981.2025.2532682","DOIUrl":"10.1080/10872981.2025.2532682","url":null,"abstract":"<p><p>Generating high quality MCQs is time consuming and expensive. Many strategies are applied to produce high quality items including sharing of item banks, training of item writers and automatic item generation (AIG). Generative AI, when used with precision, has proven to reduce significantly both cost and time without compromising quality. Medical educators encounter numerous obstacles when using AI to generate MCQs of good quality. We searched the fast and recent growing medical education literature for articles related to the use of AI in generating high quality MCQs. Additionally, the development of these tips was guided by our own institutional experience. <b> </b>We created 10 tips for MCQ generation using AI to assist MCQ item writers in both undergraduate and graduate medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2532682"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12273594/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660792","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":"Parental medical background and pre-admission preparedness in China's medical student selection.","authors":"Jin Yang, Hongbin Wu","doi":"10.1080/10872981.2025.2534048","DOIUrl":"10.1080/10872981.2025.2534048","url":null,"abstract":"<p><strong>Introduction: </strong>While children of medical professionals are globally overrepresented in medical schools, evidence from China remains limited. This study examines parental medical background prevalence among Chinese medical undergraduates, its association with admission outcomes, and disparities in pre-admission preparedness within China's meritocratic National College Entrance Examination (NCEE) system - a critical context given its role as the primary gateway to higher education.</p><p><strong>Methods: </strong>Using data from the 2021 China Medical Student Survey (CMSS), a nationally representative sample of 19,299 clinical medical students was analyzed. Linear and logistic regression models were employed to assess the relationship between parental medical background and admission outcomes/pre-admission preparedness, controlling for socio-demographic covariates (e.g. gender, urban/rural residency, family income) and institutional/provincial fixed effects.</p><p><strong>Results: </strong>Children of medical professionals were significantly overrepresented (11.60% vs. 0.34% national physician-population ratio). Parental medical background did not predict advantages in NCEE scores or admission to long-term programs. However, paternal medical background was associated with higher pre-admission preparedness in clinical practice (β = 0.199, <i>p</i> < 0.05), health and society (β = 0.205, <i>p</i> < 0.01), professionalism (β = 0.130, <i>p</i> < 0.05), and a greater likelihood of understanding the major (OR = 0.724, <i>p</i> < 0.01), while maternal background only correlated with understanding of the major (OR = 0.623, <i>p</i> < 0.01).</p><p><strong>Conclusions: </strong>In the context of China's NCEE-based student selection system, parental medical background has no direct influence on admission results, yet intergenerational disparities in preparedness persist. To foster substantive equity, China's meritocratic system could integrate targeted interventions (e.g. pre-med mentorship for disadvantaged students). These findings underscore the global imperative to balance meritocracy with policies addressing structural inequities in medical student selection.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2534048"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12265103/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643820","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 in medical education: a comparative cross-platform evaluation in answering histological questions.","authors":"Volodymyr Mavrych, Einas M Yousef, Ahmed Yaqinuddin, Olena Bolgova","doi":"10.1080/10872981.2025.2534065","DOIUrl":"10.1080/10872981.2025.2534065","url":null,"abstract":"<p><p>Large language models (LLMs) have shown promising capabilities across medical disciplines, yet their performance in basic medical sciences remains incompletely characterized. Medical histology, requiring factual knowledge and interpretative skills, provides a unique domain for evaluating AI capabilities in medical education. To evaluate and compare the performance of five current LLMs: GPT-4.1, Claude 3.7 Sonnet, Gemini 2.0 Flash, Copilot, and DeepSeek R1 on correctly answering medical histology multiple choice questions (MCQs). This cross-sectional comparative study used 200 USMLE-style histology MCQs across 20 topics. Each LLM completed all the questions in three separate attempts. Performance metrics included accuracy rates, test-retest reliability (ICC), and topic-specific analysis. Statistical analysis employed ANOVA with post-hoc Tukey's tests and two-way mixed ANOVA for system-topic interactions. All LLMs achieved exceptionally high accuracy (Mean 91.1%, SD 7.2). Gemini performed best (92.0%), followed by Claude (91.5%), Copilot (91.0%), GPT-4 (90.8%), and DeepSeek (90.3%), with no significant differences between systems (<i>p</i> > 0.05). Claude showed the highest reliability (ICC = 0.931), followed by GPT-4 (ICC = 0.882). Complete accuracy and reproducibility (100%) were detected in Histological Methods, Blood and Hemopoiesis, and Circulatory System, while Muscle tissue (76.0%) and Lymphoid System (84.7%) presented the greatest challenges. LLMs demonstrate exceptional accuracy and reliability in answering histological MCQs, significantly outperforming other medical disciplines. Minimal inter-system variability suggests technological maturity, though topic-specific challenges and reliability concerns indicate the continued need for human expertise. These findings reflect rapid AI advancement and identify histology as particularly suitable for AI-assisted medical education.<b>Clinical trial number</b>: The clinical trial number is not pertinent to this study as it does not involve medicinal products or therapeutic interventions.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2534065"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12258195/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144620851","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":"Facilitators and barriers to implementing the Project ECHO model: perspectives of 8 ECHO implementation teams.","authors":"M Kathryn Allison, Cari A Bogulski, Hannah C McCoy, Rosario Silva, Corey J Hayes, Jennifer A Andersen, Hari Eswaran","doi":"10.1080/10872981.2025.2473476","DOIUrl":"10.1080/10872981.2025.2473476","url":null,"abstract":"<p><strong>Background: </strong>Project ECHO has emerged as a leading telementoring modality for continuing medical education, particularly for providers practicing in rural and underserved areas with limited access to specialty care. The efficacy and utility of the ECHO model in healthcare training is well documented, though there is less literature focused on the determinants of ECHO implementation.</p><p><strong>Objective: </strong>This study aims to assess facilitators and barriers to implementing the ECHO model.</p><p><strong>Methods: </strong>We conducted virtual focus groups with eight Project ECHO implementation teams (<i>n</i> = 29 individuals) across the United States. Guided by the Consolidated Framework for Implementation Research (CFIR), focus groups explored experiences implementing the ECHO model and assessed facilitators and barriers to program uptake, delivery, and sustainability.</p><p><strong>Results: </strong>Qualitative analysis revealed implementation determinants across CFIR levels. Participants recognized the advantage of ECHO's virtual, learner-centric, case-based learning approach compared to other continuing medical education modalities. Participants recommended recruiting subject matter expert presenters with skills as educators and understanding of the ECHO model. Because of Project ECHO's emphasis on case-based learning, participants highlighted the importance of balancing didactics with case presentations and discussion. Scheduling and finding time to participate was reported as a challenge for provider engagement, though most participants suggested that the length, frequency of sessions, and number of participants can be tailored for each program to accommodate needs. Providing CME credit and setting expectations for attendance and case presentation were said to improve provider engagement. Support and mentorship from the ECHO Institute was described as a facilitator in planning for ECHO implementation and delivery. Funding was reported as a barrier to sustainability.</p><p><strong>Conclusion: </strong>By addressing barriers prior to implementing the ECHO model, future ECHOs can be tailored to leverage program resources, maximize attendance, expand reach, and ultimately improve outcomes.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2473476"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11915725/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651225","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":"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":"Heterogeneity of professional goals among residents enrolled in a palliative care track: results of a national online survey in France.","authors":"François Chaumier, Denis Angoulvant, Emmanuel Gyan, Laurent Calvel","doi":"10.1080/10872981.2025.2520380","DOIUrl":"10.1080/10872981.2025.2520380","url":null,"abstract":"<p><strong>Background: </strong>Palliative care (PC) is recognized as a universal right, aimed at improving the quality of life for patients and their families facing life-threatening conditions. Training healthcare professionals, particularly physicians, is crucial for high-quality PC. Currently, France lacks a Palliative Medicine residency or fellowship (PMR-F), offering only a Palliative Care tracks (PCT) for voluntary postgraduate students. The aim of this study was to describe motivations and career plans of students enrolled in the PCT and to identify the proportion of those who would have preferred a PMR-F if it had been available.</p><p><strong>Methods: </strong>A national online survey was conducted between April and August 2024 among 128 students enrolled in PCT. A 12-item questionnaire, using a 10-point Likert scale, was designed and pilot-tested by PC educators and former students. The questionnaire was sent to identify their motivations and career plans.</p><p><strong>Results: </strong>The response rate was 76% (97/128). For 76% (74/97) of students, the purpose was to acquire skills complementary to their original specialty. While 48% (47/97) also aimed to gain skills for future specialist PC practice, only 10% (10/97) enrolled due to the lack of a specialized certificate. Career plans varied, with 30% intending to practice in their original discipline and 31% in PC facilities. Finally, 23% of students aiming to work in specialized PC facilities planned to continue their training with a continuing medical education program in PM (7/30).</p><p><strong>Discussion: </strong>The findings align with the official objectives of a track, emphasizing complementary skills acquisition. Our study reveals the coexistence of a variety of professional goals and projects within the same class of residents, which does not seem relevant for the same training program. It highlights the opportunity for setting up, in addition to PCT, a specialized PM curriculum in France, to better address specialized training needs for future PM experts.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2520380"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12180338/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327272","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":"Diversity, inclusion, and bias in Continuing Medical Education activities: lessons learned from participant evaluations.","authors":"Melissa D Bregger, Celia Laird O'Brien, Oluwateniola E Brown, Linda Suleiman, Sheryl A Corey, Clara J Schroedl","doi":"10.1080/10872981.2025.2525170","DOIUrl":"10.1080/10872981.2025.2525170","url":null,"abstract":"<p><strong>Purpose: </strong>Recommendations to ensure diverse, equitable, and inclusive content in Continuing Medical Education (CME) have been developed, however, learners' perception of these efforts are unknown. Learner recognition of biased or non-inclusive content and satisfaction with activity diversity provides insight into the success of bias mitigation efforts during CME planning and delivery. This study's objective was to evaluate the types of bias identified by learners, and to evaluate learners' perception of inclusivity and satisfaction with the diversity of CME activities.</p><p><strong>Study design: </strong>This study was a retrospective mixed methods analysis of post-activity evaluation comments from 210 CME activities and 5,284 evaluations at a large Accreditation Council for Continuing Medical Education (ACCME)-accredited academic healthcare system from September 1, 2022 to December 31, 2023.</p><p><strong>Results: </strong>Learners were satisfied with speaker and content diversity in 98.9% of activities. The qualitative analysis included 967 comments and demonstrated four main categories of perceived bias or lack of diversity identified by the CME activity learners: 1) Bias related to social identity factors, of which racial, ethnic, and gender bias were the most common forms identified by learners; 2) Lack of diversity in speakers, content and delivery; 3) Resistance to bias and inclusion evaluation questions; and 4) Commercial/industry bias. Further, some learners noted the instructional design of certain activities was not inclusive of all learners.</p><p><strong>Conclusion: </strong>These findings suggest that some CME activity learners perceive various forms of bias and lack of inclusivity and diversity despite efforts to review and mitigate bias in the planning and delivery of CME. While most CME activity learners were satisfied with speaker and content diversity, the data can inform more targeted efforts during the CME planning phase that focus on speaker and content diversity and screening for bias that goes beyond traditional industry/commercial bias.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2525170"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12231314/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565404","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}