Medical Education Online最新文献

{"title":"Telehealth-related education and training: a systematic review of recent developments since the COVID-19 pandemic.","authors":"Sdc Catapan, Monica Taylor, Hans Hyun Seok Cheong, Jaimon T Kelly, Sisira Edirippulige","doi":"10.1080/10872981.2026.2692839","DOIUrl":"10.1080/10872981.2026.2692839","url":null,"abstract":"<p><p>The pandemic showed the potential of existing telehealth to increase healthcare access but also the need for healthcare workers to be competent and skilled in delivering care through this modality. We undertook a systematic literature review to identify telehealth-related courses developed since the start of the COVID-19 pandemic and summarised study characteristics, learning objectives, and course content. Articles describing telehealth-related training and education programs implemented between 2020 and 2024 were included. Papers were required to list specific program content or learning objectives for any educational level or type of health professional. Two authors independently extracted data. Quality of articles was assessed against the SQUIRE 2.0 guidelines. Quantitative data was summarised and reported using frequencies and percentages, learning objectives were mapped across the six Association of American Medical Colleges (AAMC) telehealth competency domains, and qualitative categories were thematically synthesised. Of 7547 articles identified, 51 were included. Most courses were implemented in the USA (82%), mostly targeted to undergraduate students (51%), and the number of articles per year increased over time. Most courses were developed by universities (53%), sometimes in collaboration with health services, and content was primarily applicable across multiple specialties. Participants nearly always evaluated the courses (90%). Content included basic knowledge and skills in telehealth, patient safety, and ethics, with learning objectives often on technology and communication. Only four programs included all AAMC telehealth competencies. This review highlights that telehealth education and training has expanded since the onset of the COVID-19 pandemic, however, current curricula are lacking experiential learning. Courses generally covered telehealth communication competencies in detail, but more content on the ethical and legal requirements, billing, physical examination, patient education, and eligibility for telehealth is required. For efficient resource use, standardised training can be applied across disciplines with addition of site or speciality-specific modules.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2692839"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13674653/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149197103","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":"Research interest in nursing undergraduate students: an exploration of research-linked courses.","authors":"Marisol Angulo-Ramos, César Merino-Soto, Dayana Guillinta-Herrera, Giorgio Aquije-Cardenas, Guillermo M Chans","doi":"10.1080/10872981.2026.2694939","DOIUrl":"10.1080/10872981.2026.2694939","url":null,"abstract":"<p><strong>Background: </strong>Among Hispanic undergraduate students, the association between research-related coursework and research interest remains largely underexplored. This exploratory study examined differences in research interest among undergraduate nursing students according to their exposure to research-related coursework, drawing on Social Cognitive Career Theory.</p><p><strong>Methods: </strong>A cross-sectional study was conducted with 106 nursing students from a Peruvian university. Participants completed the Interest in Research Questionnaire (IRQ), which demonstrated excellent internal consistency (<i>α</i> = 0.98). Research interest was compared across four academic-semester groupings reflecting proximal and distal exposure to research-related coursework using rank-based nonparametric methods.</p><p><strong>Results: </strong>Significant differences in research interest were observed across groups (Anderson-Darling test = 9.41, <i>p</i> = 0.001), indicating a curvilinear pattern. Students currently or recently exposed to research-related coursework (levels 2 and 4) reported significantly higher research interest than those with more distal exposure (level 3; <i>p</i> < 0.05; medium effect sizes). First-semester students showed research interest levels comparable to those of the proximally exposed groups.</p><p><strong>Conclusion: </strong>Research interest may decline in the absence of sustained engagement in research activities, underscoring the importance of early and continuous integration of research experiences throughout undergraduate nursing curricula. The findings also provide initial evidence supporting the use of the IRQ in Spanish-speaking undergraduate contexts.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2694939"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13378724/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148473366","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":"Implementation of clerkship-specific spaces for debriefing at Vanderbilt University School of Medicine.","authors":"Nina Curkovic, Logan Locascio, Sachin Aggarwal, Luke Finck, Jessica Turnbull, Maie El-Sourady, Travis W Crook","doi":"10.1080/10872981.2026.2630522","DOIUrl":"10.1080/10872981.2026.2630522","url":null,"abstract":"<p><p>Difficult experiences like challenging clinical situations, patient death, and navigation of team dynamics during clerkships can lead to distress for medical students during the transition to the clinical learning environment. Evidence suggests that debriefing and reflecting on distressing experiences benefit medical students; however, barriers to doing so persist. A needs assessment at Vanderbilt University School of Medicine (VUSM) demonstrated that additional opportunities for real-time, clerkship-specific debriefing were desired by second-year clerkship medical students. The CIRCLE (Cultivating Increased Resilience in the Clinical Learning Environment) Lunch & Debrief initiative was created to address this need. CIRCLE sessions were conducted once per 8-week clerkship block for two cohorts of VUSM second-year clerkship students. Students were optionally surveyed before and after sessions from December 2022 through May 2024. Student resilience was assessed using the Connor Davidson Resilience Scale© (CD-RISC 10). The proportion of students reporting distress stemming from health care team interactions and patient death demonstrated significant increases from blocks 1-3 to blocks 4-5. More students reported participation in debriefing following a distressing experience with peers than with faculty across all pre-session surveys (78% vs 37%; <i>p</i> = 1.6e-10). Reported comfort with asking to debrief with peers increased from 80% to 94% before and after sessions (<i>p</i> = 0.006) and with faculty from 52% to 73% (<i>p</i> = 0.004.) Of post-session survey respondents (<i>n</i> = 71), 96% indicated they would attend a similar session in the future. Perceived support by the medical school curriculum to navigate emotional distress as a clerkship student increased from 69% to 90% when comparing pre- and post-session survey responses, respectively (<i>p</i> = 0.003). Overall, reception of the CIRCLE Lunch & Debrief initiative by students was positive and was associated with increased perceived institutional support and student comfort with asking to debrief with both faculty and peers.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2630522"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12918371/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146214550","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 ChatGPT into knowledge-retrieval tutorials in undergraduate medical education: a prospective evaluation of higher-order learning and feasibility.","authors":"Roy Arokiam Daniel, Nivethitha V, Surya Bn, Antoinette Daniel, Visalakshi R","doi":"10.1080/10872981.2026.2639203","DOIUrl":"10.1080/10872981.2026.2639203","url":null,"abstract":"<p><strong>Background: </strong>Generative artificial intelligence (AI) platforms such as ChatGPT present new opportunities to strengthen competency-based medical education (CBME). While retrieval practice is a proven strategy for enhancing long-term retention, its application to higher-order domains of Bloom's taxonomy within CBME, particularly when scaffolded by AI, remains underexplored. To our knowledge, this is the first longitudinal CBME study worldwide to evaluate supervised ChatGPT-assisted retrieval practice and its durability over time.</p><p><strong>Methods: </strong>We conducted a six-month, prospective, non-randomised delayed-intervention study and all 270 third-year MBBS students (including supplementary batch) at a private medical college in South India were invited to participate in a faculty-supervised ChatGPT-assisted retrieval-practice intervention. Participants were allocated into four tutorial clusters; two received the intervention immediately, while the remaining two received it after a delay. The intervention comprised four weekly, two-hour sessions featuring higher-order multiple-choice questions, structured faculty-supervised interactions with ChatGPT, and guided metacognitive reflections. Outcomes assessed included MCQ performance at baseline, immediately post-intervention, and at one- and three-month follow-up, as well as student perceptions. Data analysis employed repeated-measures ANOVA and mixed-effects modelling.</p><p><strong>Results: </strong>Of 270 students invited, 253 (93.7 %) met inclusion criteria and completed all assessments, achieving 100% follow-up at immediate, one-month, and three-month evaluations. MCQ performance demonstrated significant improvement across time points (F[3,756] = 65.14, <i>p</i> < 0.001). On a 20-point higher-order MCQ scale, mean scores increased from 12.8 ± 2.4 at baseline to 15.2 ± 2.1 immediately post-intervention (adjusted gain +2.37, d = 0.62, <i>p</i> < 0.001). Gains were sustained at one month (+3.78, d = 0.99) and three months (+3.65, d = 0.95), demonstrating durable higher-order learning retention. Both Lower-achieving and Higher-achieving students improved, though the effect was greater among Lower-achieving students (d = 0.72 vs 0.49). Student feedback revealed high levels of satisfaction (mean 4.25 ± 0.88) and cognitive engagement (4.15 ± 0.92), while clarity of AI interaction received comparatively lower ratings (3.39 ± 1.19).</p><p><strong>Conclusion: </strong>Supervised ChatGPT-assisted retrieval practice produced sustained improvements in higher-order cognitive performance, with particularly strong benefits for Lower-achieving students. This scalable, standards-aligned model holds promise for advancing CBME globally and warrants further validation through multi-institutional trials incorporating performance-based and clinical outcomes.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2639203"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12954799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147327720","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 hidden patterns of alignment: exploring variability between generative AI and human.","authors":"Henry Moon, Ahmet Guven, Kuang-Drew Li, Nicole Rockich-Winston","doi":"10.1080/10872981.2026.2713347","DOIUrl":"10.1080/10872981.2026.2713347","url":null,"abstract":"<p><strong>Objective: </strong>Aligning medical education curricula with standardized competency-based assessments is a multifaceted task that requires accuracy and consistency. While generative artificial intelligence (GenAI) models offer potential assistance, their performance compared to that of human subject matter experts remains unclear. This study investigates the consistency, accuracy, and strategies of human- and AI-generated alignments of pharmacological topics with the United States Medical Licensing Examination (USMLE) Step 1 content.</p><p><strong>Methods: </strong>A comparative case study examined curricular alignment results produced by GenAI models and human experts. Agreement percentages and pairwise correlation coefficients were calculated to assess consistency and consensus within and between the two groups, highlighting similarities and differences in alignments. We also examined challenges, strategies, and the impact of time constraints on the alignment task.</p><p><strong>Results: </strong>GenAIs exhibited higher inter-rater reliability in within-group comparisons, with exact agreement percentages ranging from 60% to 79% and stronger correlations. In contrast, human raters demonstrated greater variability, with exact agreement percentages between 14% and 66% and weaker correlations. While partial agreement improved alignment for both groups, GenAIs maintained higher overall consistency and consensus. On the other hand, only two human raters and all GenAI models exhibited high inter-rater reliability in between-group comparisons. GenAIs generated alignments based on contextual analysis and hierarchical mapping, while humans engaged in iterative refinement using their expertise and reflection. Time constraints had a minimal impact on GenAIs, whereas it was acknowledged as a limiting factor for human performance.</p><p><strong>Conclusion: </strong>GenAIs can efficiently provide accurate and consistent alignments of pharmacological content in medical curricula but lack the sophisticated decision-making capabilities of human experts. While human alignments show variability due to human experts' diverse perspectives and backgrounds, trained experts make more contextually informed decisions. A conceptual model of Curricular Human-AI Teaming (Curricular HAT) could combine these complementary strengths to enhance the workflow and outcomes of curricular alignment. The model supports the transparency and scalability of human-AI collaboration while maintaining the responsibility of human judgment and ethical use of GenAI.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2713347"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13446051/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148674503","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":"Identity without milestones: a narrative inquiry into the rites of passage shaping professional identity formation in health professions educators.","authors":"Farah Ennab, Mersiha Kovacevic, Shaista Salman Guraya","doi":"10.1080/10872981.2026.2696154","DOIUrl":"10.1080/10872981.2026.2696154","url":null,"abstract":"<p><strong>Introduction: </strong>Professional Identity Formation (PIF) in medicine is typically supported by certain milestones and well-researched rites of passage. In contrast, educators who enter Health Professions Education (HPE) often do so without such signposts, inhabiting a liminal space where identity is constantly negotiated. Despite the growing availability of HPE academic programs, little is known about how these programs shape educators' identities or which experiences serve as significant identity-forming moments. Our study aims to identify the transformative 'aha' moments, which can serve as rites of passage, helping to strengthen the health professions educators' identity.</p><p><strong>Methods: </strong>Guided by a social constructionist stance, we employed narrative inquiry to explore the stories of 16 healthcare professionals enrolled in, or recently graduated from HPE academic programs. Semi-structured interviews were conducted and analysed using a re-storying technique. Transformative Learning Theory (TLT) informed the understanding of cognitive, emotive, and affective dimensions of identity shifts, which were captured through the lens of epiphanies.</p><p><strong>Results: </strong>Through the analytical interpretation of these stories, we identified four epiphanies. The 'power of people' in the form of competent faculty to develop educational alliances, which influenced all dimensions of TLT. The 'Language of HPE', articulated through paradigmatic orientations and vocabulary, instilled cognitive shifts. The 'burden of tasks', reflecting the distinct nature of the HPE-related assignments, exerted emotional weight. Finally, the 'sense of belonging' through live social interactions between faculty and peers, strengthened the modes of belonging.</p><p><strong>Conclusion: </strong>Identification of these transformative 'aha' moments provides clear, measurable steps into how educator identity formation can be fostered and strengthened in the context of HPE academic programs. Such insights call for thoughtful faculty selection, improved curriculum structuring, and scheduling practices. By honoring the educators' stories, we give voice to their lived realities and recognize the significance of HPE academic programs as beautiful avenues for identity formation.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2696154"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13353455/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148406335","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 the evolution of US medical students' social support networks across the continuum: a cross-sectional group interview study.","authors":"Ashley Noonan, Ashley-Ann Walker, Djamina Esperance, Anna T Cianciolo","doi":"10.1080/10872981.2026.2665046","DOIUrl":"10.1080/10872981.2026.2665046","url":null,"abstract":"<p><p>Perceived social support - feeling cared for and having access to a reliable network - has been linked to reduced stress and burnout, and greater quality of life among medical students. Yet, how perceived support systems evolve throughout medical school remains little explored. We examined how medical students' perceived social support systems shift during medical school adaptively to students' changing academic and emotional needs. Between January and May 2023, we conducted six hour-long group interviews with a cross-sectional convenience sample of 50 medical students (graduating Classes of 2023, 2024, 2025, and 2026) enrolled at a small, community-based medical school in the Midwestern US. Using collaborative interpretation to analyze our interview notes, we found that students shifted their reliance on peer and non-medical support systems (e.g., family, friends, and significant others), but seldom felt supported by both simultaneously. Early in training, peers offered solidarity in an unfamiliar and demanding academic setting, while non-medical supporters were perceived as lacking understanding of the medical school experience. Transitional periods - particularly those preceding the USMLE Step 1 exam, clinical clerkship, and application for residency - coincided with greater emotional stress and dissatisfaction with support, often tied to conflicting notions of students' social availability or medical expertise. Students most valued instrumental support, such as help with meals and errands, during intensive exam preparation, while emotional support was more relevant during clinical rotations. Notably, reliance on peer support diminished during clerkship, but re-emerged during the shared challenges of the residency application. Our findings suggest that medical students' social support needs are dynamic and context-dependent. We recommend targeted interventions, including guidance for non-medical supporters and instrumental support services during high-stress study periods. Our results align with broader literature and offer actionable insights. Enhancing perceived social support across all years of training is essential for fostering resilience and long-term well-being in future physicians.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2665046"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13126942/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785846","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 scoping review on the use of virtual patients for enhancing empathy in medical students.","authors":"Rie Yamada, Kaori Futakawa, Satoshi Kondo, Kuangzhe Xu, Satoshi Okazaki","doi":"10.1080/10872981.2025.2607825","DOIUrl":"10.1080/10872981.2025.2607825","url":null,"abstract":"<p><p>Virtual patients have been increasingly utilized in medical education to develop empathy in a structured and scalable manner. Compared with traditional methods such as clinical practice and standardized patients, virtual patients can offer reproducible, resource-efficient learning experiences. This scoping review maps the research on virtual patient-based interventions designed to foster empathy in medical students. It seeks to identify existing research gaps, including conceptual definitions of empathy, scenario design, instructional strategies, assessment methods, and outcome measures. The Joanna Briggs Institute's scoping review methodology was followed, and the PRISMA-ScR guidelines for reporting were used. A comprehensive search was conducted in PubMed, CINAHL, ERIC, Web of Science, Scopus, and the Cochrane Library. Two independent reviewers screened all titles, abstracts, and full texts; a third reviewer resolved any discrepancies. Findings were presented narratively and in tabular form to highlight key insights and research gaps. Eighteen studies involving 1,920 medical students were included. The most common study design was single-arm pre-post pilot studies (<i>n</i> = 4, 21.1%), followed by randomized controlled trials (<i>n</i> = 2, 10.5%) and mixed-methods designs (<i>n</i> = 2, 10.5%). Five research gaps were identified: 1) lack of explicit definitions of empathy, 2) limited diversity in clinical scenarios, 3) absence of repeated virtual patient interventions, 4) limitations in assessment methods, and 5) insufficient evidence on the sustained outcomes of empathy. These findings offer important insights into the current state of medical education, where standardized curricula for empathy training remain underdeveloped. Future efforts should address these challenges by integrating virtual patients into instructional designs that effectively foster empathy in medical students. This review provides a foundation for developing and implementing educational programs that meet the needs of students seeking to enhance their empathic abilities and contribute to improved patient outcomes and prevent clinician burnout.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2607825"},"PeriodicalIF":3.8,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12777885/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145828532","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":"Generating multiple-choice questions using reverse engineering techniques.","authors":"Sujin Shin, Jaehwa Choi, Eunmin Hong, Minjae Lee, Miji Lee","doi":"10.1080/10872981.2025.2611632","DOIUrl":"10.1080/10872981.2025.2611632","url":null,"abstract":"<p><p>The study is aimed at exploring the potential of using ChatGPT-4 to develop multiple-choice questions that adhere to item development principles through the application of reverse engineering techniques in nursing education. To determine whether ChatGPT-4 could generate multiple-choice questions regarding medical-surgical nursing, the researchers first evaluated ChatGPT-4's level of nursing knowledge. The researchers then developed 20 prompts using reverse engineering techniques; these were subsequently entered into ChatGPT-4, resulting in the generation of 60 multiple-choice questions. All 60 questions were reviewed by five nursing education experts to evaluate compliance with item development principles. ChatGPT-4 demonstrated a high accuracy rate (98.00%) when answering multiple-choice questions about medical-surgical nursing education. AI-generated questions primarily adhered to the principles of item development, with an average compliance score of 7.90/9.00. The least adhered to among the nine-question development principles was 'The question stem should use only essential words or phrases.' Given that the AI-generated questions may serve as preliminary drafts for use in nursing education following expert review, ChatGPT-4 can function as a valuable tool in the design of educational materials. When utilizing ChatGPT-4, it is beneficial for nursing educators to apply reverse engineering techniques that enhance question quality through repeated comparison, as well as to analyze the prompts and corresponding AI-generated questions. Furthermore, including structured outlines and representative sample multiple-choice questions using Markdown syntax in the prompt can enhance the quality of AI-generated questions.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2611632"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12794692/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145935697","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":"Learning planetary health through international & interprofessional education: a qualitative study of student reflections.","authors":"Hyunmi Park, Su Hyun Kim, Alice Ps Kong, Michelle Leech, Fabrizio De Ponti, Martin Fischer, Itzel Bustos, Wencke Vonderhagen, Young-Mee Lee","doi":"10.1080/10872981.2026.2670793","DOIUrl":"10.1080/10872981.2026.2670793","url":null,"abstract":"<p><strong>Background: </strong>Planetary health, defined as the interdependence of human and ecological systems, is recognised as an urgent concern for health professional education. Most reported interventions have been developed within single institutions, and empirical evidence examining international and interdisciplinary approaches remains limited.</p><p><strong>Methods: </strong>Reflective writings from 25 medical, nursing, and pharmacy students who participated in a one-week in-person international summer school on planetary health, delivered across seven universities in the Global Alliance of Medical Excellence consortium, were thematically analysed. The curriculum, co-designed by 11 faculty and planetary health experts, combined lectures, simulations, and group projects to foster intercultural and interprofessional collaboration. Reflections were collected using structured prompts based on Gibbs' reflective cycle and analysed using Braun and Clarke's approach. Rigour was supported through independent coding, team consensus, adhering to COREQ guidelines.</p><p><strong>Results: </strong>Three themes with seven subthemes were identified. First, students articulated their understanding of planetary health, including reflections on advocacy and systems thinking as relevant professional frameworks. Second, they valued interprofessional and intercultural collaboration, recognising opportunities of diverse perspectives and challenges of communication across contexts. Third, students expressed considerations regarding potential advocacy at individual, institutional, and societal levels, ranging from personal practice to curricular reform and stakeholder engagement. While mostly aspirational, these comments reflected early awareness of sustainability as a professional responsibility and represent immediate, self-reported perceptions rather than evidence of behavioural change.</p><p><strong>Conclusions: </strong>This study provides exploratory empirical insights into how students perceive and reflect on planetary health learning. The findings extend beyond the scope of single-institution interventions by suggesting that cross-border programmes may add distinctive value. Given the short duration, self-selected sample, and reliance on self-report, outcomes should be interpreted cautiously. Future research should examine longitudinal learning processes, scalability through virtual or regional models, and inclusion of perspectives from low- and middle-income countries to strengthen equity and sustainability.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2670793"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13173565/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147933715","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}