Perspectives on Medical Education最新文献

{"title":"Elevating the University Teaching Qualification: From Ticking the Box to Actual Impact on Teaching.","authors":"Felicitas Biwer, Lianne M Loosveld, Boukje Compen","doi":"10.5334/pme.2359","DOIUrl":"10.5334/pme.2359","url":null,"abstract":"<p><strong>Background & need for innovation: </strong>At the medical faculty of a Dutch university, about 85 teachers annually participate in the University Teaching Qualification (UTQ) trajectory. Although the trajectory had long remained unchanged, evaluations showed that many joined primarily to obtain certification, with limited intrinsic motivation. The assessment portfolio was experienced as burdensome and insufficiently reflective.</p><p><strong>Goal of innovation: </strong>We aimed to redesign the UTQ trajectory to foster not only qualification but also sustainable professional growth, better aligned with teachers' daily educational practice.</p><p><strong>Steps taken for development and implementation of innovation: </strong>The trajectory was revised iteratively. The portfolio gained a more integrated role as participants were encouraged to develop it continuously during and between sessions, supported by formative feedback. This differed from the previous approach, where participants often did not engage in reflection on their teaching until after the final session. Furthermore, coherence across sessions was strengthened, and links to participants' own practices were enhanced through competency-based assignments and a personal project involving the (re)design of their own educational activity.</p><p><strong>Outcomes of innovation: </strong>Through questionnaires and interviews, participants (N = 83) reported gained knowledge and confidence and felt the trajectory was practically relevant. The integrated portfolio enhanced reflection and growth, while peer learning, microteaching, and frequent feedback supported continuous learning and innovation.</p><p><strong>Critical reflection on process: </strong>The iterative redesign illustrated that innovation in faculty development can emerge through incremental, feedback-driven change. Evaluations from participants and facilitators guided adjustments to sequence, assignments, and support. Close collaboration between program designers and facilitators enabled rapid improvements.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"475-481"},"PeriodicalIF":3.5,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13239334/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200703","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 Personalized Doctor-Patient Communication with AI: PerTRAIN - a Prototype for Interpersonally Responsive Virtual Patients in Medical Education.","authors":"Anna Junga, Ole Hätscher, Jennifer Dabel, Gabriyel Mado, Alberta Ajani, Leon Pielage, Pascal Kockwelp, Simon M Breil, Helena Baur, Jan Siebenbrock, Benjamin Risse, Tanja Grammer, Bernhard Marschall, Mitja D Back","doi":"10.5334/pme.2379","DOIUrl":"10.5334/pme.2379","url":null,"abstract":"<p><p>Personalized medicine requires physicians to adapt clinical communication and decision-making to patients' individual motives, emotions, and interpersonal behaviors. However, training these skills remains challenging, as established simulation-based formats-particularly actor-based simulations-are resource-intensive and difficult to scale. Consequently, there is a need for scalable and flexible training approaches that allow repeated practice across diverse patient personalities and clinical contexts. The PerTRAIN (Personalization Training in Medicine) project addresses this need by leveraging large language models (LLMs) to simulate virtual patients with dynamically adapting personality expression at scale. Grounded in Contemporary Integrative Interpersonal Theory (CIIT), patient behavior is modelled along the dimensions of agency and communion and updated in response to the medical trainee's behavior, enabling systematic variation and dynamic adaptation of interpersonal behavior within medical scenarios. This allows trainees to learn how a patients personality shapes communication, and to practice adaptive, patient-centered communication strategies and appropriate clinical decision-making. For the personalization trainings we developed clinical cases in which personality expression substantially influences behavior in doctor-patient interactions, that represent common encounters in primary care, and that align with national guidelines for patient-centered care. An initial chat-based implementation enables structured interactions, dynamic personality adaptation, and iterative refinement. The system is designed as a complementary tool to existing simulation formats, offering a scalable, low-threshold environment for repeated practice and reflection. A first application in curricular teaching is scheduled for 2026. Future extensions of the framework are discussed, such as large-scale empirical validation, modelling long-term interpersonal trajectories, and the extension of interactions to multimodal formats.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"465-474"},"PeriodicalIF":3.5,"publicationDate":"2026-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13220740/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139408","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":"How Did You Get There? The Value of Segues for Illustrating Your Logic.","authors":"Kevin W Eva","doi":"10.5334/pme.2647","DOIUrl":"10.5334/pme.2647","url":null,"abstract":"<p><p>In the writer's craft section we offer simple tips to improve your writing in one of three areas: Energy, Clarity and Persuasiveness. Each entry focuses on a key writing feature or strategy, illustrates how it commonly goes wrong, teaches the grammatical underpinnings necessary to understand it and offers suggestions to wield it effectively.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"460-464"},"PeriodicalIF":3.5,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13220727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139451","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":"Making Change in a Clinical Training Environment: A Checklist to Discuss the Process.","authors":"Fedde Scheele, Corry den Rooyen","doi":"10.5334/pme.2410","DOIUrl":"10.5334/pme.2410","url":null,"abstract":"<p><strong>Background & need for innovation: </strong>Effective change management is critical to the success of organizational change initiatives. Failure rates are estimated at approximately 70%. Change projects in clinical education are embedded in complex environments, where patient care has priority, professionals traditionally enjoy a high degree of autonomy, and multiple stakeholders are involved. Achieving successful change in such settings requires careful preparation by leaders. External consultancy support is costly, while gaining a comprehensive overview of the change management literature is time-consuming.</p><p><strong>Goal of innovation: </strong>A practical tool that prompts relevant questions tailored to clinical training settings.</p><p><strong>Steps taken for development and implementation of innovation: </strong>The checklist was developed using a developmental evaluation approach. Over several years, we applied a question-based tool grounded in key concepts from the change management literature. Initially consisting of twelve questions, the tool was iteratively expanded based on user experiences, identifying themes most relevant to clinical training contexts. Multiple-choice response options were developed to prevent unproductive discussions.</p><p><strong>Outcomes of innovation: </strong>The final product is a twenty-item checklist designed for discussion in small groups. Ideally, different stakeholder groups complete the checklist separately and subsequently compare perspectives on the change process. This approach facilitates a shared understanding of the risks of the change initiative and highlights unaddressed tasks. A game board, cards, and instructions are available for download and printing.</p><p><strong>Critical reflection on our process: </strong>This change management tool offers a structured journey through selected change management concepts, supporting leaders in clinical training environments and stimulating dialogue about change processes in clinical contexts.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"449-459"},"PeriodicalIF":3.5,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13196687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148018298","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":"Time to Refresh: Design and Evaluation of Refresher Training to Sustain Procedural Teaching Skills.","authors":"Robert A Mousset, Wouter H de Vos Tot Nederveen Cappel, Jurjen J Boonstra, Alexandra M J Langers, Paul L P Brand","doi":"10.5334/pme.2443","DOIUrl":"10.5334/pme.2443","url":null,"abstract":"<p><strong>Background and need for innovation: </strong>Train-the-trainer courses for procedural teaching, including gastrointestinal endoscopy, have been shown to improve trainer performance and learner outcomes. However, maintaining these gains over time is challenging. Refresher training has been proposed as a strategy to support long-term retention of procedural teaching skills; however, such training is currently lacking and its impact remains unclear.</p><p><strong>Goal of innovation: </strong>We developed, implemented and evaluated a bespoke Training the Colonoscopy Trainers (TCT) refresher training to support sustained endoscopy teaching skills. In addition, facilitators and barriers influencing long-term retention and transfer of teaching skills were identified.</p><p><strong>Steps taken for development and implementation of innovation: </strong>Sixteen endoscopy trainers who had previously completed the original TCT course participated in a one-on-one refresher training delivered 6-9 months after the initial training. Effectiveness was evaluated using Kirkpatrick levels 1 (reaction), 3 (behaviour) and 4 (results). Course participant interviews were thematically analysed to identify factors influencing sustained skill retention and transfer to practice.</p><p><strong>Outcomes of innovation: </strong>Participants highly valued the refresher training. Although improvements in trainer performance were not statistically significant, post-refresher training video-analysis scores exceeded all previous measurements. Residents reported high satisfaction with supervision and perceived improvements in feedback quality and procedural guidance. Institutional support and opportunities to teach were identified as key facilitators, while time constraints were the primary barrier to sustained skill application.</p><p><strong>Critical reflection: </strong>This study demonstrates the feasibility and added value of refresher training as part of faculty development for procedural teaching. While challenges remain regarding optimal timing and institutional support, this proof of principle highlights the potential of longitudinally embedded refresher training to advance teaching quality across medical education contexts.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"442-448"},"PeriodicalIF":3.5,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13178612/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147965010","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 Chameleon and a Sponge: A Qualitative Study on Adaptability in Undergraduate Clinical Medical Students.","authors":"Mattias Theys, Daniëlle M L Verstegen, Pim W Teunissen, Emmaline E Brouwer","doi":"10.5334/pme.2209","DOIUrl":"10.5334/pme.2209","url":null,"abstract":"<p><strong>Introduction: </strong>Adaptability is the capacity to make appropriate responses to changed or changing situations. Whereas clinicians' adaptability is framed as a vital part of adaptive expertise, clinical medical students may be adaptable even when they are not yet experts. Investigating this early-stage adaptability can reveal how adaptive expertise first begins to take shape. This study examines how undergraduate medical students experience and enact adaptability during their clerkship rotations.</p><p><strong>Methods: </strong>Through 20 semi-structured interviews with clinical medical students from two universities, in Belgium and The Netherlands, this qualitative study explores how students perceive and demonstrate adaptability.</p><p><strong>Results: </strong>The study identifies two domains in which students' adaptability takes shape: their role as future doctors and their role as learners. In these two domains adaptability functions as both a means to navigate clinical complexity and as a process of professional growth. Results highlight a duality: students need adaptability to thrive during rotations while simultaneously engaging in a process of further developing their adaptability.</p><p><strong>Discussion: </strong>The ongoing interaction between being adaptable and developing adaptability plays a crucial role in clinical education. Previous research shows that adaptive expertise helps explain how learners turn their experiences of adaptability, central to this study, into skills that support their ongoing professional growth. By making visible how students act and develop adaptability in everyday practice, our findings guide reflection on the implications for clinical education and the build of the foundation of later adaptive expertise.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"432-441"},"PeriodicalIF":3.5,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13178604/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147964989","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":"Self-Monitoring Accuracy over Time for a Complex Diagnostic Skill.","authors":"Wolf E Hautz, Thimo Marcin, Stefan K Schauber, Robin Walter, Stefanie C Hautz, Tanja Birrenbach, Beat Lehmann, Thomas C Sauter, Roman Hari, Juliane E Kämmer","doi":"10.5334/pme.1767","DOIUrl":"10.5334/pme.1767","url":null,"abstract":"<p><strong>Background: </strong>Moment-to-moment self-monitoring correlates well with task performance. However, little is known about the development of self-monitoring accuracy over time. This retention study explores the long-term development of self-monitoring in the performance of a complex clinical task.</p><p><strong>Methods: </strong>Advanced medical students, without prior ultrasound skills, participated in an ultrasound course and were evaluated using OSCEs immediately after the course (T1) and after a six-month follow-up (T2). Assessment included expert evaluation of skills and self-reported confidence levels at each station. Two linear mixed models were used to track changes of performance and confidence over time, and assess the effect of additional training, demographics, and performance on confidence levels.</p><p><strong>Results: </strong>The study included 141 medical students (65% female, median age 22 years). Performance scores across six OSCE stations were significantly higher at T1 compared to T2, with median scores of 36.0 and 34.3 points (on a scale of 0-50), while confidence levels decreased from a median of 3 to 2.8 (on a scale of 1-5). On average, self-reported confidence decreased in some proportion to the skill decline over the follow-up period of six months, although individual students displayed various patterns of performance and confidence changes between T1 and T2. Male students tended to report higher confidence levels, while training-related factors positively influenced confidence and performance.</p><p><strong>Conclusion: </strong>A small but growing body of research suggests that self-monitoring accuracy is not a stable trait but changes over time. Our results suggest an improved self-monitoring accuracy at the delayed retest. Future studies should assess self-monitoring in a more fine-grained way and over a longer period of time, and systematically assess inter-individual differences.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"420-431"},"PeriodicalIF":3.5,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13178613/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147964997","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 Behaviourally Anchored Checklist for Mental Health Occupational Therapy Intake Interviews: Development and Reliability in a Single-Station Standardised Patient Encounter.","authors":"Yasuhisa Nakamura, Shohei Mori, Shuji Kijima, Masahiro Tanaka, Osamu Taguchi","doi":"10.5334/pme.2026","DOIUrl":"10.5334/pme.2026","url":null,"abstract":"<p><strong>Introduction: </strong>Intake interview performance is a core competency in mental health occupational therapy education, but structured and reliable assessment tools for brief observed encounters remain limited. This cross-sectional study therefore developed a 16-item behaviourally anchored checklist/rubric for intake interviews and examined scoring reliability in a single OSCE-format standardised-patient station.</p><p><strong>Methods: </strong>Sixty third-year occupational therapy students from two Japanese universities completed one station using one of three standardised-patient scenarios. Two licensed occupational therapists independently rated performance across three domains (attitude, interview skills, evaluation). Internal consistency was assessed using Cronbach's alpha, inter-rater agreement using intraclass correlation coefficients (ICCs; absolute-agreement definition), and Bland-Altman analysis was used to quantify rater agreement and assess fixed or proportional bias in total scores.</p><p><strong>Results: </strong>Scenario-specific inter-rater agreement for the total score ranged from 0.761 to 0.929 across the three scenarios. Domain-level ICCs ranged from 0.584 to 0.892 for attitude, 0.510 to 0.825 for interview skills, and 0.794 to 0.979 for evaluation. Pooled descriptive summaries showed high internal consistency for all domains (Cronbach's α = 0.850-0.887) and for total scores (α = 0.816-0.817). Bland-Altman analysis showed a small mean difference between raters (0.18) and 95% limits of agreement from -2.35 to 2.71.</p><p><strong>Discussion: </strong>This behaviourally anchored checklist/rubric showed high internal consistency and acceptable inter-rater agreement for scoring intake interview performance in a single-station context. By operationalising interpersonal competencies as observable behaviours, the instrument may support rater calibration and structured formative feedback, including in settings where multi-station OSCE examinations are not feasible.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"410-419"},"PeriodicalIF":3.5,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13155089/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147870044","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":"How Time, Narrative, and Discomfort Shape Learning: A Realist Evaluation of Behavioral Science Education for Medical Students.","authors":"Junji Haruta, Toshiaki Kikuchi, Junko Kitanaka, Makoto Kurata","doi":"10.5334/pme.2332","DOIUrl":"10.5334/pme.2332","url":null,"abstract":"<p><strong>Introduction: </strong>Medical students are increasingly expected to navigate uncertainty, emotional complexity, and value conflicts, yet little is known about how behavioral science education fostered these capacities. This study aimed to identify the mechanisms through which a third-year behavioral science course influenced students' cognitive, emotional, and relational development.</p><p><strong>Methods: </strong>We conducted a realist evaluation of a course that integrated structured (Cognitive Behavioral Therapy; CBT)-based reflection, narrative immersion using complex clinical cases, and conceptual framing from the humanities and social sciences. Slow Education served as a sensitizing concept in developing initial program theories. Data were drawn from written reflections, group discussions, classroom observations, and field notes from two cohorts of students (N = 210). Abductive and retroductive coding strategies were used to refine context-mechanism-outcome (CMO) configurations.</p><p><strong>Results: </strong>We identified five learning mechanisms: (1) emotional articulation that enabled readiness for deeper engagement; (2) narrative destabilization of biomedical certainty; (3) positional reframing supported by structured questioning; (4) epistemic disruption that fostered tolerance for ambiguity; and (5) conceptual reframing that legitimized discomfort and supported meaning-making. These mechanisms operated sequentially, forming a cumulative learning pathway. A certainty-seeking response functioned as a competing mechanism for some students, leaving intended mechanisms unactivated under particular contextual conditions.</p><p><strong>Discussion: </strong>The findings demonstrated how behavioral science education activated interconnected mechanisms that supported students' development of reflective capacity, perspective-taking, and tolerance for ambiguity. The resulting middle-range explanation clarifies why structured emotional work, narrative complexity, guided questioning, and conceptual scaffolding enabled deeper engagement with the psychosocial dimensions of clinical practice.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"397-409"},"PeriodicalIF":3.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13155095/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147870040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of the BL-BOPPPS Model in Electric Operating Bed Training for Operating Room Nurses.","authors":"Ji-Ping Yang, Hua Xie, Yifeng Zhou, Hao Yuan","doi":"10.5334/pme.1895","DOIUrl":"10.5334/pme.1895","url":null,"abstract":"<p><strong>Background: </strong>Operating room nurses (ORNs) require proficient electric operating bed (EOB) skills to ensure patient safety and surgical efficiency. The Bridge-in, Learning Outcomes, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS) model integrated with blended learning (BL) represents an innovative educational approach, but its effectiveness in EOB training remains unexplored.</p><p><strong>Methods: </strong>A randomized controlled trial was conducted with 400 ORNs randomly assigned to either an experimental group receiving BL-BOPPPS-based EOB training (n = 200) or a control group receiving traditional training (n = 200). Both groups participated in two 90-minute sessions. Outcome measures included EOB operation skills (primary outcome), self-efficacy, and satisfaction (secondary outcomes). Assessments were conducted at pre-intervention, immediately post-intervention, and at 3-month follow-up.</p><p><strong>Results: </strong>The experimental group demonstrated significantly higher improvements in EOB operation skills (mean difference: 18.74 points, 95% CI: 15.92-21.56, p < 0.001) and self-efficacy (mean difference: 9.63 points, 95% CI: 8.21-11.05, p < 0.001) compared to the control group. The experimental group also reported significantly higher satisfaction scores (mean difference: 5.87 points, 95% CI: 5.12-6.62, p < 0.001). Multiple regression analysis identified participation in the BL-BOPPPS model, years of OR experience, and baseline self-efficacy as significant predictors of EOB operation skills improvement. These improvements were maintained at the 3-month follow-up in the experimental group.</p><p><strong>Conclusion: </strong>The BL-BOPPPS model represents an effective approach for EOB training among ORNs, producing superior improvements in operation skills, self-efficacy, and satisfaction compared to traditional training methods. These findings suggest that integrating this pedagogical model into clinical nursing education could enhance the effectiveness of technical skills training.Clinical Trial RegistrationID: ISRCTN34671997 https://www.isrctn.com/ISRCTN34671997.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"381-396"},"PeriodicalIF":3.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13155091/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147870120","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}