Medical Education Online最新文献

{"title":"Stepping into the role of a doctor: an instrumental case study to explore the experiences of third-year medical students in a simulated general practice clinic.","authors":"Niki Jakeways, Sharon Markless, Russell Hearn","doi":"10.1080/10872981.2025.2538540","DOIUrl":"10.1080/10872981.2025.2538540","url":null,"abstract":"<p><p>Simulation provides an environment in which students can work beyond their competence. Thus even junior medical students can 'step into the role of a doctor'; to explore and gain more insight into their future role. Role-playing as doctor in a simulated environment has shown to be of value for final-year students, but this has not been studied with third-year students, who may struggle to be active participants in the clinical environment. This research used instrumental case study methodology to explore the educational value of third-year students 'stepping into' the doctor-role in a General Practice clinic simulation. Data was gathered via twenty-four interviews with students and tutors, observations and an online student survey. The value of stepping into the role of doctor centered around the experience of responsibility and was associated with feelings of agency; thinking differently with more focus on management and decision-making; insight into, and preparation for, the role of a practitioner, including working with uncertainty. Most students took part in the exercise of adopting the 'doctor' role; student buy-in was dependent upon explicit discussion of the challenge, feelings of authenticity and negotiation of concerns. GP tutors facilitating the clinic played a key role in establishing psychological safety and negotiating student concerns. Stepping into the role of doctor is a valuable exercise for junior medical students as it can provide an authentic experience of clinical responsibility that is not available in the clinical setting; and presents an opportunity to deepen student understanding of the practitioner role.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2538540"},"PeriodicalIF":3.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12302394/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144715158","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 validation of the QASSH scale: a tool for assessing the quality of simulation scenarios in healthcare education.","authors":"Etienne Rivière, Guillaume Der Sahakian, Marie-Laurence Tremblay, Gilles Chiniara","doi":"10.1080/10872981.2025.2486971","DOIUrl":"10.1080/10872981.2025.2486971","url":null,"abstract":"<p><p>Simulation-based education has become essential for pre- and post-graduate training of healthcare professionals. However, there is no tool to help simulation educators or program managers in assessing the educational quality of simulation scenario scripts for team-based immersive simulation (IS), simulated participants (SP) and procedural simulation (PS). To that end, we developed the Quality Assessment of Simulation Scenario in Healthcare (QASSH) tool. This study aims at providing validity evidence for QASSH. We set up a francophone group of experts within the French-speaking Society for Simulation in Healthcare (SoFraSimS) network and designed this scale based on recently published best practices and our long experience in conceiving simulation scenarios. We tested it by submitting three scenarios of high, borderline and low quality for assessment to a group of experts, a third of which were involved in its development. Analysis of reliability and validity of the QASSH was done using the Standards for educational and psychological testing. Generalizability theory (GT) was used to assess the internal structure and reliability of the tool. The absolute reliability coefficients (G coefficients) calculated through GT were: 0.97 (IS), 0.96 (SP), and 0.98 (PS). G-facet analyses showed that no removal of a single item of QASSH significantly increased the G coefficient above 0.01 for any of the three variants. Cronbach's alpha coefficients were 0.94 (IS), 0.94 (SP) and 0.97 (PS). Estimating the impact of the number of raters on reliability (i.e. D-studies) showed that two raters were enough to achieve a G coefficient above 0.85. The G study shows a high generalizability coefficient (≥0.90), which demonstrates high reliability. The response process evidence for validity provides evidence that no error was associated with using the instrument and its reliability was high with two raters. The QASSH is a tool to assess the quality of healthcare simulation scenarios and will be helpful to instructors wishing to build effective IS, PS and SPs scenarios.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2486971"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11983584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating digital and narrative medicine in modern healthcare: a systematic review.","authors":"Efthymia Efthymiou","doi":"10.1080/10872981.2025.2475979","DOIUrl":"https://doi.org/10.1080/10872981.2025.2475979","url":null,"abstract":"&lt;p&gt;&lt;p&gt;The increasing integration of digital technologies in healthcare, such as electronic health records, telemedicine, and diagnostic algorithms, improved efficiency but raised concerns about the depersonalization of care. Narrative medicine has emerged as a pedagogical and clinical response to this shift, emphasizing the value of patient stories, socio-cultural contexts, and reflective practice. Understanding how digital tools support, rather than undermine, narrative competencies is critical for developing a more human-centered healthcare education. This review systematically examined empirical and theoretical studies on the integration of digital technologies and narrative medicine within healthcare education. Databases including PubMed, MEDLINE, and Google Scholar were searched using defined inclusion and exclusion criteria. Studies were screened, reviewed, and thematically analyzed to identify patterns in outcomes, pedagogical applications, and integration strategies.The findings indicate that narrative medicine nurtures empathy, communication, and professional identity formation among healthcare trainees. Digital tools, such as virtual reality simulations, mobile health applications, and e-portfolios, reinforce these outcomes by providing immersive, interactive, and reflective learning experiences. The integration of narrative methods into digital platforms and curricular models provides a promising approach for linking clinical competence with relational care. The convergence of digital and narrative medicine provides a compelling pedagogical framework for healthcare education. This integrated approach supports technological proficiency and humanistic values, for advancements in digital health to improve rather than displace the interpersonal foundations of patient care. Further empirical research might assess long-term outcomes and guide implementation into curricula, faculty development, and institutional policy.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;The increasing integration of digital technologies in healthcare, such as electronic health records, telemedicine, and diagnostic algorithms, has improved efficiency but raised concerns about the depersonalization of care. Narrative medicine has emerged as a pedagogical and clinical response to this shift, emphasizing the value of patient stories, socio-cultural contexts, and reflective practice.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;To understand how digital tools can support, rather than undermine, narrative competencies and contribute to a more human-centered healthcare education.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This review systematically examined empirical and theoretical studies on the integration of digital technologies and narrative medicine within healthcare education. Databases including PubMed, MEDLINE, and Google Scholar were searched using defined inclusion and exclusion criteria. Identified studies were screened, reviewed, and thematically analyzed to extract patterns in outcomes, pe","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2475979"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12057780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144046330","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":"Student engagement in a flipped undergraduate medical classroom to measure optimal video-based lecture length.","authors":"Raquel Gutiérrez-González, Ana Royuela, Alvaro Zamarron","doi":"10.1080/10872981.2025.2479752","DOIUrl":"10.1080/10872981.2025.2479752","url":null,"abstract":"<p><p>To determine the optimal length of video-based lectures for undergraduate medical students in a flipped classroom environment and evaluate the effect of their length on student engagement outcomes. Using an observational cohort study, 152 students (male = 38 and female = 114) viewed 173 videos focused on teaching Neurosurgery over three consecutive academic years. Each course consisted of 11 topics divided into a variable number of clips. Materials, methodology, and instructors remained constant throughout the study period. All students enrolled in the subject were invited to register on the online platform hosting the videos voluntarily. Data on course variables, video-based lecture characteristics, and six student engagement outcomes were analyzed. Videos under 5 minutes in length were associated with higher audience retention and higher response rates to embedded questions in the univariable analysis (p = 0.039 and p = 0.045, respectively). The viewing index, which can be equated to cumulative views, was also higher for videos under 5 minutes after multiple regression analysis (p = 0.049). Videos released earlier in the course and those related to a seminar session (with mandatory homework and class attendance) had significantly higher percentages of video viewing, viewing index, and response rate to embedded questions but lower non-access rates. In addition, earlier videos retained more audience (p = 0.036). This study provides new insights by analyzing the interaction between video duration and various engagement metrics, highlighting the importance of instructional design in flipped learning environments. The findings support the recommendation that video length should be under 5 minutes. However, this is not the only determining factor; the timing of the video release and the seminar structure can also play a crucial role. Other unmeasured classroom dynamics need to be considered for further studies that should explore these interactions in more depth.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2479752"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11912274/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626469","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":"Are medical associations' paid parental leave recommendations instituted for United States medical school faculty?","authors":"Hannah Gurley, Rebecca S Lufler, Brian J Goldberg, Christopher Ferrigno, Adam B Wilson","doi":"10.1080/10872981.2025.2487656","DOIUrl":"10.1080/10872981.2025.2487656","url":null,"abstract":"<p><p>Longer paid parental leaves have many well-documented biopsychosocial benefits for parents and children. However, many United States (U.S.) employers do not offer 8-12 weeks of paid parental leave as recommended by medical associations such as The American College of Obstetricians and Gynecologists, the American Academy of Pediatrics, and the American Medical Association. This study compared and summarized the quality of parental leave policies offered across U.S. allopathic medical schools to determine their alignment with medical associations' recommendations. Parental leave policies were analyzed to determine 1) whether employers offered standalone parental leave policies and/or relied on the Family Medical Leave Act, 2) who received parental leave, 3) whether leave was paid or unpaid, and 4) the number of paid weeks offered, if any. Differences in leave durations were compared according to Carnegie classifications, school control, and geographic region. Of the 134 (85.9%; 134/156) allopathic medical schools with retrievable policies, one-fifth (21.6%; 29/134) offered 12 weeks or more of fully compensated birthing parent leave. Schools offered an average of 6.72 weeks (median = 6) of paid birthing parent leave and 5.82 weeks (median = 6) of paid non-birthing parent leave. Private (<i>p</i> < 0.001) and Northeast (<i>p</i> < 0.001) schools offered more weeks of paid birthing parent leave. Despite the benefits of longer paid parental leaves, over three-quarters of parental leave policies used by allopathic medical schools did not offer faculty 12 weeks of fully paid birthing parent (78.4%; 105/134) or non-birthing parent leave (84.3%; 113/134). This suggests that most parental leave policies offered to academic medicine faculty are misaligned with medical associations' recommendations.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2487656"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11966969/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765394","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":"Underground nursing students' experiences in a face-to-face, hybrid, and online escape room model: a comparative analysis in Serbian context.","authors":"Dragana Simin, Vladimir Dolinaj, Nina Brkić-Jovanović, Branislava Brestovački-Svitlica, Dragana Milutinović","doi":"10.1080/10872981.2025.2464204","DOIUrl":"10.1080/10872981.2025.2464204","url":null,"abstract":"<p><p>Educational escape rooms (EERs) are gamified teaching and learning tools increasingly used in nursing education. This study aims to compare undergraduate nursing students' gameful experiences (GEs) across three EER models: face-to-face, hybrid, and online. A cross-sectional study was conducted with 136 first-year students in a Serbian undergraduate nursing programme. All models EERs had the same narrative, which included several topics from the Fundamentals of Nursing course. Face-to-face and hybrid EERs were implemented in faculty skills laboratories, while the online model used the Zoom® platform. Face-to-face EERs were conducted in 2021/2022. and hybrid and online in the 2022/2023 school year. Immediately after the EER activity, the Gameful Experience Scale (GAMEX) assessed students' GE across six dimensions (Enjoyment, Absorption, Creative Thinking, Activation, Absence of Negative Effects and Dominance). All students solved the puzzles in the allotted time and 'escaped from the room.' Median escape time from face-to-face EER was 39.2 (IQR = 2.1), from online 37.4 (IQR = 4.1), and hybrid 37.2 (IQR = 3.5) minutes. By comparing GE students in three EER models, significant differences were found in five dimensions of the GAMEX scale. Students in face-to-face EER enjoyed significantly more (<i>p</i> < 0.001) and thought more creatively (<i>p</i> < 0.001), while the GE of online model students indicated significantly higher levels of activation (<i>p</i> < 0.001), dominance (<i>p</i> < 0.001), and negative effect (<i>p</i> < 0.001). In the face-to-face and hybrid models, students' GE were more moderate in these dimensions. All EER models can generate positive emotions with moderate negative effects, aligning with the goals of EERs as educational games. Further research is needed to identify the most effective EER model for different areas of nursing education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2464204"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11834819/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143415539","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":"Identification and evaluation of radiographic interpretation errors among undergraduate dental students.","authors":"Dechsak Nakhapaksirat, Preeyaporn Srimawong, Natchaya Kitcharoen, Supichaya Nobnom, Tan Pitakanonda Ballapapinan","doi":"10.1080/10872981.2025.2521353","DOIUrl":"10.1080/10872981.2025.2521353","url":null,"abstract":"<p><p>Radiographic interpretation among dental students remains prone to errors due to its subjective nature between individuals. This study aimed to identify types of errors in dental radiograph interpretation and explore their underlying causes. A mixed-methods design was employed, involving fifth- and sixth-year undergraduate dental students from Mahidol University. In the quantitative phase, students completed an online radiographic interpretation test via Cisco Webex Meetings. Errors that occurred during radiographic interpretation were recorded and categorized as incorrect diagnosis, false-positive, and false-negative types. Comparisons were made between the two student groups. In the qualitative phase, students participated in individual Webex interviews, during which they explained their interpretation processes and identifying errors across six radiographs. Thematic analysis was used to explore specific error types and contributing factors. The quantitative phase showed false-negative errors were the most frequent. Fifth-year students made 206 errors (7.92 ± 2.86), while sixth-year students made 172 errors (6.62 ± 3.50). A statistically significant difference was found only in incorrect diagnoses (<i>p</i> = 0.041), with fifth-year students making more such errors. The qualitative phase revealed six types of interpretation errors. Overlooking, inattentional blindness (IAB), and satisfaction of search (SOS) were associated with ineffective visual scanning. Recognition errors arose when abnormalities were detected but not correctly recognized. Prevalence effect and decision-making errors reflected flaws in diagnostic reasoning processes. Contributing factors included external elements (time pressure, clinical information availability, and radiographic indications) and internal elements (knowledge and experience), which affected students' interpretation performance. Interpretation errors occurred throughout different stages and were influenced by individual and contextual factors. Addressing these issues requires explicit teaching of common interpretation errors, promoting systematic search strategies, and fostering cognitive awareness. Integrating didactic content, case discussions, longitudinal training, and reflective exercises can enhance students' clinical reasoning, metacognitive skills, and diagnostic accuracy in radiographic interpretation.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2521353"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144340485","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":"Career adaptability and job burnout of pediatric residents: the role of psychological resilience and insomnia.","authors":"Jie Cao, Guixin Lu, Li Gan, Yuanan Nie, Zhihui Liu, Zongxuan Feng, Zikai Xu, Xi Yu, Oudong Xia","doi":"10.1080/10872981.2025.2525180","DOIUrl":"10.1080/10872981.2025.2525180","url":null,"abstract":"<p><strong>Background: </strong>Pediatric residents face significant occupational stress due to the demanding work environment, which often leads to high levels of job burnout. The study examined the internal mechanisms by which career adaptability could influence job burnout, focusing on the mediating role of psychological resilience and the moderating effect of insomnia.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted from March to May, 2024, among 866 pediatric residents in the Pearl River Delta region, using a convenience sampling. The sample consisted of pediatric residents with standardized residency training: 299 (34.53%) first-year, 291 (33.60%) second-year, and 276 (31.87%) third-year. The majority of pediatric residents were females (529, 61.09%), and the remaining were males (337, 38.91%). The participants completed the Career Adapt-Abilities Scale (CAAS), the Maslach Burnout Inventory-General Survey (MBI-GS), the Connor-Davidson Resilience Scale (CD-RISC), and the Insomnia Severity Index (ISI). The moderated mediation model was used for the statistical analysis.</p><p><strong>Results: </strong>The findings indicated that career adaptability was negatively correlated to job burnout among pediatric residents (β = -0.788, p < 0.001). Psychological resilience was identified as a partial mediator of the relationship, which enhanced the protective effects of career adaptability, accounting for 23.89% of the total effect. However, insomnia was identified as a moderator of the pathway, weakening the beneficial impact of psychological resilience (β = -0.016, p < 0.001). Therefore, pediatric residents with high level of insomnia were more susceptible to job burnout, even when they exhibited strong career adaptability and psychological resilience, which underscored the detrimental role of sleep disturbance.</p><p><strong>Conclusion: </strong>The results showed the importance of addressing sleep disorder to mitigate job burnout among pediatric residents. Comprehensive interventions should include structured career planning, social support system, resilience training, and sleep management programs, with the objective of fostering the well-being and professional satisfaction of pediatric residents, which in turn should lead to improvement in healthcare outcomes.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2525180"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12210407/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530361","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":"CARAvELA - Competency in Anaesthesiology - self-Reported Assessment on European Learning Aims: a national survey.","authors":"Carmen Oliveira, Marta Dias Vaz, Luís Gonçalves, Henrique Gouveia, Andrea Tomassi, Andrea Falegnami, Alessandro Caforio, Alessandro Scudelari, Fátima Lima, Federico Bilotta","doi":"10.1080/10872981.2025.2463483","DOIUrl":"10.1080/10872981.2025.2463483","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-based teaching is the preferred approach for anaesthesia training, however, limited data exists on Portuguese residents' exposure to essential competencies. This study aimed to evaluate their daily exposure to seven selected competencies from the 2022 European Training Requirements (ETR).</p><p><strong>Methods: </strong>A cross-sectional survey was conducted amongst 350 Portuguese anaesthesia residents, throughout a 10 working day period, using a questionnaire with 170 questions. Participants were on either anaesthesia or intensive care unit rotation. Demographic data and scores of exposures to selected competencies were gathered. Statistical analyses included descriptive statistics, comparison of means and a Linear Mixed Model using the restricted maximum likelihood estimation method. The significance threshold was set at <i>p</i> < 0.05.</p><p><strong>Results: </strong>Regarding ETR competency exposure, no statistical differences were found based on gender. Residents reported statistically significant higher levels of exposure to competencies while in anaesthesia rotations, except for lung, cardiac and Point-of Care ultrasound. Apart from ultrasound and academic research activities, the maximum exposure level was attained only during anaesthesia rotations. There was no reported exposure to airway ultrasound in any rotation. Exposure to academic research activities, in a scale from 0 to 5, was on average below one. The average reported values for direct patient communication were the highest. As expected, the fifth-year residents reported overall higher scores. Residents from the North reported lower scores for general anaesthesia maintenance, peripheral regional anaesthesia, airway intubation and ventilation management, but higher scores of exposures to academic research activities.</p><p><strong>Discussion: </strong>Adopting a national logbook, formative regular assessment, supporting the trainers as well as strategies to improve competencies in academic research activities and ultrasound training are recommendations to improve the Portuguese training curricula.</p><p><strong>Conclusion: </strong>Addressing the gaps between expected and monitored competencies contributes to the advancement of anaesthesiology training. The survey drew attention to the ETR among the residents.</p><p><strong>Trial registration: </strong>Not applicable - registered on OSF Registries.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2463483"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11809165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143374787","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 cross-sectional study of newly established medical schools in the United States: student body diversity remains an unmet challenge.","authors":"Leen Oyoun Alsoud, Kelsey West, Sara Sorrell, Kathryn M Andolsek, Cynthia Al Hageh, Halah Ibrahim","doi":"10.1080/10872981.2025.2487660","DOIUrl":"10.1080/10872981.2025.2487660","url":null,"abstract":"<p><strong>Introduction: </strong>The number of medical schools in the United States (US) has rapidly increased over the past two decades, but it is unclear if these newer schools better address the needs of a diversifying population. We hypothesized that newer medical schools might be less encumbered by historical processes and power structures and, therefore, more successful in recruiting students more representative of the US population. This study assesses whether medical schools established since 2000 are advancing diversity compared to their predecessors.</p><p><strong>Methods: </strong>Between October 1 and 14 December 2023, a cross-sectional study was conducted of all US allopathic and osteopathic medical schools that achieved accreditation and enrolled students by December 2023. School characteristics and matriculant demographics were collected from publicly available sources, including the 2022-2023 Medical School Admission Requirements website provided by the Association of American Medical Colleges and the American Association of Colleges of Osteopathic Medicine website. Descriptive statistics compared schools established before and after 2000.</p><p><strong>Results: </strong>Sixty new medical schools were identified. Thirty-three (55%) are allopathic and 27 (45%) are osteopathic; 40 (66.7%) are private and 20 (33.3%) are public. Allopathic schools are primarily located in urban areas (21/33; 63.6%); osteopathic schools are in suburban areas (16/27; 59.3%). Mean annual tuition costs are $48,782.82 (standard error (SE) 2201.09) and $56,072.37 (SE: 2120.63) for in-state and out-of-state students, respectively. Out-of-state tuition, matriculant grade point average, and Medical College Admissions Test scores are significantly lower in newly established medical schools. More women entered medical school but the number of underrepresented students by race and ethnicity has not made substantial gains and continues to fail to represent the US population.</p><p><strong>Conclusions: </strong>Geographic maldistribution, high tuition, and lack of student body diversity persist in newly accredited medical schools. Newly established medical schools are perpetuating many existing obstacles to diversifying the US physician workforce.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2487660"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11966980/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774471","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}