Medical Education Online最新文献

{"title":"Teaching cognitive and affective empathy in medicine: a systematic review and meta-analysis of randomized controlled trials.","authors":"Hazel L Ngo, Nina Sokolovic, Jennifer M Jenkins","doi":"10.1080/10872981.2025.2501263","DOIUrl":"https://doi.org/10.1080/10872981.2025.2501263","url":null,"abstract":"<p><strong>Purpose: </strong>Empathy can be divided into cognitive empathy (CE) and affective empathy (AE). CE is defined as the accurate understanding and appropriate response to others' thoughts whereas AE is defined as the accurate understanding and appropriate response to others' emotions. The overall purpose of this systematic review and meta-analysis is to assess the effectiveness of empathy interventions in physicians and physicians-in-training in increasing CE and AE. Specifically, we are interested in examining whether specific teaching methods and intervention designs may contribute to greater empathy intervention effectiveness for CE and AE outcomes.</p><p><strong>Method: </strong>Studies searched included randomized controlled trials conducted between 1971 to 2022 examining empathy interventions for medical students and physicians. Thirty-six studies, consisting of 3,833 participants, met the inclusion criteria. Data were analysed using random-effects pairwise meta-analysis.</p><p><strong>Results: </strong>Empathy interventions have moderate effect sizes on both CE [<i>d</i> = .50 (95% CI = .30, .70)] and AE [<i>d</i> = .46 (95% CI = .30, .62)]. Heterogeneity of effects was evident for both analyses. The effectiveness of interventions on AE was moderated by measurement type. Intervention effectiveness was not significantly moderated by other intervention and study characteristics for either type of empathy.</p><p><strong>Conclusions: </strong>There is evidence of key differences, and similarities, in how CE and AE is taught to medical students and professionals; however, the small number and high level of heterogeneity in studies makes this difficult to confirm. Research in this field will benefit from investigators standardizing teaching and research methods across studies.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2501263"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12064106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144001316","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":"Rural doctor quota students in Germany - who are they? Data on first year students from two cohorts in the federal state of Saxony.","authors":"Anne-Kathrin Geier, Anja Heuser, Markus Bleckwenn, Tobias Deutsch","doi":"10.1080/10872981.2025.2497325","DOIUrl":"https://doi.org/10.1080/10872981.2025.2497325","url":null,"abstract":"<p><p>The lack of physicians in rural areas is a universal problem. To increase the attractiveness of rural practice for medical students, the contribution of medical schools is undisputed. However, much of the evidence on interventions before and during undergraduate education comes from countries with large areas and low population density like Australia and Canada. In Germany, selective admission to medical studies for students who agree to become rural general practitioners is still a new concept. The aim of this study was to assess the sociodemographic characteristics, attitudes and career aspirations of the rural doctor quota students from one medical school in Germany compared to their non-quota counterparts. For this cross-sectional study, a paper-based anonymous questionnaire was distributed to all first year medical students at Leipzig University in two consecutive study years.Descriptive analyses and group differences were calculated using SPSS. The response rate was 87.3% with <i>n</i> = 604 completed questionnaires and 40 (6.6%) students self-classified as rural doctor quota students. Quota students grew up in rural areas significantly more often than their counterparts and had more working experience in the medical field. General practice was the preferred career option for 64.1% (25/39, versus 2.7% [15/549] of non-quota students). Working self-employed in one's own medical practice was the preferred option for 71.1% (27/38) of quota students (vs. 28.0% [153/546] of non-quota students). Quota students valued a broad spectrum of patients, a long-term doctor-patient relationship, employee management and prestige more highly than their fellow students. Students from the rural doctor quota largely exhibit characteristics and attitudes that are compatible with future rural practice, despite showing little differences in sociodemographic items such as age and marital status. Not all students agree with the program objective. To demonstrate an impact on the health services, longitudinal data is necessary to monitor career choices over time.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2497325"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12064117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144042510","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":"Increasing motivation and well-being among medical students using curricular self-experience group sessions-a randomized controlled trial.","authors":"Philipp Spitzer, Claire Mittmann, Janine Utz, Stefan Mestermann, Teresa Festl-Wietek, Johannes Kornhuber, Anne Herrmann-Werner","doi":"10.1080/10872981.2025.2519386","DOIUrl":"10.1080/10872981.2025.2519386","url":null,"abstract":"<p><strong>Background: </strong>Medical students often face increased stress, reduced well-being, and decreased intrinsic motivation. Deci and Ryan's self-determination theory suggests that intrinsic motivation can be increased through autonomy, relatedness and competence. Intrinsic motivation and relaxation techniques have been shown to reduce stress. Therefore, this pilot study investigates whether promoting relatedness, autonomy and competence through participation in self-experience group therapy increases intrinsic motivation and reduces stress in medical students.</p><p><strong>Methods: </strong>A longitudinal randomized controlled trial was conducted with 139 medical students. The students were participants in a one-week psychiatry internship in the winter semester of 2023-4. They were randomly assigned to either a daily relaxation group or self-experience group therapy based on motivational interviewing. Data were collected from pre- and post-internship groups as well as several weeks later using the Self-Regulation Questionnaire for Learning, the Intrinsic Motivation Inventory, the Perceived Stress Scale, the Visual Analog Scale for Stress, and the WHO-5 Scale for Well-Being. Focus group interviews were conducted with students and therapists and were thematically analyzed. The students' performance was compared and analyzed.</p><p><strong>Results: </strong>The students in both groups exhibited increased autonomous regulation with respect to learning at the end of the internship (<i>p</i> < .001, <i>d</i> = 3.29) and improved well-being (<i>p</i> < .001, <i>d</i> = .275) as evaluated via repeated-measures ANOVA. Cross-sectional testing with at test revealed that participants in the self-experience group sessions presented higher levels of relatedness (<i>p</i> = .005, <i>d</i> = .505) and intrinsic motivation (<i>p</i> = .002, <i>d</i> = .542) than participants in the relaxation group. The self-experience group sessions were well accepted by the students, who preferred these sessions to the relaxation group. No differences were detected at the end of the semester.</p><p><strong>Conclusion: </strong>The integration of self-experience therapy into student teaching is a suitable way of eliciting short-term feelings of relatedness and increasing students' motivation to learn while simultaneously reducing their experiences of stress over a one-week period.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2519386"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12168392/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144286832","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":"Psychometric analysis of the Slovak version of the satisfaction with simulation experience scale (measurement invariance).","authors":"Katarína Polónyiová, Peter Teličák, Pavol Vitovič, Silvia Hnilicová","doi":"10.1080/10872981.2025.2534055","DOIUrl":"10.1080/10872981.2025.2534055","url":null,"abstract":"<p><strong>Background: </strong>Student satisfaction serves as a valuable education quality indicator, provides insights into areas that require improvement, and helps institutions enhance the overall educational experience. However, obtaining accurate and meaningful data requires the use of reliable and valid measurement methods and no such instrument designed to assess simulation satisfaction has previously been validated in Slovak language. The main aim of this study was to translate the Satisfaction with Simulation Experience scale into Slovak language and perform psychometric testing to examine psychometric properties of a proposed Slovak version for the first time. Additionally, for the first time, both the Slovak and English versions of the SSE scale were tested on medical students rather than nursing students.</p><p><strong>Objective: </strong>The instrument was tested on 797 students in the Slovak and English program of General Medicine at the Faculty of Medicine, Comenius University in Bratislava, evaluating their satisfaction with three newly implemented simulation scenarios which were added to the existing portfolio of simulation activities already integrated into the Biophysics, Physiology, and Microbiology courses.</p><p><strong>Design: </strong>Our findings demonstrated high internal consistency across all subscales, as indicated by McDonald's omega and Cronbach's alpha values. Structural validity was assessed using confirmatory factor analysis, which provided robust evidence supporting the excellent fit of the three-factor SSE model. Additionally, measurement invariance analysis confirmed a strong model fit at each level, supporting partial measurement invariance across both student groups.</p><p><strong>Results: </strong>These results confirm that the SSE scale functions similarly in both students in the Slovak and English program, supporting its cross-cultural applicability and robustness in measuring medical students' satisfaction with simulation experience.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2534055"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12265095/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643821","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":"Utilizing Instagram Stories to deliver educational content to medical students in pediatrics: curricular design and evaluation.","authors":"Raymond Bellis, Rachel Kim, Rebecca Lendway, Courtney Sniffen, Nathan Smith, Maribeth Chitkara","doi":"10.1080/10872981.2025.2534064","DOIUrl":"10.1080/10872981.2025.2534064","url":null,"abstract":"<p><p>Utilization of social media has been described in medical education, but Instagram as an educational platform for the pediatric clerkship has not yet been reported. We created a 29-item Instagram Story curriculum with summative examination-relevant topics to supplement the pediatric clerkship for third-year medical students. Engagement in the Instagram curriculum was assessed by measuring Storyviews, calculating Story retention rates (number of users who viewed al lslides/number of users who viewed the first slide  100) and analyzing mini-quizperformance.  Students completed a voluntary 7-item survey at clerkship end to assess overall satisfaction with the Instagram curriculum.  Quantitative analysis of questions using a 7-item scale and qualitative analysis of responses from open-ended questions were performed. A total of 132 students participated over a period of eight 6-week blocks.  During the study period, the average number of views on the first slide in a Story was 24.8 and the average number of views on the last slide of a story was 13.3 per block.  Average retention rate was 54.3%, mini-quiz engagement rate was 32.0%, and percent correct on mini-quizzes was 87.6%.  Students positively rated the Instagram curriculum on feasibility (83.6%), clerkship relevance (89.1%), facilitating engagement in the material (65.5%), assisting in NBME pediatric subject exam preparation (61.8%), and recommending the modality to other clerkships (69.1%). This study provides evidence that the use of an Instagram curriculum within a core pediatric clerkship is feasible, engaging, relevant, and favorably received by medical students.  We conclude that Instagram can be successfully integrated into clinical undergraduate medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2534064"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12278465/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660793","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 critical narrative review of the experiences of Latinas, Hispanic, or Spanish origin (LHS+) women in medical field using Latina/Chicana feminist perspective.","authors":"Sacha Sharp, Ashley Hixson Clarke, Berenice Sánchez, Julia C Stumpff, Sylk Sotto-Santiago","doi":"10.1080/10872981.2025.2534049","DOIUrl":"10.1080/10872981.2025.2534049","url":null,"abstract":"<p><p>Women who identify as Latinas, Hispanic, or Spanish Origin (LHS+) are members of one of the fastest growing ethnic groups in the US. When we consider this fact regarding providing quality healthcare, we find that it is important to have a physician workforce that is representative of this population. However, there is little research about the experiences of LHS+ women in the medical field. The purpose of this study was to explore narratives found in medical education literature documenting the experiences of LHS+ women as learners, trainees, and professionals across the medicine continuum. We conducted a critical narrative review using Latina Chicana Feminist Perspective as a theoretical framework to identify and synthesize literature on LHS+ women in medicine. From July 2021 to October 2021 and November 2023 to January 2024, we performed searches using one database (MEDLINE [OVID]) and selected studies consistent with narrative integrity and relevance to the experiences of LHS+ women using the data software Covidence. After four phases of review, which included the identification phase, screening phase, and eligibility phase, we found 12 articles that discuss the experiences of LHS+ women. The literature allowed us to provide a preview of what is being discussed in terms of the experiences of LHS+ women populations. Although the articles found provided some information about the experiences of LHS+ women in medical education literature, more information is needed. Given the limited representation of narratives about LHS+ women in medical education research, there is a narrow opportunity to explore what their medical school experiences are and have been to develop interventions for their success. Medical educators and administrators are therefore limited in how they can address the possibilities of enhancing or replicating positive experiences and environments for LHS+ women in medicine.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2534049"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12272707/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660791","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":"Assessing LLM-generated vs. expert-created clinical anatomy MCQs: a student perception-based comparative study in medical education.","authors":"Maram Elzayyat, Janatul Naeim Mohammad, Sami Zaqout","doi":"10.1080/10872981.2025.2554678","DOIUrl":"10.1080/10872981.2025.2554678","url":null,"abstract":"<p><p>Large language models (LLMs) such as ChatGPT and Gemini are increasingly used to generate educational content in medical education, including multiple-choice questions (MCQs), but their effectiveness compared to expert-written questions remains underexplored, particularly in anatomy. We conducted a cross-sectional, mixed-methods study involving Year 2-4 medical students at Qatar University, where participants completed and evaluated three anonymized MCQ sets-authored by ChatGPT, Google-Gemini, and a clinical anatomist-across 17 quality criteria. Descriptive and chi-square analyses were performed, and optional feedback was reviewed thematically. Among 48 participants, most rated the three MCQ sources as equally effective, although ChatGPT was more often preferred for helping students identify and confront their knowledge gaps through challenging distractors and diagnostic insight, while expert-written questions were rated highest for deeper analytical thinking. A significant variation in preferences was observed across sources (χ² (64) = 688.79, <i>p</i> < .001). Qualitative feedback emphasized the need for better difficulty calibration and clearer distractors in some AI-generated items. Overall, LLM-generated anatomy MCQs can closely match expert-authored ones in learner-perceived value and may support deeper engagement, but expert review remains critical to ensure clarity and alignment with curricular goals. A hybrid AI-human workflow may provide a promising path for scalable, high-quality assessment design in medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2554678"},"PeriodicalIF":3.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12404065/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974092","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":"Validating nonverbal cues for assessing physician empathy in telemedicine: a Delphi study.","authors":"Annisa Ristya Rahmanti, Hsuan-Chia Yang, Chih-Wei Huang, Ching-Tzu Huang, Lutfan Lazuardi, Che-Wei Lin, Yu-Chuan Jack Li","doi":"10.1080/10872981.2025.2497328","DOIUrl":"https://doi.org/10.1080/10872981.2025.2497328","url":null,"abstract":"<p><p>Nonverbal communication is essential in physician-patient interaction, especially in telemedicine where verbal cues may be limited. This study aimed to identify and validate key nonverbal cues for assessing physician empathy in telemedicine consultations through a Delphi method. A three-round Delphi study was conducted from June to November 2022, involving various experts, including academics, healthcare professionals, AI/telemedicine researchers, industry professionals, and patients. Experts evaluated the importance, validity, and reliability of potential nonverbal cues. Consensus was determined based on median responses and expert scoring percentages, with statistical agreement and stability assessed using Kendall's coefficient of concordance (Kendall's W) and Wilcoxon signed-rank test. Analyses were conducted using SPSS, version 23.0 with significance set at <i>p</i> < 0.05. Of the 72 experts invited, 37 (51%) agreed to participate, with 35 completing the first round (95% completion rate). Eight significant nonverbal cues were identified in the first round, though one did not reach consensus. The second round obtained an 89% response rate (31/35), with three new cues introduced; one did not reach consensus. Round 3 achieved a 94% response rate (29/31), finalizing nine key cues: facial expression, eye contact, tone of voice, smiling, head nodding, body posture, hand gesture, distance, and environmental cues. Among these, facial expression, eye contact, and tone of voice were identified as the most crucial. Inter-expert agreement was statistically significant across all items with strong agreement on the importance (W = 0.739, <i>p</i> < 0.001), good agreement on their validity (W = 0.689, <i>p</i> < 0.001), and moderate agreement on their reliability (W = 0.452, <i>p</i> < 0.001). This study highlights the importance of specific nonverbal cues in telemedicine, particularly facial expression, eye contact, and tone of voice. It provides a validated foundation for developing tools to enhance physician-patient interactions and potentially improve health outcomes in telemedicine.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2497328"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12064121/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144018580","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":"International students in United States allopathic medical education: a mixed-methods analysis of institutional policies.","authors":"Akila V Muthukumar, Zhi Ven Fong, Radek Buss, Santiago Rolon, Anai Kothari, Jashodeep Datta, Jed Calata, Gopika SenthilKumar","doi":"10.1080/10872981.2025.2471433","DOIUrl":"10.1080/10872981.2025.2471433","url":null,"abstract":"<p><p>International medical students (IMS; non-U.S. citizens/permanent residents) greatly enhance the diversity of U.S. medical schools and serve in areas of greatest healthcare needs. Despite 15% of the US population being foreign born, international students represent < 2% of US-MD matriculants. Factors that contribute to this underrepresentation of IMS remain unknown. In this study, we analyzed the accessibility, quality, and inclusivity of publicly available admissions and financial aid policies at all US-MD schools, with the goal of evaluating potential institutional and informational barriers faced by IMS. Institutional webpages and American Association of Medical College (AAMC) databases were searched from May-July 2023 to gather IMS-specific admissions and financial aid information from 153 accredited US-MD schools. Two-tailed t-test or chi-square analysis was used to examine differences. An inductive thematic approach was used to qualitatively categorize institutional webpage friendliness. While 45% (69/153) of U.S.-MD schools reported accepting IMS, only 18% (27/153) admitted students without restrictions (e.g., Canadians only, state/religious preference). Further, 38% (26/69) of the schools that accept IMS did not provide financial aid information, while nearly two-thirds of the remaining schools required proof of personal financial ability with no institutional/federal support. International students also entered schools with a higher average Medical College Admission Test (MCAT) score and Grade Point Average (GPA). In the national AAMC databases, 19 additional programs were listed as accepting IMS although the institutional webpages stated otherwise; the databases also lacked details on specific restrictions posed by the majority of institutions. Of all 153 webpages, only 14% were deemed 'international friendly.' Restrictive admissions and financial aid policies as well as the poor quality and access to information are major barriers that affect IMS. Strategies that aim to overcome these challenges can greatly help advance diversity, equity, and inclusion in medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2471433"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11892059/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574276","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":"Exploring gender differences in empathy development among medical students: a qualitative analysis of reflections on juvenile correctional school visits.","authors":"Hsiang-Chin Hsu, Tzu-Ching Sung","doi":"10.1080/10872981.2025.2500556","DOIUrl":"https://doi.org/10.1080/10872981.2025.2500556","url":null,"abstract":"<p><p>Empathy development is a critical component of medical education, shaping future physicians' ability to provide compassionate, patient-centered care. This study investigates the reflections of male and female medical students on their experiences at a juvenile correctional school, focusing on how gender shapes their interpretations, emotional engagement, and learning outcomes. Using a qualitative analysis of reflective journals collected from 28 participants, the study employed thematic analysis to identify gender-based patterns in emotional engagement, interpretive framing, and learning outcomes. Reflexivity measures and rigorous coding processes were implemented to ensure credibility and minimize bias in data interpretation. Male students frequently adopted a practical form of empathy, characterized by task-oriented interactions and a sense of competitive camaraderie. In contrast, female students exhibited relational empathy, emphasizing emotional connections and nurturing behaviors. These findings underscore the value of integrating gender-sensitive empathy training into medical education, encouraging the development of both relational and practical approaches. By incorporating tailored reflection exercises and interactive strategies, medical education programs can better equip students to engage compassionately with diverse patient populations. This approach enriches the learning experience and fosters a more holistic understanding of patient care, ultimately leading to improved healthcare outcomes.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2500556"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12054561/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144034179","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}