Medical Education Online最新文献

{"title":"Large language model use in dental education: a cross-sectional multi-country study.","authors":"Abubaker Qutieshat, Lovely M Annamma, Gurdeep Singh, Mohd Hafiz Arzmi, Wan Nurhazirah Wan Ahmad Kamil, Lina Khasawneh, Sudhir Rama Varma, Jair Carneiro Leão, Biji Thomas George, Mohammad S Alrashdan","doi":"10.1080/10872981.2026.2707729","DOIUrl":"10.1080/10872981.2026.2707729","url":null,"abstract":"<p><strong>Background: </strong>Large language models (LLMs) are increasingly used in higher education, but multi-country evidence on dental students' use, verification, and integrity practices is limited.</p><p><strong>Objective: </strong>To compare senior dental students' LLM use, perceived time and academic impact, reliability judgements, verification practices, and integrity safeguards across five countries.</p><p><strong>Methods: </strong>An anonymous cross-sectional online survey was administered to final-year dental students in the United Arab Emirates (UAE), Jordan, Malaysia, Oman, and Brazil. Measures included tools used, frequency and motivations, learning activities, perceived time and academic impact, verification frequency and strategies, guideline awareness, and integrity safeguards. Analyses used Kruskal-Wallis and chi-square tests with Benjamini-Hochberg adjustment, effect sizes, Spearman correlations, and ordinal logistic models.</p><p><strong>Results: </strong>In total, 454 students participated (UAE 160, Jordan 101, Malaysia 75, Oman 62, Brazil 56; mean age 22.9; 74.9% female). ChatGPT predominated (95.9%), followed by Gemini, formerly Bard (18.0%), DeepSeek (16.4%), and Claude (7.4%). Tool diversity varied across country-based cohorts, with Oman showing greater multi-tool uptake. Use was frequent (several times/week 39.2%, daily 28.6%). Key motivations were saving time (73.0%), clarifying concepts (56.9%), and summarising (54.1%). Common activities included understanding complex concepts (75.3%), summarising lecture notes (70.0%), exam preparation (61.5%), and assignment research (53.2%); exam-time assistance was reported by 25.6%. Verification was 'always' 20.0% and 'often' 34.1%, varying across country-based cohorts, with Oman verifying less frequently than other cohorts. Guideline awareness was 40.3% overall (UAE 61.3% vs Brazil 8.3%). Integrity safeguards commonly involved paraphrasing (69.6%), citations (39.2%), and plagiarism checks (38.0%); disclaimers were uncommon (9.2%). LLM-use frequency correlated with broader academic use (ρ = 0.289) but not with integrity concern (OR = 0.963).</p><p><strong>Conclusions: </strong>LLM use is widespread and heterogeneous across settings, including non-trivial higher-stakes use. Dental programmes should implement explicit training in verification, evidence traceability, and disclosure, supported by clear, enforceable guidance and assessment designs aligned with real-world LLM practices.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2707729"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13449427/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680526","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":"Strengthening novice diagnostic problem solving through explicit metacognitive scaffolding in emergency medicine education.","authors":"Chia-Yu Wang, Ming-Yuan Huang","doi":"10.1080/10872981.2026.2662714","DOIUrl":"10.1080/10872981.2026.2662714","url":null,"abstract":"<p><strong>Background: </strong>Metacognition is central to clinical diagnostic problem solving, yet few instructional models provide actionable guidance for embedding explicit metacognitive support into clinical training.</p><p><strong>Objective: </strong>This study aimed to introduce and evaluate the Metacognition-Integrated Instruction for Novice Diagnostic (MIND) learning model, a structured framework that integrates explicit metacognitive prompts into authentic diagnostic tasks, and to examine its impact on students' metacognitive abilities and their structural relationships.</p><p><strong>Design: </strong>A pre-post study was conducted among 127 sixth-year medical students during a two-week emergency medicine rotation. The intervention began with a one-day MIND-based workshop, followed by repeated reinforcement of metacognitive activation in real clinical settings to support recall and transfer. Metacognitive ability was assessed using a validated Inventory of Metacognitive Self-Regulation in Diagnostic Problem Solving. Partial least squares structural equation modeling (PLS-SEM) was applied to evaluate changes in five metacognitive dimensions and their structural relationships.</p><p><strong>Results: </strong>Significant improvements were observed across all five metacognitive dimensions, with the largest gains in Objectivity and Monitoring, domains typically underdeveloped in novice diagnosticians. Structural analyses demonstrated invariance between pre- and post-intervention models, suggesting a stable underlying metacognitive structure. Knowledge of cognition and objectivity significantly predicted problem representation, which in turn predicted monitoring and evaluation. The direct path from objectivity to monitoring was not supported. No significant pre-post differences in path coefficients were identified, except for a strengthened effect of knowledge of cognition on problem representation.</p><p><strong>Conclusions: </strong>The MIND learning model provides a practice-embedded framework for strengthening diagnostic metacognition in novice physicians. By integrating explicit metacognitive scaffolds into authentic clinical encounters, the model enhances learners' awareness of their reasoning processes and supports more effective problem framing. These findings offer actionable guidance for clinical educators seeking to incorporate metacognitive instruction into workplace-based training.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2662714"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13104012/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785768","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 receiving: feedback literacy as a catalyst for resident growth, a scoping review.","authors":"Alison Freeth, Sandra Carr","doi":"10.1080/10872981.2026.2722433","DOIUrl":"10.1080/10872981.2026.2722433","url":null,"abstract":"<p><strong>Introduction: </strong>Feedback literacy is gaining momentum in health professions education as an important driver of learning. It involves the capacity to interpret, engage with and act on feedback in ways that promote genuine improvement. While strengthening feedback literacy could make feedback more impactful, it is unclear how effectively resident doctors use these skills in practice.</p><p><strong>Methods: </strong>This scoping review examines the current landscape of feedback literacy skills among residents through the lens of Carless and Boud's feedback literacy framework of <i>appreciating feedback</i>, <i>making judgements, managing affect</i> and <i>taking action</i>. Using the Joanna Briggs Institute methodology, three databases (MEDLINE, Embase and PsychINFO) were searched for relevant peer-reviewed research studies published between 2015 and 2024. Studies were included that explored residents' feedback literacy in the context of receiving feedback from senior clinicians. Information was extracted for thematic analysis.</p><p><strong>Results: </strong>Of 1048 articles screened, 15 met inclusion criteria and only one was an intervention designed to enhance feedback literacy. Although residents valued feedback, their engagement with it varied widely. Few studies explored how residents judged their own performance, managed emotional responses or acted on feedback. No studies assessed the long-term impact of feedback literacy training on learning or clinical performance.</p><p><strong>Conclusion: </strong>Feedback literacy offers a promising pathway to strengthen residents' capacity as purposeful, growth-oriented learners. However, meaningful progress will depend on moving beyond delivering feedback well to explicitly teaching residents how to use it.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2722433"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148820020","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":"Consensus and learning climate in temporary versus permanent teams in team-based learning.","authors":"Michaela Wagner-Menghin, Stefan Heber, Ivo Volf, Richard Marz, Michael J M Fischer","doi":"10.1080/10872981.2026.2694189","DOIUrl":"https://doi.org/10.1080/10872981.2026.2694189","url":null,"abstract":"<p><strong>Background: </strong>In team-based learning, students are typically placed in fixed teams based on the idea that stable group membership fosters collaboration: as teammates get to know each other, they share more information, resolve differences and feel motivated to contribute. This rationale had not been tested in a randomized controlled trial.</p><p><strong>Objective: </strong>The study compares team-based learning in temporary teams with the default permanent teams regarding individual and team readiness assurance test performance (iRAT, tRAT), reaching team consensus, the learning climate, and intrinsic motivation.</p><p><strong>Design: </strong>In a randomized controlled trial, first-year medical students were assigned either to permanent TBL teams or to teams that were re-assigned for each problem. The team readiness assurance test (tRAT) votes, submitted individually and covertly, served as an indirect indicator for team consensus (concordant versus discordant tRAT vote).</p><p><strong>Results: </strong>Discordant tRATs (<i>n</i> = 268, 11.8% of all votes) were submitted more frequently in temporary than in permanent teams, both for correct and incorrect majority decisions. The self-rated learning climate was more cooperative in permanent than in temporary teams, while intrinsic motivation and tRAT scores were similar for both types of teams. A poorer learning climate was associated with a higher proportion of discordant tRATs.</p><p><strong>Conclusion: </strong>Working in temporary teams does not lead to inferior intrinsic motivation; this was previously also shown for knowledge gain. However, the poorer learning climate, together with reaching a consensus less often, might indicate that at least some members of temporary teams feel not adequately appreciated in the discussion and do not accept the majority decision. With instructional strategies promoting a cooperative learning climate in temporary teams, preclinical TBL courses might serve as an early promoter of the relational team competencies required for subsequent clinical workplace learning in temporary teams.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2694189"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148354235","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":"Clinical competency: a gap in language access training for underserved populations.","authors":"Ethan Bell","doi":"10.1080/10872981.2026.2653416","DOIUrl":"10.1080/10872981.2026.2653416","url":null,"abstract":"","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2653416"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13045201/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595401","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":"Retention of fellows to the faculty at a research-intensive academic medical center: a mixed-methods study.","authors":"Janice L Hanson, Maria Pérez, Yaheng Lu, Eva M Aagaard, Donna B Jeffe","doi":"10.1080/10872981.2026.2714642","DOIUrl":"10.1080/10872981.2026.2714642","url":null,"abstract":"<p><strong>Background: </strong>As clinical practice provides >50% of medical schools' revenue, research-intensive medical schools often seek to retain fellows with clinical-care interests. Fellows' considerations when deciding whether to stay at research-intensive institutions where they trained remain understudied. We sought to identify experiential factors associated with faculty-position offers and decisions of fellows in training.</p><p><strong>Methods: </strong>We conducted a mixed-methods study using a survey and semi-structured interview. We invited 471 fellows training in all clinical departments at our institution to complete an anonymous survey between April and June 2021 to examine their level of agreement (strongly disagree [1] to strongly agree [7]) with positive training and mentoring experiences and their academic-medicine career goals in association with being offered a position and, if offered, accepting or declining. After survey completion, we invited fellows for interviews about their decision-making to seek, accept, or decline post-fellowship faculty-positions as well as what our institution could do to encourage fellows to accept offered positions.</p><p><strong>Results: </strong>We analyzed survey data from 168 (35.7%) fellows. Of 48 fellows who were offered faculty positions, 21 accepted and 27 declined; 56 fellows were not offered a position and 64 were too early in training to have received an offer. Fellows who were offered/accepted positions reported higher mean (SD) agreement with positive training (5.9 [1.2]; <i>p</i> < 0.02) and mentoring (6.1 [1.0]; <i>p</i> < 0.001) experiences and having academic-medicine career goals (5.8 [0.8]; <i>p</i> < 0.001) than fellows in other faculty-offer groups. In interviews, 24 fellows reported career goals and institutional resources as influencing decisions. Fellows described institutional opportunities for intervention, especially enhanced communication about institutional priorities and potential positions.</p><p><strong>Conclusions: </strong>Clear communication with clinical fellows about their academic-medicine career goals and fellowship-training and mentoring experiences can inform decision-making about faculty offers and better equip institutional leaders to retain fellows who align with institutional needs.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2714642"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13455691/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148690046","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":"Motivation and barriers to physicians' academic career in gastroenterology in France.","authors":"Yasmina Chouik, Sabrina Sidali, Clémence M Canivet, Lucy Meunier","doi":"10.1080/10872981.2026.2713961","DOIUrl":"10.1080/10872981.2026.2713961","url":null,"abstract":"<p><strong>Background: </strong>The decline in residents' interest in academic career, as well as high rates of dissatisfaction and intention to leave among academic physicians, have been reported in various medical specialties. Academic motivation remains underexplored among residents and university hospital faculty staff, particularly in gastroenterology, where the private sector is highly developed.</p><p><strong>Objective: </strong>We aimed at investigating (i) motivational drivers and potential barriers to academic career decidedness in gastroenterology residents, and (ii) professional achievement and challenges experienced by academic physicians in gastroenterology in France.</p><p><strong>Design: </strong>We conducted a descriptive cross-sectional quantitative study by distributing structured online questionnaires to all French gastroenterology residents and university hospital faculty staff between June 2024 and November 2024. Factors associated with academic motivation and perceived difficulties in career progression were identified by regression analysis.</p><p><strong>Results: </strong>Seventy-five graduate physicians and 136 medical residents participated. A large proportion of gastroenterology residents (36.0%) declared considering the academic career, with a significant underrepresentation of female residents. The only differential barriers between females and males to academic decidedness were the lack of self-confidence in scientific skill for females and the insufficient salary for male residents. The academic motivation of university hospital faculty staff was lower in women and in early- and mid-career physicians. Decreased academic motivation was associated with poor confidence in scientific skill, no or few mentors, increased time dedicated to clinical activity, and perception of gender inequities in career advancement, reported by 57.6% of female physicians. Maintaining work-family balance was a major challenge for all.</p><p><strong>Conclusions: </strong>This study suggests the need to improve exposure to research among medical trainees, with a specific focus on women, to enhance the appeal of their academic career. In tenured and non-tenured university hospital faculty staff, mentoring development, workload adjustment including protected time for research, and combating gender inequities are major challenges for improving academic gastroenterology.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2713961"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520845/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148820048","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":"Medical students' attitudes towards older persons - a systematic review and meta-analysis.","authors":"Ali Vahedi, Åsa G Andersson, Brynjar Fure","doi":"10.1080/10872981.2026.2661455","DOIUrl":"10.1080/10872981.2026.2661455","url":null,"abstract":"<p><strong>Objective: </strong>Ageism negatively affects older people's health, well-being, and quality of care. Identifying ageism and attitudes toward older adults may help identify medical students motivated to work with a growing older population. We conducted a systematic review of interventions to reduce ageism among medical students.</p><p><strong>Methods: </strong>We conducted a systematic literature retrieval in Medline, the Cochrane Library, Epistemonikos and PubMed via Ovid, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, from database inception to August 23rd, 2024. We searched for studies examining medical students' attitudes towards older persons, including interventions to influence these attitudes.</p><p><strong>Results: </strong>The systematic review included 21 studies. Study samples ranged between 29 and 415, with a pooled total of 3940 medical students, the majority conducted in the USA. The meta-analysis of students' attitudes before and after all interventions included a total of 2004 students, yielding a non-significant standardized mean difference (SMD) of 0, 12 (95% CI -0, 01 to 0, 26). The meta-analysis of students' attitudes before and after all interventions (35-37, 39, 41, 45, 48, 50), after removing UCLA-GAS and R-GAS, included a total of 1344 students with a standardized mean difference of 0, 23 (95% CI 0, 06 to 0, 40). Analysis of empathy-based teaching interventions included 1652 students, and showed a statistically significant effect, SMD 0, 18 (95% CI 0, 01 to 0, 34). Analysis of 352 students receiving traditional teaching methods yielded no effect on ageism, with an SMD -0, 13 (95% CI -0, 81 to 0, 54). High heterogeneity (I² 75-85%) affects our confidence in the effect estimates.</p><p><strong>Conclusion: </strong>Empathy-based interventions seem to improve medical students' attitudes towards older persons. Traditional teaching methods may increase negative attitudes. Considering the high heterogeneity, the results should be interpreted cautiously. Adding empathy-based components to medical curricula could combat ageism. More studies are needed to examine whether the results of studies from North America are valid globally.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2661455"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13101001/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147730458","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":"Stress, coping, and other determinants of poor sleep quality among healthcare students in a conflict region: a cross-sectional study.","authors":"Carl El Hajal, Melanie Sejaan AlAchkar, Fouad Sakr, Maha Habre, Zeina Akiki","doi":"10.1080/10872981.2026.2639215","DOIUrl":"10.1080/10872981.2026.2639215","url":null,"abstract":"<p><strong>Background: </strong>Healthcare students face substantial academic demands that may impair sleep, increase stress, and shape coping behaviors. This study evaluated sleep quality, perceived stress, and coping strategies via the PSQI, PSS-10, and Brief-COPE and examined sleep quality predictors (demographic, stress-related, and coping factors) among healthcare students in a conflict-affected context.</p><p><strong>Methods: </strong>This cross-sectional study surveyed Lebanese healthcare students (premedical, medical, nursing, pharmacy, and other health disciplines) via an online, self-administered questionnaire distributed through snowball sampling. Validated scales were used, and bivariate and multivariable analyses were conducted with the PSQI score as the dependent outcome.</p><p><strong>Results: </strong>Among 452 healthcare students, 77.2% reported poor sleep quality, 50% avoidant coping as their dominant strategy, and 92% reported moderate to high perceived stress. Being a nursing student (adjusted beta (95% CI) = 1.77 (0.19; 3.36)), a pharmacy student (1.08 (0.004; 2.17)), experiencing mental health problems (1.15 (0.42; 1.87)), social isolation (1.07 (0.17; 1.96)), having an avoidant-coping strategy (0.90 (0.19; 1.61)), or experiencing high perceived stress (1.14 (0.06; 2.76)) were positively and significantly associated with poorer sleep quality. However, exercising 3 times per week or more was positively associated with better sleep quality.</p><p><strong>Conclusion: </strong>Poor sleep quality is widespread among healthcare students and is associated with increased stress, mental health issues, and avoidant coping. Supporting mental health, promoting adaptive coping, and encouraging regular physical activity may improve well-being in conflict settings to strengthen student health, academic performance, and the future healthcare workforce.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2639215"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12961709/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357177","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 BOPPPS-based micro-lecture teaching intervention for orthopaedic postgraduates in China.","authors":"Xu Yang, Tianyang Liu, Ying Li, Fuqiang Gao","doi":"10.1080/10872981.2026.2616194","DOIUrl":"10.1080/10872981.2026.2616194","url":null,"abstract":"<p><strong>Background: </strong>Orthopaedics is a highly specialized discipline characterized by complex theoretical frameworks and extensive knowledge, posing challenges for postgraduate teaching. With the advancement of educational technology, micro-lectures have been increasingly adopted in medical education. However, their isolated use may be insufficient to sustain student engagement or ensure effective learning. The bridge-in, learning objective, pre-test, participatory learning, post-assessment, and summary (BOPPPS) teaching model, which emphasizes the closed-loop management of student participation and teaching feedback, may address these limitations.</p><p><strong>Objective: </strong>This study aims to develop and evaluate a BOPPPS-based micro-lecture teaching system for orthopaedic postgraduates, to improve teaching quality, enhance students' clinical competencies, and provide evidence-based insights for teaching reform.</p><p><strong>Methods: </strong>Forty-eight first-year surgical postgraduates in a residency program were randomly divided into experimental and control groups (n = 24 per group). The experimental group received micro-lecture instruction integrated within the BOPPPS framework, while the control group received ordinary teaching. Both groups were assessed using the Mini-Clinical Evaluation Exercise and Direct Observation of Procedural Skills after clinical training. A questionnaire survey was conducted to gauge students' satisfaction with the BOPPPS-based micro-lectures.</p><p><strong>Results: </strong>The experimental group showed significantly better clinical diagnostic and treatment abilities than the control group across most domains (<i>p</i> < 0.007). No significant differences were identified in humanistic care (<i>p</i> = 0.015), providing detailed information and informed consent (<i>p</i> = 0.190), or communication skills with patients (<i>p</i> = 0.209) after Bonferroni correction. Performance in preoperative preparation reached the threshold of significance (<i>p</i> = 0.005). The experimental group outperformed the control group in eight other clinical practice indicators (<i>p</i> < 0.005).</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2616194"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12802514/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145960570","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}