Medical Education Online最新文献

{"title":"A validated Arabic version of the clinical learning evaluation questionnaire for medical students and interns.","authors":"Ahmed Amir Samir, Kerollos Abdelsayed, Hebatalla Abdelmaksoud Abdelmonsef Ahmed, Ahmed Almahdy Mohamed, Ahmed Reda Bahr, Naji Al-Bawah, Ali Malik Tiryag, Alla' Khirfan, Mohamed Yacoub, Ramy Mohamed Ghazy","doi":"10.1080/10872981.2026.2632522","DOIUrl":"10.1080/10872981.2026.2632522","url":null,"abstract":"<p><strong>Background: </strong>The Clinical Learning Evaluation Questionnaire (CLEQ) is a comprehensive and reliable tool designed to systematically assess the quality and effectiveness of clinical learning environments, which are essential for undergraduate medical education. This study aims to translate, culturally adapt, and validate the CLEQ into Arabic (A-CLEQ) to enhance undergraduate clinical education in Arabic-speaking settings.</p><p><strong>Methods: </strong>A cross-sectional study using an anonymous, online, self-administered questionnaire was conducted between July and September 2025 in four randomly selected Arab countries (Egypt, Jordan, Yemen, and Iraq). The CLEQ was translated into Arabic through a combination of forward and backward translation. The internal consistency was calculated using Cronbach's alpha. The content validity was determined through a review by experts. An exploratory factor analysis (EFA) was performed to discover the factor structure, followed by confirmatory factor analysis (CFA) to validate the model. Convergent and discriminant validity were checked using the average variance extracted and factor correlations.</p><p><strong>Results: </strong>A total of 500 participants were included. Cronbach's alpha of the A-CLEQ was 0.92, indicating excellent reliability. The content validity index (CVI) for the items ranged from 0.83 to 1.0. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy for factor analysis was 0.90, and Bartlett's test of sphericity was significant (<i>P</i> < .0001). EFA supported a three-factor structure of the A-CLEQ, accounting for 60.6% of the variance (Cases, Motivation to learn, and Supervision & Organization factors). The correlations between A-CLEQ domains were < 0.70, ascertaining discriminant validity. CFA model fit indices indicated good fit, with a Comparative Fit Index (CFI) of 0.94 and a Goodness-of-Fit Index (GFI) exceeding 0.90.</p><p><strong>Conclusion: </strong>The 18-item A-CLEQ demonstrates strong psychometric properties, including good reliability and validity, making it a suitable tool for assessing the clinical learning environment among clinical-year medical students and interns in Arabic-speaking populations.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2632522"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12922405/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229270","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 quasi-experimental crossover study on student engagement and performance in a gamified team-based learning module in physiology.","authors":"Dhiren Punja, Akash Tomar","doi":"10.1080/10872981.2026.2715862","DOIUrl":"10.1080/10872981.2026.2715862","url":null,"abstract":"<p><strong>Purpose: </strong>Gamification is widely adopted in medical education, but recent systematic reviews reveal ambiguous effects on learning outcomes. It remains unclear whether engagement translates to learning or whether game mechanics impose extraneous cognitive load. This quasi-experimental crossover study investigated gamification's impact on student performance and engagement in Team-Based Learning.</p><p><strong>Method: </strong>250 first-year MBBS students at a tertiary medical college (2024-2025) participated in two physiology modules (Central Nervous System, Endocrinology) using either traditional or gamified Group Readiness Assurance Tests (GRAT) in a crossover design. Primary outcomes were Individual Readiness (IRAT) and Application Exercise (AE) scores; secondary outcomes were engagement and satisfaction.</p><p><strong>Results: </strong>Primary outcomes (IRAT and AE scores) did not differ significantly between formats. However, learning trajectory analysis revealed a potential mitigating trend: in Endocrinology, traditional groups showed significant IRAT-to-AE decline (-3.3 percentage points, <i>p</i> = 0.030, d = 0.19), whereas gamified groups' decline was non-significant (-1.9 pp, <i>p</i> = 0.124, d = 0.13).During the GRAT intervention phase, traditional teams outperformed gamified teams in Endocrinology (<i>p</i> = 0.006, d = 1.04), but not CNS (<i>p</i> = 0.43). Qualitative feedback was overwhelmingly positive (90% of responses), praising engagement and teamwork, though 13% cited time pressure as stressful.</p><p><strong>Conclusions: </strong>Gamification may enhance engagement and may provide a motivational buffer against performance decline in challenging content. This suggest gamification is a context-sensitive design choice requiring careful calibration to balance motivational benefits against cognitive costs.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2715862"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13459313/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148702527","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":"Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes.","authors":"Binata Mukherjee, Jenna Pfleeger, Haidee Custodio, Maria Renee Roca, Gurupreet Khalsa, Clista Clanton","doi":"10.1080/10872981.2026.2687304","DOIUrl":"10.1080/10872981.2026.2687304","url":null,"abstract":"<p><strong>Purpose: </strong>Wanting to implement a sustainable learner coaching program in academic medicine and prior exposure to coaching initiatives raised questions, including planning, implementation and assessment, and resource allocation. This scoping review examines coaching across medical learners, reported program elements, success factors, and barriers.</p><p><strong>Methods: </strong>Following the PRISMA-ScR guidelines, which were informed by Levac et al. on Arksey and O'Malley's framework and Braun and Clarke's thematic analysis, PubMed, Scopus, and ERIC were searched through May 2024. Articles were screened, the data were extracted and coded. The mixed methods analysis included descriptive statistics and thematic analysis. Themes/domains were developed and refined through consensus.</p><p><strong>Results: </strong>Of 801 articles screened, 141 were included in the analysis. Coaching publications in academic medicine have increased, peaking in 2023 (<i>n</i> = 20). Most articles focused on competency-based coaching (<i>n</i> = 91), followed by learner wellness (<i>n</i> = 26). Coaching was more frequently studied in GME (<i>n</i> = 92), with overlaps in UME (<i>n</i> = 64) and faculty (<i>n</i> = 43). Six domains emerged: overview/general, coaching program related, coaching process related, coaching outcomes, coaching success factors, and coaching barriers. The articles reflected a broad conceptualization of coaching in academic medicine. Coaching programs varied in structure but commonly aimed to support competency, wellness, interpersonal skills, and self-directed learning. Reporting on coach recruitment, training, and compensation was inconsistent. Coaching processes incorporated reflection, goal setting, and observation. The coaching outcomes encompassed skills development and personal and professional growth. Success factors included institutional support and coach training; barriers involved time constraints, role ambiguity, and coachee readiness.</p><p><strong>Conclusions: </strong>Coaching is increasingly used in academic medicine to address diverse and evolving learner needs across settings, within the United States and internationally. This review reveals the conceptual breadth and structural variability of coaching programs and the flexibility of coaching as a practice for individualizing learner success. The findings offer insights and serve as a resource for institutions seeking to develop, implement, or refine coaching initiatives.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2687304"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13274505/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148260170","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":"Lived experiences of medical interns on the impact of medical curriculum on clinical skills: a phenomenological study.","authors":"Seyedeh Zahra Nahardani, Zohreh Sohrabi, Seyed Kamran Soltani Arabshahi, Neda Rahimian","doi":"10.1080/10872981.2026.2656829","DOIUrl":"10.1080/10872981.2026.2656829","url":null,"abstract":"<p><strong>Background: </strong>Clinical education occurs formally during educational rounds across various departments and through discussions in small groups within clinical settings. The experience of studying in the general medicine program, culminating in the internship stage, is often regarded as a pivotal transitional phase from being a student to becoming a physician. This study seeks to comprehend the lived experiences of medical interns regarding the impact of the national curriculum on the skills required in the hospital.</p><p><strong>Method: </strong>This research is a qualitative study conducted using a phenomenological approach. Participants included 15 medical interns who had completed at least 6 months of internship training in a hospital. Data were collected through unstructured in-depth interviews. Data were analyzed according to the descriptive phenomenological approach of seven steps, Content analysis of Colaizzi.</p><p><strong>Results: </strong>The medical interns participating in this study included 7 females and 8 males. Five individuals had completed 6 months of their internship, 4 had completed 12 months, and 6 were in the final month of their internship. After analyzing the data from 15 interviews, 120 initial codes were extracted, which reached 95 main codes after removing duplicate codes, re-reviewing, and reducing codes, and merging similar codes. Finally, the data analysis led to the extraction of three sub-categories: 'The impact of medical role model professors', 'Characteristics of Learners', and 'Web-Based Education'. The subcategories led to the development of the main category 'Self-Cultivation'.</p><p><strong>Conclusion: </strong>Medical internship students experience a wide variety of encounters with the curriculum. Therefore, more attention should be paid to all dimensions of individual factors, curriculum, the role of clinical teachers, and modern technologies to be integrated and considered holistically.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2656829"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13224689/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148057673","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":"Impact of faculty and resident gender on milestone evaluations in anesthesiology residency: a retrospective analysis.","authors":"Yvette Martin McGrew, Darrell R Schroeder, Steven H Rose, Bhargavi Gali","doi":"10.1080/10872981.2026.2688660","DOIUrl":"10.1080/10872981.2026.2688660","url":null,"abstract":"<p><strong>Background: </strong>Anesthesia-specific milestone evaluations are intended to objectively assess performance in ACGME core competencies for anesthesiology residents. Recent reports in several medical specialties have documented differences in resident evaluations based on gender.</p><p><strong>Objective: </strong>We studied the impact of faculty and resident gender on milestone evaluations during Anesthesiology residency.</p><p><strong>Design: </strong>This was a retrospective analysis of 20,570 anesthesiology resident milestone evaluations from a single institution over a 7-year period during the ACGME milestones 1.0 time frame. Standardized scores were analyzed using a linear mixed model.</p><p><strong>Results: </strong>170 anesthesiology residents were evaluated by 194 faculty. For CA1 evaluations, mean standardized milestone scores for the core competencies of professionalism (<i>p</i> = 0.002) and interpersonal/communication (<i>p</i> < 0.001) and for overall assessment (<i>p</i> = 0.009) were dependent on faculty gender. For CA2 evaluations, regardless of the evaluator gender, the mean standardized milestone scores for many individual core competencies were significantly higher for female residents compared to male residents. For CA3 evaluations, mean standardized milestone scores did not differ significantly between male residents and female residents for any core competency, however overall assessment scores were dependent on faculty gender with male faculty scoring male residents more highly and female faculty scoring female residents more highly (<i>p</i> < 0.001).</p><p><strong>Conclusions: </strong>We observed an association between faculty gender and milestone evaluation scores of residents that was most evident for CA1 residents. We also observed the overall assessment scores for male and female residents were significantly influenced by the gender of the faculty evaluator. Further work is required to better understand and mitigate gender bias to promote equity in resident assessment.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2688660"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13360505/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148424696","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":"Agreement, calibration, and failure of three large language models as high-stakes multimodal ospe graders: a comparative psychometric analysis.","authors":"Shahid Akhtar Akhund, Sadia Qazi, Muhammad Atif Mazhar, Aftab Ahmed Shaikh, Eshal Atif, Adeen Shaikh, Hassan Shaibah, Mohammed Alged Elsheikh Musa, Sabiya N Qazi, Mateen A Khan, Akef Obeidat","doi":"10.1080/10872981.2026.2684837","DOIUrl":"10.1080/10872981.2026.2684837","url":null,"abstract":"<p><strong>Background: </strong>Medical education faces increasing demand for scalable grading solutions. Large language models have been proposed as automated graders for high-stakes assessments, but evidence for their reliability in multimodal practical examinations remains limited.</p><p><strong>Methods: </strong>This retrospective inter-rater reliability study compared three LLMs: ChatGPT-4o, Gemini 2.5 Flash, and Claude 3.5 Haiku with original human reference scores on 19 integrated anatomy, histology, and physiology objective structured practical examination items completed by 309 pre-medical students. Human reference scores were assigned during live summative grading by two content experts who divided items, with each item marked by one expert across all students; no human inter-rater reliability estimate was available. Items required simultaneous image interpretation and short-answer responses. Models were evaluated using zero-shot prompting reflecting deployment-realistic conditions. Agreement was assessed using Spearman's <i>ρ</i>, Cohen's <i>κ</i>, intraclass correlation coefficients, and Bland-Altman analysis. Item-level gap analysis compared student success rates with LLM performance across items.</p><p><strong>Results: </strong>Rank-order correlations were strong across all models (<i>ρ</i> = 0.784-0.921), but categorical agreement diverged substantially. Pass/fail agreement ranged from 52.1% (ChatGPT; <i>κ</i> = 0.067, slight) to 84.1% (Claude; <i>κ</i> = 0.680, substantial). Bland-Altman analysis showed inconsistent systematic bias: Claude over-scored by +2.5 points, Gemini under-scored by -5.0 points, and ChatGPT by -10.0 points. Item-level gap analysis highlighted three recurring divergence patterns: non-standard histological staining, three-dimensional spatial reasoning from two-dimensional images, and semantic inflexibility in short-answer evaluation. The most extreme case was a pelvic three-dimensional model item on which 93.3% of students succeeded by human grading but all three LLMs assigned a mean score of zero.</p><p><strong>Conclusions: </strong>Strong rank-order correlation alone does not support LLM grading for categorical decisions in high-stakes assessment contexts. LLMs may serve as assessment assistants for first-pass ranking and discrepancy flagging, but item-level human review of flagged discordances, error-profile monitoring, and preserved human authority over pass/fail decisions are required before high-stakes deployment.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2684837"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13353441/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148413262","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":"Does increased awareness necessarily translate into investigator identity?","authors":"Oliver Maynard","doi":"10.1080/10872981.2026.2706973","DOIUrl":"10.1080/10872981.2026.2706973","url":null,"abstract":"","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2706973"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13390160/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148551008","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":"Active learning in diabetes education for health professions students: a narrative synthesis of effectiveness and implementation considerations.","authors":"Hui Zhou, Nie Tang, Limei Liu, Ying Zhu","doi":"10.1080/10872981.2026.2656830","DOIUrl":"10.1080/10872981.2026.2656830","url":null,"abstract":"<p><strong>Background: </strong>Diabetes is a growing global health burden, requiring future health professionals to develop strong knowledge, clinical reasoning, and patient education skills. Active learning approaches, such as simulation, flipped classrooms, and gamification, are increasingly used to strengthen diabetes education, yet evidence remains fragmented.</p><p><strong>Objective: </strong>To synthesize recent evidence on the effectiveness and implementation of active learning strategies in diabetes education for pre-licensure health professions students.</p><p><strong>Methods: </strong>We conducted a structured narrative review of peer-reviewed studies published between 2010 and 2025. Eligible studies included randomized controlled trials, quasi-experimental, and pre-post designs evaluating active learning interventions in pre-licensure medical, nursing, or pharmacy programs. Outcomes included knowledge, skills, confidence, engagement, and satisfaction. Study quality was appraised using MERSQI.</p><p><strong>Results: </strong>Twenty studies met inclusion criteria (10 RCTs, 3 quasi-experimental, 7 pre-post). Simulation and gamification demonstrated the most consistent improvements in knowledge, skills, and learner engagement. Flipped classroom results were mixed, with effectiveness dependent on learner preparation and integration with experiential components. Technology-enhanced experiential approaches showed promise but faced scalability and resource challenges. Implementation factors including faculty time, infrastructure, and equity considerations substantially influenced outcomes.</p><p><strong>Conclusions: </strong>Active learning strategies enhance diabetes education for health professions students, with simulation and gamification showing the strongest evidence of effectiveness. However, sustainability and scalability remain limited by resource intensity and variable learner preparation. Future research should address long-term knowledge retention, equity across contexts, and cost-effectiveness to guide broader adoption.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2656830"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13103985/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785812","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":"Virtual or in-person? a census of residency interview formats for match 2025.","authors":"Katherine Velicki, Zoe VanderHoek, Ryan Christ, Brian Prigmore, Molly Joyce, Haley D Smith, Ruth Carver Bondurant, Sydney Laxson, Elise Brannen, Fiona Stefanik, Jenny Rose Park, Lori Sun, Eden VanderHoek, Alexandra Hoffman, Derek Wong, Zachary Yellowman, Patrick Quinn, Kenneth Gundle","doi":"10.1080/10872981.2026.2662719","DOIUrl":"10.1080/10872981.2026.2662719","url":null,"abstract":"<p><strong>Introduction: </strong>Since the Match was established in 1952, residency interviews in the United States were conducted in person. This abruptly changed in May 2020, when the Coalition for Physician Accountability mandated that programs conduct interviews virtually for the 2020-2021 application season. While the Association of American Medical Colleges (AAMC) recommended virtual interviews in 2024, it is not known whether residency programs conducted virtual, hybrid, or in-person interviews in the application cycle that followed.</p><p><strong>Methods: </strong>A list of United States (US) residency programs from 23 specialties was compiled using the AAMC Electronic Residency Application Service (ERAS) Directory website. Interview format (virtual, hybrid, or in-person) for each program in the 2024-2025 application cycle was determined from correspondence with program coordinators, program websites, and specialty-specific databases. Pearson's Chi-squared test was performed to determine whether there was a statistically significant difference in interview formats across specialties.</p><p><strong>Results: </strong>A total of 4863 residency programs across 23 specialties were found on the ERAS Directory. Researchers successfully determined interview formats for 4014 (82.5%) of these programs. The majority (2989, 74.5%) conducted virtual interviews, while others opted for in-person (700, 17.4%) and hybrid (325, 8.1%) interviews. In-person interviews were most favored by otolaryngology (86.3%), plastic surgery (85.2%), neurosurgery (84.5%), orthopaedic surgery (70.3%), and thoracic surgery (56.0%). Most programs from other specialties held virtual interviews. These inter-specialty differences were statistically significant (<i>p </i>< 2.2 x 10^-16).</p><p><strong>Discussion: </strong>While most US residency programs conducted virtual interviews for Match 2025, many surgical subspecialties returned to in-person interviews. This census may inform stakeholders as they consider the future of residency interviews in years to come.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2662719"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13103978/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785822","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":"Peer interaction and social responsibility among medical students: extracurricular activities as a mediator and achievement motivation as a moderator.","authors":"Jing Tian, Zhidan Hui, Hongde Lei","doi":"10.1080/10872981.2025.2585635","DOIUrl":"10.1080/10872981.2025.2585635","url":null,"abstract":"<p><p>Global healthcare challenges highlight the need to cultivate social responsibility in medical education. However, traditional teaching methods inadequately develop this competency, overlooking peer-driven mechanisms. This study proposes a moderated mediation model to explore how peer interaction impacts medical students' social responsibility, examining extracurricular activities as a mediator and achievement motivation as a moderator. Using cluster sampling, data from five waves (2014-2023) of the Student Survey of Learning and Development (SSLD) at a Chinese research university were analyzed, involving 6,546 medical students. Validated scales measured peer interaction, extracurricular activities, achievement motivation, and social responsibility. SPSS PROCESS with 5,000 bootstrap samples tested mediation and moderation effects. Peer interaction significantly and positively predicted medical students' social responsibility (<i>β</i> = 0.187, <i>p</i> < 0.001), with extracurricular activities serving as a partial mediator (indirect effect proportion: 66.51%). Crucially, achievement motivation moderated both the direct and the first half of the mediation path: Under low achievement motivation (<i>M-1SD</i>), the direct (<i>simple slope</i> = 0. 078, <i>t</i> = 3.723, <i>p</i> < 0. 001) and indirect (<i>simple slope</i> = 0. 387, <i>t</i> = 20.635, <i>p</i> < 0. 001) effects of peer interaction on social responsibility were statistically significant. Conversely, under high achievement motivation (<i>M + 1SD</i>), the direct effect became insignificant (<i>simple slope</i> = 0. 009, <i>t</i> = 0.546, <i>p</i> > 0. 05), and the indirect effect weakened (<i>simple slope</i> = 0. 295, <i>t</i> = 20.077, <i>p</i> < 0. 001). Peer interaction promotes social responsibility through extracurricular engagement, but high achievement motivation diminishes this effect. Students with strong extrinsic goals may misuse peer interaction and activities, undermining social responsibility. Structured peer support programs with reflective components are needed, especially for achievement-oriented students, to foster genuine social responsibility in medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2585635"},"PeriodicalIF":3.8,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12636541/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145558061","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}