Medical Education Online最新文献

{"title":"Trainee perspectives on diversity, equity, and inclusion: a group concept mapping study.","authors":"Nicholas Szoko, Ana Radovic, Jennifer E Wolford, Loreta Matheo, Orquidia Torres","doi":"10.1080/10872981.2025.2468936","DOIUrl":"10.1080/10872981.2025.2468936","url":null,"abstract":"<p><p>Growing work highlights the importance of diversity, equity, and inclusion (DEI) initiatives in graduate medical education. Few studies have employed participatory research approaches to solicit trainee perspectives related to DEI. Our goal was to utilize group concept mapping (GCM), a mixed-methods participatory research approach, to describe resident perspectives on DEI within a large pediatric residency program. To organize and represent their perspectives on DEI, trainees completed brainstorming, sorting/rating, and interpretation activities in accordance with GCM methodology. Activities occurred via two synchronous discussion sessions (brainstorming and interpretation) and an electronic survey (sorting/rating). Items from the brainstorming session were sorted (i.e. grouped into categories by similarity) and rated (i.e. ranked on perceived importance and likelihood to change) by participants individually. Multidimensional scaling and hierarchical clustering were used to generate point maps, cluster maps, and go-zone illustrations for use in the interpretation session. We present data regarding participant characteristics and engagement, results from GCM activities, and action steps from this process. There were a total of 127 trainees in the residency program in 2021-2022. Participation varied across activities (brainstorming session: 21 participants; sorting/rating: 48 participants; interpretation session: 20 participants). A total of 64 unique items were generated from brainstorming. Five clusters emerged: 1) city factors, 2) institutional factors, 3) program representation, 4) program components, 5) non-DEI program perks. Program representation and program components clusters were rated as the most important and the most likely to be changed. Participants identified several action steps during the interpretation session which were shared with institutional leadership to direct programmatic reform. We demonstrate the utility of GCM, a structured and scalable participatory research method, to characterize trainee perceptions of DEI in graduate medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2468936"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11873944/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143523551","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 emergence of academic pediatric acute and urgent care fellowships: entrustable professional activities.","authors":"Haroon Shaukat, Deena Berkowitz, Ioannis Koutroulis, Emily Willner","doi":"10.1080/10872981.2025.2485503","DOIUrl":"10.1080/10872981.2025.2485503","url":null,"abstract":"<p><strong>Objectives: </strong>The Accreditation Council for Graduate Medical Education (ACGME) defined 6 core competencies (medical knowledge, patient care, practice-based learning and improvement, systems-based practice, interpersonal and communication skills, and professionalism) to be used as a framework for outcomes-based assessment. Concurrent to the development of specialty-specific competencies and milestones, the concept of entrustable professional activities (EPAs) were introduced. EPAs describe what a learner can do at each of the 5 levels of entrustment. There are four pediatric acute and urgent and urgent care (PAC) fellowships to date, however, no curricular consensus exists. This article seeks to develop a set of nationally agreed-upon PAC-specific EPAs to be used by emerging fellowships.</p><p><strong>Methods: </strong>Multi-step iterative qualitative study using a web-based survey was used for EPA development and validity. A modified-Delphi panel, comprised of pediatric educators from multiple institutions, participated in four rounds to reach consensus (≥80%). EPAs were ranked using a 5 point-Likert scale, then from most important to least important in series, and finally individually as yes/no for each EPAs inclusion.</p><p><strong>Results: </strong>Survey response rate was 83% (19/23). Six of the 7 EPAs were deemed on average to be high priority or essential. There was clear consensus on four EPAs and less agreement amongst the other three. Ultimately, 3 of the 7 EPAs reached consensus for inclusion, with agreement ranging from 84% to 100%.</p><p><strong>Conclusion(s): </strong>PAC-specific EPAs focusing on clinical excellence, procedural competence, and high-quality care were all deemed essential components for PAC fellowships. Delineation of these EPAs will be critical to guide development of fellowship curricula.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2485503"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11980184/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143788962","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":"Unpacking medical students' resit experiences: a qualitative study of early years medical students´ experiences of a peer-assisted learning programme during summer resit exams.","authors":"Cate Goldwater Breheny, Angela Cebolla Sousa, Ana Vitoria Baptista","doi":"10.1080/10872981.2025.2477666","DOIUrl":"10.1080/10872981.2025.2477666","url":null,"abstract":"<p><p>Resitting, being offered a 'second chance' at an exam following failure to achieve a passing grade, is both common and stressful in medical school. There is a significant gap in the medical education literature around evidence-based support for resitting medical students. The study explores medical student experiences of resits through a peer-assisted learning programme (PAL) delivered to early years resitting medical students at Imperial College School of Medicine (ICSM) in 2021 and 2022. To the authors' knowledge, this is the first qualitative study analysing early years medical students' experiences of resitting exams. The authors performed an inductive thematic analysis of 22 semi-structured interviews with early years medical students who resat exams at ICSM in 2022. The authors identified three key themes and a cross-cutting theme: Theme 1. Self: students' individual and internal characteristics and experiences that influenced their journey of resitting exams. Subthemes included self-sufficiency and students' emotional approach to resitting; Theme 2. Others: resitting students' social networks. Subthemes explored students' relationships as part of the ICSM academic community, with near-peer role models and with their emotional support networks; Theme 3. Structures: organisational and structural factors that influence student experiences of resit exams. Subthemes included academic information, welfare, and socio-economic factors. Cross-cutting theme. Stigma: experienced a lack of open communication around resitting. The data emphasises the holistic nature of resitting, with students' self-image, their relationships with others, and the structural and institutional context all impacting on their experience, cross-cut with their experience of stigma through silence. The authors suggest that resitting is about more than academic ability: the broader context of resit stigma plays a key role in students' experiences of resits. PAL may be a useful tool to address resit stigma alongside institutional commitments to rethink medical school culture around academic failure.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2477666"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11905298/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143617349","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":"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":"When is \"convenient time\" for residents?: a trial of Resident Study Log as asynchronous learning tool for residents.","authors":"Tadayuki Hashimoto, Shoko Ariyoshi, Taira Ariyoshi, Ryosuke Horitani, Mohammad Adrian Hasdianda, Kanapa Kornsawad, Shunsuke Kosugi, Makoto Kikukawa, Tomio Suzuki","doi":"10.1080/10872981.2025.2461579","DOIUrl":"10.1080/10872981.2025.2461579","url":null,"abstract":"<p><strong>Introduction: </strong>The integration of online learning in health professions education has grown rapidly, offering flexibility to learners worldwide. Asynchronous online learning allows residents to engage with educational content at a time convenient for them, accommodating their demanding schedules. This study aims to reveal how residents approach asynchronous online learning during their residency training.</p><p><strong>Methods: </strong>The Resident Study Log, an asynchronous learning tool, was introduced in a teaching hospital in Japan. This tool facilitated residents to share daily reflections on their learning experiences, allowing supervising physicians outside of their regular clinical teams to provide feedback. Posts shared between April 2020 and July 2021 were reviewed. The outcome measured included the frequency and timing of posts as well as residents' satisfaction and perceived burden, which were assessed through anonymous surveys.</p><p><strong>Results: </strong>A total of 31 residents participated during the study period, posting 599 entries on the Resident Study Log, averaging one post per resident every two days. Participants reported an average satisfaction score of 5.3 out of 6.0 (6-point Likert scale, where 1 indicated 'not satisfied at all' and 6 indicated 'very satisfied'), while the perceived burden averaged 4.0 out of 6.0 (6-point Likert scale, where 1 indicated 'not burdensome at all' and 6 indicated 'very burdensome'). Notably, posting activity peaked at around 23:00, with 17.4% of posts created between midnight and 5:00.</p><p><strong>Conclusion: </strong>The Resident Study Log was a simple, low-cost tool, with high satisfaction levels among residents. However, the late-night posting pattern raises concerns about resident well-being and sleep hygiene. As asynchronous learning is increasingly more prevalent, it is crucial to ensure it does not inadvertently impose hidden burdens on learners' overall well-being.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2461579"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11789214/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075866","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":"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":"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}