Medical Education Online最新文献

{"title":"Associations among positive childhood experiences, resilience, and psychological distress in health professions students.","authors":"ThanhThanh Vo, Jeffrey Duong, Cara Sandholdt, Elizabeth Rice, Karl Jandrey, Margaret Rea, Michael Wilkes, Andrés F Sciolla","doi":"10.1080/10872981.2026.2694936","DOIUrl":"10.1080/10872981.2026.2694936","url":null,"abstract":"<p><strong>Objective: </strong>To assess the mediating role of psychological resilience in the negative association between positive childhood experiences (PCEs) and psychological distress in health professions students (HPS).</p><p><strong>Methods: </strong>The authors obtained cross-sectional data, including demographic information, the Brief Resilience Scale, and Medical Student Well-Being Index, from a longitudinal survey with circannual waves of data collection in medical, advanced practice provider, (i.e., nursing and physician assistant), and veterinary students at a single institution. The confidential, web-based survey included seven questions about PCEs. The authors conducted a mediation analysis of wave 3 of the data (<i>N</i> = 181) using structural equation modeling, which adjusted for age, gender, underrepresented in medicine (URM) status, and first-generation status. Bootstrap confidence intervals modeled and tested the total and indirect pathways.</p><p><strong>Results: </strong>The path model demonstrated an excellent fit with the data (CFI/TLI = 1.00; RMSEA < .001; SRMR < .001). As hypothesized, PCEs were positively associated with resilience (b = 0.020; <i>p</i> = .049), and resilience was negatively associated with psychological distress (b = -0.815; <i>p</i> = .003). Although PCEs were negatively associated with psychological distress (b = -0.061; <i>p</i> = .003), the indirect path between PCEs and psychological distress through resilience was not significant (b = -0.016; <i>p</i> = .114).</p><p><strong>Conclusion: </strong>To our knowledge, this is the first study to examine PCES and resilience in HPS. PCEs and resilience may represent independent predictors of mental well-being in HPS. Our findings underscore the significance of identifying students with fewer PCEs and adopting interventions that support the psychological well-being of HPS, especially those who might be at a higher risk of distress.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2694936"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13312843/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148340055","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 initial adoption: addressing the know-do gap in technology-enhanced medical education.","authors":"Rui Wang, Xiaoshuai Li","doi":"10.1080/10872981.2026.2694914","DOIUrl":"10.1080/10872981.2026.2694914","url":null,"abstract":"","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2694914"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13307377/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148333369","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 near-peer teaching: the impact of cognitive and social congruence on naloxone training.","authors":"Jachua Polcyn, Robert VanBrackle, Natalie Zink, Katherine Covington, Vahé Heboyan, Nicole Rockich-Winston","doi":"10.1080/10872981.2026.2676337","DOIUrl":"10.1080/10872981.2026.2676337","url":null,"abstract":"<p><strong>Background: </strong>Equipping future clinicians to recognize and reverse opioid overdoses requires experiential training and access to naloxone. Near-peer instruction may leverage cognitive and social congruence to enhance learning compared with traditional faculty-led models. This study evaluated whether near-peer teaching yields superior knowledge gains and attitudes in a naloxone training workshop.</p><p><strong>Methods: </strong>Preclinical medical students completed a 60-minute session comprising a high-fidelity inpatient opioid overdose simulation and hands-on naloxone administration practice. Immediately pre- and post-workshop, participants completed the Opioid Overdose Knowledge Scale (OOKS) and Opioid Overdose Attitudes Scale (OOAS). We compared near-peer-led versus faculty-led sessions using descriptive statistics and independent t-tests. Using an explanatory sequential design, 10 students completed semi-structured interviews exploring preferences for near-peer teaching. Interviews were transcribed and analyzed using grounded theory, applying the concepts of cognitive and social congruence as an analytical lens.</p><p><strong>Results: </strong>From 2019 to 2022, 537 students attended the workshop, and 288 students provided complete survey data. Near-peer facilitation was associated with higher OOKS scores (84.5% ± 0.09 vs 80.2% ± 0.10 correct; <i>p</i> < 0.001) and more favorable OOAS totals (105.5 ± 8.4 vs 102.4 ± 13.7; <i>p</i> = 0.02) compared with faculty-led sessions. Interviewees highlighted a shared knowledge framework, familiar language/explanations, and understanding of learning challenges. Additionally, interviewees noted informal communication, reduced anxiety, and interest in near-peer students' experiences.</p><p><strong>Conclusion: </strong>A brief, near-peer-led overdose simulation and naloxone skills workshop was associated with an improvement in medical students' knowledge and attitudes compared to faculty-led delivery. Integrating trained near-peer educators into preclinical curricula may accelerate acquisition of overdose recognition and response skills while promoting clinical readiness. Programs seeking scalable strategies to expand skill-based, practical competencies should consider near-peer models that benefit from students' diverse prior experiences.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2676337"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13192083/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976453","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":"When the channel is the stressor: delivery medium in burnout interventions for healthcare students.","authors":"Fitri Norhabiba, Chandra Kartika Dewi","doi":"10.1080/10872981.2026.2745294","DOIUrl":"10.1080/10872981.2026.2745294","url":null,"abstract":"","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2745294"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13647397/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

{"title":"\"From Exhaustion to Invigoration\": a mixed-methods study exploring the role of a community in supporting resilience of pediatric education leaders.","authors":"Angela S Punnett, Karen L Forbes, Susan L Bannister, Gabrielle Weiler, Tim Mickleborough","doi":"10.1080/10872981.2026.2706897","DOIUrl":"10.1080/10872981.2026.2706897","url":null,"abstract":"<p><strong>Objectives: </strong>It is critical to identify factors in the work environment that contribute to physician burnout to foster a professional culture that nurtures wellness. This study examined the prevalence of burnout symptoms among a group of Canadian pediatric undergraduate education leaders and explored how membership in a national community (Paediatric Undergraduate Program Directors of Canada, PUPDOC) may serve as a potential mitigating factor.</p><p><strong>Methods: </strong>This mixed-methods study involved a survey and subsequent focus groups of PUPDOC members. Survey comprised questions from the Maslach burnout index (MBI) adapted for the educational context. Data were analyzed using descriptive statistics. A qualitative descriptive approach was selected and focus group transcripts were analyzed using content analysis. Themes were generated that relate to PUPDOC's role in shaping members' educational and academic work.</p><p><strong>Results: </strong>Sixteen members completed the survey (16/23, 70%). On the traditional MBI screen, three of 16 participants scored high-risk for burnout, but none reported high levels of symptoms on the adapted questions. Eighteen members participated in focus groups. Themes were interrelated, and included the significance of a sense of community, strengths and stressors of the job, finding meaning in one's work, opportunities, and legitimacy associated with belonging to a group.</p><p><strong>Conclusions: </strong>Our small group of pediatric undergraduate education leaders demonstrated a relatively low burnout rate compared to published rates in physician colleagues. We propose a sense of community that transcends institutions may help to mitigate burnout. By encouraging membership in such organizations, academic institutional leadership can support resilience and invest in the wellbeing of their education leaders.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2706897"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13403545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580658","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":"Fostering interactive medical education: integrating Web 2.0 tools through a universal design for learning framework.","authors":"Esin Ergonul, Sibel Buyukcoban","doi":"10.1080/10872981.2026.2639193","DOIUrl":"10.1080/10872981.2026.2639193","url":null,"abstract":"<p><strong>Background: </strong>The effective use of technology is essential for fostering inclusive and engaging learning environments.</p><p><strong>Objective: </strong>This study evaluated the impact of an experiential faculty development program based on Universal Design for Learning (UDL) principles and the use of Web 2.0 tools. We examined how this program influenced the integration of technology among medical educators.</p><p><strong>Design: </strong>A total of 262 faculty members participated from 2020 to 2022. Two months post-training, data were collected via surveys and focus groups.</p><p><strong>Results: </strong>Results showed a significant increase in participants' use of previously unfamiliar tools, particularly Google Forms (50%) and Wooclap (29.5%). Participants cited pedagogical reasons (such as ease of use, increased student engagement, and support for inclusivity) as key drivers of adoption. In contrast, time constraints and lack of technical support were key barriers to broader use.</p><p><strong>Conclusions: </strong>This study underscores the value of hands-on, practice-based training in digital pedagogy and highlights the importance of institutional support to sustain meaningful and widespread technology integration in medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2639193"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12951674/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147311286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What factors influence health professions trainees' preferences for employment in rural Appalachia? a qualitative study to inform the design of a discrete choice experiment.","authors":"Chris Gillette, Jan Ostermann, Aylin A Aguilar, Sarah O'Neal, Chris Everett, Dawn Caviness, Esita Patel, Laiton Steele, Dawn Goel, Quazi Minhaz Tabassum","doi":"10.1080/10872981.2026.2649666","DOIUrl":"10.1080/10872981.2026.2649666","url":null,"abstract":"<p><p>Optimizing the geographic allocation of health care providers has the potential to improve health care access and health outcomes for rural populations. To inform the design of a discrete choice experiment (DCE) survey to elicit health professions trainees' preferences for rural practice, this formative research aimed to: (1) elicit factors that influence job selection among health profession trainees, including medical residents physician assistant (PA) and nurse practitioner (NP) students, (2) identify how these trainees evaluate trade-offs for rural job placement and (3) inform attribute selection for inclusion into a future DCE to identify health professions trainees' preferences for rural practice. Third- and fourth-year medical residents, PA students, and NP students completed an in-depth semi-structured interview, an adaptive choice-based conjoint exercise, and a ranking exercise. Inductive and deductive coding and reflexive thematic analysis were used to analyze the data. We reached thematic saturation after 22 interviews (<i>n</i> = 14 PA, <i>n</i> = 6 residents, <i>n</i> = 2 NP). We identified multiple domains across two major themes: (1) job-related attributes and (2) community-related attributes. Job-related attribute domains included: (1) team dynamics, management/leadership, and clinical decision support, (2) onboarding and professional development, and (3) compensation package/remuneration. Community-related covered two attribute domains included: (1) amenities and social environment and (2) rurality and commute time. Participants were willing to trade non-pecuniary factors against salary and loan repayment. We identified 10 attributes for potential inclusion in the DCE. This study identified several viable factors for potential inclusion as attributes in a DCE. Several of these factors have yet to be explored in a policy environment and may aid the design of rural healthcare recruitment strategies.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2649666"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13022998/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-cultural validation of the social empathy index: a psychometric study among Japanese medical students.","authors":"Shishu Sun, Felice Ruochen Li, Yuko Takeda, Makoto Kaneko, Sachiko Ozone, Ayumi Horiuchi-Takayashiki, Hiroki Hori, Linda Snell","doi":"10.1080/10872981.2026.2715263","DOIUrl":"https://doi.org/10.1080/10872981.2026.2715263","url":null,"abstract":"<p><strong>Background: </strong>Assessing and fostering social empathy among medical students is crucial for advancing health equity. While education on the social determinants of health (SDH) has become increasingly important in medical curricula, its impact has been evaluated mostly through qualitative approaches. Quantitative assessment tools that assess social empathy remain limited in medical education. The Social Empathy Index (SEI) is a self-report instrument designed to assess interpersonal and social empathy and may have relevance for medical education.</p><p><strong>Objectives: </strong>This study aimed to examine the psychometric properties of the Japanese version of the SEI (SEI-J) among medical students and explore its potential application in medical education in Japan.</p><p><strong>Methods: </strong>A total of 414 medical students from three academic years at a private medical school in Tokyo completed the SEI-J and a self-developed sociodemographic questionnaire. Confirmatory factor analysis was conducted to examine structural validity based on the original SEI framework. Internal consistency was assessed using McDonald's omega coefficients. Known-groups validity was examined using one-way analysis of variance.</p><p><strong>Results: </strong>Of the participants, 279 completed the survey (response rate 67.4%); 230 responses were included in the final analysis. Confirmatory factor analysis provided partial support for the original multidimensional structure of the SEI-J, and McDonald's omega coefficients indicated acceptable to high internal consistency across subscales. Higher SEI-J scores were associated with female gender, volunteering or study-abroad experience, interest in the arts or literature, people-oriented specialty preference, and greater self-rated understanding of SDH, consistent with prior research.</p><p><strong>Conclusions: </strong>The findings demonstrate that the SEI-J is a psychometrically valid and reliable tool for measuring social empathy. This study provides preliminary evidence supporting the applicability of the SEI in a Japanese medical education context, identifies factors associated with the development of social empathy, and offers an outcome measure that supports the evaluation and iterative improvement of SDH- and equity-oriented curricula.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2715263"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13474522/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148766488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training of the trainer for health professionals: sharing experience from Turkey to Tanzania.","authors":"Aysel Başer, Mustafa Küçük, Ömer Faruk Sönmez, Hakan Gülmez, Funda İfakat Tengiz, Hale Sezer, Gürkan Yıldız, Seçil Arslansoylu Çamlar, Said Salum Kilindimo, Hatice Şahin","doi":"10.1080/10872981.2026.2622840","DOIUrl":"10.1080/10872981.2026.2622840","url":null,"abstract":"<p><strong>Background: </strong>Effective disaster management requires healthcare professionals to function not only as responders but also as trainers who can disseminate knowledge and skills. In low-resource settings such as Tanzania, structured train-the-trainer (ToT) programs tailored to physicians remain limited. This study aimed to design, implement, and evaluate a trainer development program for Tanzanian emergency medicine physicians using the ADDIE instructional design framework to transparently link needs assessment to role-adapted objectives, learning activities, and evaluation.</p><p><strong>Methods: </strong>A mixed-methods design was applied, combining pre-training surveys, post-training assessments, and thematic feedback analysis. The program, conducted on 21-22 November 2024 at the Urla International Emergency Disaster Training and Simulation Centre, followed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Twenty Tanzanian physicians (mean age 35.9 years, 60% female, mean experience 8.2 years) participated. Participants were grouped as Emergency Medicine Specialists/Medical Officers (n=8) and General Practitioners/Resident Physicians (n=12), with tailored objectives focusing on leadership, teamwork, disaster planning, and trainer skills.</p><p><strong>Results: </strong>Participants achieved a mean post-training MCQ score of 17.68 out of 20, corresponding to an overall correct response rate of 88.4%. Scenario-based and interactive learning methods were highly valued, while insufficient training duration and limited technical infrastructure were identified as challenges. Emergency medicine specialists prioritized leadership and coordination skills, whereas general practitioners and residents emphasized educational strategies and program development.The program was feasible and well received, and participants achieved high immediate post-course knowledge scores and reported strong perceived value of scenario-based and trainer-focused learning activities. The findings support role-adapted ToT models for physicians; however, objective measurement of educator and leadership competencies and follow-up assessment of cascade training implementation are needed to determine sustained trainer development.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2622840"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12872079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}