Medical Education Online最新文献

{"title":"Exploring the impact of an interventional approach to resident teaching in anesthesiology clerkships.","authors":"Carine Zeeni, Halah Ibrahim, Nathalie Khoueiry Zgheib, Elie Saliba, Marc Moukarzel, Reine Obeid, Nadine Abi Younes, Midhat Siddik, Gladys Honein Abou Haidar, Fatima Msheik-El Khoury","doi":"10.1080/10872981.2025.2500555","DOIUrl":"10.1080/10872981.2025.2500555","url":null,"abstract":"<p><p>Residents play a major role in medical student education during clinical clerkships. While various 'Residents-as-Teachers' (RAT) programs exist, few are tailored to anesthesiology, and little is known about students' perceptions of effective teaching behaviors in this setting. This study aimed to evaluate the effectiveness of an educational workshop designed to improve the quality of resident teaching and to assess its impact on medical student learning outcomes and satisfaction. We also sought to identify specific resident teaching behaviors that students consider important for their learning and determine which of these behaviors improved post-intervention. The intervention targeted 1^st to 3^rd year clinical anesthesiology residents, and its effectiveness was evaluated through medical student feedback. We employed a pre-post-intervention design using a Quality of Supervision Questionnaire, with additional items on learning outcomes, career aspirations, and satisfaction. An open-ended question elicited students' feedback on the behaviors of effective resident teachers. Data were analyzed using descriptive statistics and thematic analysis. Twenty-two residents participated in the intervention, and 132 medical students completed the questionnaires (77/106 pre, 55/58 post). Post-intervention, the mean score for the overall quality of teaching increased significantly (2.98 ± 0.53 pre vs. 3.40 ± 0.46 post, <i>p</i> < 0.001), with notable improvements across multiple domains. Student learning outcomes, interest in anesthesiology as a career, and rotation satisfaction improved significantly (<i>p</i> < 0.001). The percentage of students identifying effective teaching behaviors increased from 63% to 96%. Thematic analysis revealed more prevalent teacher characteristics and enhanced teaching strategies with a direct positive impact on learning. Our study emphasizes the importance of formal training for anesthesiology residents to enhance teaching quality and student learning. Findings provide effective resident teaching strategies which educators can use to refine training programs in anesthesiology. Future research should explore structured evaluations of resident perspectives on the training program and explore broader implementation across different specialties and institutions.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2500555"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12077471/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144018608","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":"Application of practical training scenario simulation teaching method oriented to strengthen clinical skills in the clinical internship stage of medical students.","authors":"Xiang Fang, Shan Jin, Zhengzhe Sun","doi":"10.1080/10872981.2025.2500557","DOIUrl":"10.1080/10872981.2025.2500557","url":null,"abstract":"<p><p>In the current medical environment, Chinese medical students have fewer and fewer opportunities for practice at the internship stage, which leads to a serious lack of clinical skills to meet the demands of the real world of work. In this study, we used a practical training scenario simulation teaching method oriented to strengthen clinical skills, and systematically compared the teaching effectiveness with that of traditional internship teaching models. This study included 40 5-year clinical medicine interns who practiced in the Department of Neurology at our hospital. They were randomly divided into a control group and an observation group, with 20 participants in each group. The control group adopted the bedside teaching, and the observation group adopted the practical training scenario simulation teaching method. Students in both groups were assessed using Mini-CEX scores on comprehensive qualities related to clinical skills, including physical examination of the nervous system, humanistic care, communication skills, organizational skills, etc And then, their learning outcomes are assessed in the form of after-department examination. After the internship, all the scores of teaching effect of students in the observation group were significantly higher than those of the control group, especially in terms of doctor-patient communication, physical examination of the nervous system, localization and nature determination, organizational skills, and overall performance (<i>P</i> < 0.05). The results of students' exit exams, students' and teachers' teaching satisfaction of the observation group were significantly better than those of the control group (<i>P</i> < 0.05). This method has an obvious promotion effect on the improvement of medical students' clinical skills. The method significantly improves the performance of medical students during the internship stage, and results in higher teaching satisfaction for teachers and students.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2500557"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12054555/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039553","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":"Analysis of more than 200 Nobel Lectures in Physiology or Medicine across a century reveals a surprising lack of mentor recognition by awardees.","authors":"Stefano Sandrone","doi":"10.1080/10872981.2025.2509554","DOIUrl":"10.1080/10872981.2025.2509554","url":null,"abstract":"<p><p>The Nobel Prize is one of the most coveted awards in the world. The Nobel winners, also called Laureates, are invited to Stockholm to deliver their Nobel Lecture. Typically, this includes a historical and scientific overview of their discoveries, often enriched by anecdotes from their personal and professional lives. In this study, we explored more than two hundred Nobel Lectures to examine whether, how and whom newly crowned Nobel Prize winners explicitly mentioned as their mentors. We conducted an exploratory analysis of 208 Nobel Lectures in Physiology or Medicine delivered between 1901 and 2023 by using the search function to look for the keyword <i>mentor</i>. Only twenty Nobel Laureates have explicitly acknowledged their mentors in their Nobel Lectures. This recognition, which first occurred 73 years after the award's establishment, is more common among women, who are disproportionately underrepresented among awardees and often cited their postdoctoral advisors as mentors. The lack of overt recognition is surprising, especially considering the crucial role of mentorship in science, its broad societal value and the non-random patterns of Nobel mentoring relationships, where winners tend to have more Laureate ancestors, descendants and mentees. The word <i>mentor</i> appears more frequently in the Lasker Awards, although these were launched only in 1945 and feature brief 'Acceptance Remarks'. Even Oscar speeches, introduced nearly 30 years after the Nobel Prize and typically lasting less than a minute, mention mentors more frequently than Nobel Lectures do. This highlights an unexpected gap in the explicit acknowledgment of mentors in the context of the Nobel Prize, which we report and discuss for the first time.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2509554"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12107654/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144017","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":"Validation of the academic misconduct questionnaire: exploring predictors of student misconduct.","authors":"Ana Cristina Veríssimo, Joselina Barbosa, Milton Severo, Paula Mena Matos, Pedro Oliveira, Laura Ribeiro","doi":"10.1080/10872981.2025.2506739","DOIUrl":"10.1080/10872981.2025.2506739","url":null,"abstract":"<p><p>Multiple instruments have been used to assess academic misconduct, yet robust psychometric evidence has been reported only for a few. This study aims to determine the validity and dimensionality of a novel Academic Misconduct Questionnaire (AMQ) and to explore differences between students who engage in distinct misbehaviours. A diverse sample of health and non-health students replied to the AMQ. Exploratory and confirmatory factor analyses were conducted using two subsamples. Predictive models were computed for the AMQ and its dimensions. The questionnaire showed good validity and reliability, revealing eight dimensions related to Cheating during (two forms) and prior Exams, Plagiarism, Fraud in Academic Work, Impersonation (assessment), Signature Forgery in attendance sheets and Not Reporting peer misconduct. The predictors of student engagement in each form of misconduct differed, except for perceiving greater peer fraud, which increased the propensity for all misbehaviours. Perceiving higher sanctions reduced the propensity to engage in most forms, while gender played a role in half of them. First-year students were more likely to Not Reporting peer misconduct and less likely to disclose Fraud in Academic Work and Signature Forgery than those in more advanced years. Health students scored higher in most misbehaviours, especially compared to Economics/Law, Social Sciences and Arts/Humanities, while the latter two disclosed higher Signature Forgery. This study proposes a valid instrument to assess academic misconduct in university students. The predictive models helped to better understand differences between students who engaged in distinct misbehaviours, enabling more targeted interventions.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2506739"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12107647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128743","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":"Evaluating large language models as graders of medical short answer questions: a comparative analysis with expert human graders.","authors":"Olena Bolgova, Paul Ganguly, Muhammad Faisal Ikram, Volodymyr Mavrych","doi":"10.1080/10872981.2025.2550751","DOIUrl":"https://doi.org/10.1080/10872981.2025.2550751","url":null,"abstract":"<p><p>The assessment of short-answer questions (SAQs) in medical education is resource-intensive, requiring significant expert time. Large Language Models (LLMs) offer potential for automating this process, but their efficacy in specialized medical education assessment remains understudied. To evaluate the capability of five LLMs to grade medical SAQs compared to expert human graders across four distinct medical disciplines. This study analyzed 804 student responses across anatomy, histology, embryology, and physiology. Three faculty members graded all responses. Five LLMs (GPT-4.1, Gemini, Claude, Copilot, DeepSeek) evaluated responses twice: first using their learned representations to generate their own grading criteria (A1), then using expert-provided rubrics (A2). Agreement was measured using Cohen's Kappa and Intraclass Correlation Coefficient (ICC). Expert-expert agreement was substantial across all questions (average Kappa: 0.69, ICC: 0.86), ranging from moderate (SAQ2: 0.57) to almost perfect (SAQ4: 0.87). LLM performance varied dramatically by question type and model. The highest expert-LLM agreement was observed for Claude on SAQ3 (Kappa: 0.61) and DeepSeek on SAQ2 (Kappa: 0.53). Providing expert criteria had inconsistent effects, significantly improving some model-question combinations while decreasing others. No single LLM consistently outperformed others across all domains. LLM strictness in grading unsatisfactory responses varied substantially from experts. LLMs demonstrated domain-specific variations in grading capabilities. The provision of expert criteria did not consistently improve performance. While LLMs show promise for supporting medical education assessment, their implementation requires domain-specific considerations and continued human oversight.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2550751"},"PeriodicalIF":3.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12377152/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974244","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 artificial intelligence into medical education: a roadmap informed by a survey of faculty and students.","authors":"Maria A Blanco, Sara W Nelson, Saradha Ramesh, Carly E Callahan, Kayley A Josephs, Berri Jacque, Laura E Baecher-Lind","doi":"10.1080/10872981.2025.2531177","DOIUrl":"10.1080/10872981.2025.2531177","url":null,"abstract":"<p><p>We surveyed faculty and students at a large urban medical school to assess their awareness, usage patterns, and perceived barriers to AI adoption, aiming to identify opportunities for meaningful integration of AI into medical education. We developed a custom survey and distributed it to all medical students (Years 1-4) and a selected group of faculty involved in the MD curriculum. We used descriptive statistics to analyze quantitative data and conducted content analysis on open-ended responses. A total of 128 faculty and 138 students completed the survey. Most participants self-identified as novice AI users and reported limited awareness and infrequent use of AI tools for professional or academic tasks. They cited lack of knowledge, limited time, and unclear benefits as key barriers. Both groups called for training, ethical guidance, and institutional support to facilitate AI integration into medical education. Faculty and students expressed similar needs for targeted AI education, though they emphasized different aspects. In response, our school has conducted a faculty training session and has accelerated identifying opportunities to integrate AI into the curriculum.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2531177"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12265092/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development and validation of a multi-dimensional medical students' learning self-efficacy questionnaire for clinical education.","authors":"Chia-Ter Chao, Jyh-Chong Liang","doi":"10.1080/10872981.2025.2534053","DOIUrl":"10.1080/10872981.2025.2534053","url":null,"abstract":"<p><p>Learning self-efficacy (SE) assesses how learners understand and evaluate their ability to polish their learning process. Learning clinical medicine requires prolonged training, traditionally premised on longitudinal immersion in patient care. Such a process is domain-specific, whereas learning SE for clinical education remains under-explored. Unidimensional assessment is insufficient for capturing the inherent capabilities upon which well-trained physicians provide care. We aimed to establish a multi-dimensional learning SE questionnaire for clinical education among undergraduate medical students, evaluating the structure validity, followed by assessing the dimensionality of different models. Medical students of 2^nd to 4^th grades from Taiwan in 2022-2023 completed a multi-dimensional medical learning SE (MLSE) questionnaire, including four factors for basic science learning (conceptual understanding (CU), higher-order cognitive skills (HC), practical work (PW), and everyday application (EA)), and three for clinical mastery performance (medical communication (MC), evidence-based medicine (EBM), and Professionalism)). We tested factors' intercorrelation, used exploratory and confirmatory factor analysis (EFA/CFA) for structure and validity assessment, and compared the fitness and dimensionality between models. Twenty-four items grouped into seven independent factors (3, 3, 4, 3, 5, 3, and 3 items in CU, HC, PW, EA, MC, EBM, and Professionalism, respectively) were established and finalized, with sufficient fitness, good convergent and construct validities. All MLSE factors significantly correlated (0.49-0.87; <i>p</i> < 0.001), demonstrating good convergent and discriminant validity. We established six models (first-order uncorrelated or correlated construct, one to three second-order dimensions ('basic medical SE', 'clinical medical SE', 'Cognition', or 'Application' of different structures), and a final model 7 containing four second-order dimensions (Cognition, Application, MC, and clinical medical SE) exhibiting adequate model fitness and measured learning SE satisfactorily. Our MLSE model structure disclosed vital SE factors with intercorrelations associated with medical students' learning processes during clinical education. Polishing these dimensions may help promote their learning SE.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2534053"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12281651/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144668712","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 leader to peer - specializing physicians' understanding of their multiple positions in interprofessional health care teams.","authors":"Emma Sallinen, Leena Mikkola, Stephanie Fox, Heli Parviainen","doi":"10.1080/10872981.2025.2534058","DOIUrl":"10.1080/10872981.2025.2534058","url":null,"abstract":"<p><strong>Introduction: </strong>This exploratory qualitative study aims to uncover the identity work in interprofessional (IP) team interaction to understand specializing physicians' (SP) professional identities by analyzing how they position themselves in relation to others through the lens of positioning theory.</p><p><strong>Method: </strong>The data for this study consist of 65 self-reflexive essays written by SPs during their mandatory leadership studies.</p><p><strong>Results: </strong>Altogether, five distinct physician positions (peer, coordinator, leader, medical expert, and decision-maker) and two distinct storylines (teamwork as communication vs. teamwork as an organizational tool) were identified during the positioning analysis.</p><p><strong>Discussion: </strong>The wide range of physician positions reveals how diversely and dynamically SPs adapt leadership as part of their professional identity and reframes future studies to explore <i>how</i> SPs construct the dimensions of their professional identity rather than whether they do so.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2534058"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12278450/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144664082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of exposure to scientific research and inclusive mentoring style on medical undergraduates' perceptions of critical thinking, communication, and passion.","authors":"Kecheng Zhou, Chunhua Cao, Xiao Liu, Mengqi Sun, Zhihan Wu, Weiqin Zheng, Cheng Peng","doi":"10.1080/10872981.2025.2535406","DOIUrl":"10.1080/10872981.2025.2535406","url":null,"abstract":"<p><p>There is a growing trend to integrate scientific research training into undergraduate medical education, and mentoring styles are believed to help develop students' research capabilities. Critical thinking, attitude toward communication skills, and academic passion are important factors in enhancing students' research capabilities. This study aimed to explore the impact of exposure to scientific research and mentoring styles on medical undergraduates' critical thinking, attitude toward communication skills, and academic passion. This study surveyed 366 medical students from Central South China, assessing students' research involvement, mentoring style, self-perceived items of critical thinking, attitude toward communication skills, harmonious academic passion, and obsessive academic passion. Structural equation modeling (SEM) was used to model the structural relationships between the exposure to research and the self-perceived latent factors. SEM results showed that the model fit was acceptable (CFI = 0.903, RMSEA = 0.070, and SRMR = 0.060) based on the cutoff criteria used in empirical research. SEM analysis revealed that exposure to research significantly influenced critical thinking (β = 0.139, <i>p</i> < .01) and communication attitude (β = 0.258, <i>p</i> < .001) but did not affect academic passion. An inclusive mentoring style significantly enhanced critical thinking (β = 0.472, <i>p</i> < .001), communication attitude (β = 0.423, <i>p</i> < .001), and harmonious academic passion (β = 0.377, <i>p</i> < .001). Inclusive mentoring plays a crucial role in enhancing medical students' critical thinking, communication skills, and harmonious academic passion. Medical institutions should focus on strengthening mentoring programs to better support these outcomes.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2535406"},"PeriodicalIF":3.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12308871/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733980","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":"Empowering learners through student-led integration of environmental health into small group discussions.","authors":"Eunheh Koh, Joyce Kim, Fatma Aldihri, Hannah Huang, Michael Murray, Nicole Winston, Christopher M Watson","doi":"10.1080/10872981.2025.2534054","DOIUrl":"10.1080/10872981.2025.2534054","url":null,"abstract":"<p><p>With ongoing climate change and other major human-induced changes to the biosphere, there is a greater need to improve future healthcare providers' environmental health (EH) literacy. As of 2022, 45% of U.S. MD programs lacked a required EH curriculum. A self-assembled group of four medical students conceptualized and planned this pilot study to characterize matriculating medical students' EH knowledge and attitudes. This group also developed EH content for integration into a preexisting 18-month Case-Based Learning (CBL) curriculum to enhance small-group discussion and learning. Matriculating medical students were invited to participate in an anonymous cross-sectional survey assessing EH literacy and the need for an EH-specific curriculum in August 2023. Concurrently, the student group analyzed 44 cases in the current CBL curriculum and searched PubMed and the PEHSU Climate Resources for Health Education for pertinent topics from the case review. The group then formulated learning objectives and discussion questions for the facilitator guide for 30 cases, with expert review by curriculum faculty members. 70 of 200 students (35%) fully completed a survey about EH literacy. Eighty percent of students reported no previous coursework pertinent to EH, with most students demonstrating a basic understanding of the concept. Students reported low confidence in counseling patients regarding pertinent EH matters and a limited understanding of social determinants of health pertinent to the local area. In 30 identified medical conditions across 10 disciplines, 57 new objectives were developed to address environmental exposures, infectious diseases, climate change, and local implications. Increasing EH literacy among medical students represents a high-impact educational need. This pilot study, conceived and led by medical students, successfully characterized the EH knowledge gap among medical students and integrated novel discipline-specific learning objectives and discussion points into a pre-existing CBL curriculum. This model may easily be adapted to other institutions' curricula.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2534054"},"PeriodicalIF":3.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12305841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733979","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}