BMC Medical Education最新文献

{"title":"Integrating virtual patient-based learning into temporomandibular disorder education improves educational and behavioral outcomes.","authors":"Linda Sangalli, Elizabeth Manning, Aidai Abdykarimova, Olivia Gao, Benjamin Lok, James Hawkins, Craig S Miller","doi":"10.1186/s12909-026-09388-0","DOIUrl":"https://doi.org/10.1186/s12909-026-09388-0","url":null,"abstract":"<p><strong>Background: </strong>Predoctoral education in temporomandibular disorders (TMD) often provides limited opportunities for clinical exposure, which may hinder students' competence and confidence. This study aimed to assess the educational and behavioral impact of a TMD-specific virtual patient-based learning (VPBL) intervention on dental students' knowledge, behavioral intention for future practice, and confidence levels when integrated into a predoctoral TMD curriculum.</p><p><strong>Methods: </strong>Seventy-seven third-year dental students at a large US predoctoral program participated in this prospective pre-post study. Initially, students received a 3-hour didactic TMD lecture by an orofacial pain specialist. One week later, they engaged in a 2-h faculty-moderated VPBL session incorporating educational videos and virtual patient cases based on Diagnostic Criteria for TMD. Participants completed assessments before and after the VPBL session, measuring TMD-related knowledge (10-item clinical-based questions), behavioral intention to incorporate TMD screening and management into practice (2 items), and confidence (validated 11-item questionnaire). Pre/post changes were analyzed using paired t-tests, Wilcoxon signed-rank, and McNemar tests.</p><p><strong>Results: </strong>Mean knowledge scores improved from 4.1 ± 1.9 to 5.9 ± 1.9 (p<0.001), with 41.6% increasing to 75.3% of participants achieving a 50% knowledge threshold (p<0.001). Confidence increased from 3.6 ± 1.9 to 6.2 ± 1.6 (p<0.001), with the proportion of participants reaching 50% sufficient confidence growing from 20.8% to 72.7% (p<0.001). Improvements were also observed in behavioral intention to integrate TMD screening and management into future practice (p<0.001).</p><p><strong>Conclusions: </strong>Integrating a TMD-specific VPBL intervention with didactic teaching was associated with short-term improvements in students' knowledge, confidence, and positive shifts in behavioral intention, supporting VPBL plausibility as an adjunct to predoctoral TMD education.</p><p><strong>Trial registration: </strong>NCT07203456 (registration date: 09/24/2025).</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The expert learner: using the learning and study strategies inventory (LASSI) to investigate the characteristics of high-performing medical students.","authors":"Killian J Bucci, Philip C Brewer, William S Wright, Mohammed K Khalil","doi":"10.1186/s12909-026-09394-2","DOIUrl":"https://doi.org/10.1186/s12909-026-09394-2","url":null,"abstract":"<p><strong>Background: </strong>Identifying the characteristics of high-performing medical students is essential for developing targeted interventions to support underperforming learners. This study examined the relationship between learning and study strategies, as measured by the Learning and Study Strategies Inventory (LASSI), and academic performance in medical school.</p><p><strong>Methods: </strong>The LASSI was administered to 514 medical students (classes of 2019-2023) during the middle of the first year. Pearson product-moment correlation analyses assessed associations between LASSI scale scores and performance in biomedical sciences coursework, the United States Medical Licensing Examination (USMLE) Step 1, and Step 2 Clinical Knowledge (CK). One-way analysis of variance (ANOVA) and post hoc comparisons were used to evaluate differences in LASSI scores across student performance quartiles.</p><p><strong>Results: </strong>Significant differences were observed in Motivation, Self-Testing, Test Strategies, and Time Management scores between the 4th quartile (top) and the 1st quartile (bottom) across all performance measures. High performers demonstrated greater strategic ability, motivation, and proficiency in self-testing, test-taking, and time management. Motivation, Self-Testing, and Test Strategies were the most consistent predictors of academic success.</p><p><strong>Conclusions: </strong>Motivation, Self-Testing, and Test Strategies were the LASSI scales most strongly linked to academic success. These areas represent critical targets for instructional support and can inform the design of targeted interventions to enhance medical student learning and performance.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the clinical learning environment among respiratory therapy students in Saudi Arabia: a cross-sectional study.","authors":"Abdulelah M Aldhahir","doi":"10.1186/s12909-026-09382-6","DOIUrl":"https://doi.org/10.1186/s12909-026-09382-6","url":null,"abstract":"<p><strong>Background: </strong>The clinical learning environment plays a critical role in shaping healthcare students' professional competence, confidence, and readiness for clinical practice. Evaluating students' perceptions of their clinical training environment can provide valuable insights for improving educational quality and clinical supervision. This study aimed to evaluate the clinical learning environment from the perspective of respiratory therapy (RT) students in Saudi Arabia.</p><p><strong>Methods: </strong>A nationwide cross-sectional study was conducted between August 4 and December 22, 2025. Data were collected using an online survey based on the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) instrument. One-way ANOVA and independent-sample t-tests were used to examine differences in perceptions across demographic and academic characteristics. Multiple linear regression analysis was performed to identify significant predictors of students' perceptions of the CLE.</p><p><strong>Results: </strong>A total of 1,000 RT students participated in the study (60.4% male; mean age 24 ± 2 years). Overall, students reported moderate perceptions of the CLE, with an overall mean score of 3.44 ± 0.98. Across domains, the highest agreement observed in leadership style and supervision items, while the lowest was observed in pedagogical atmosphere items. Age was negatively associated with CLE scores (β = -0.050, 95% CI: -0.075 to - 0.025, p < 0.001). Married students reported higher CLE scores compared with single students (β = 0.213, 95% CI: 0.067 to 0.359, p = 0.004). Regarding academic level, second-year students showed lower CLE scores compared with internship students, with the strongest effect observed in second-year students (β = -0.900, 95% CI: -1.152 to - 0.649, p < 0.001).</p><p><strong>Conclusion: </strong>RT students in Saudi Arabia report moderate CLE perceptions. Academic level, university sector, and clinical training site are significant factors associated with CLE scores, indicating variation in CLE experiences across educational and clinical contexts.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design and practice of the \"BOPPPS + PAD\" blended learning model in teaching of surgical nursing.","authors":"Meichun Tan, Huyan Zhou, Xiumei Wei, Yunxia Ding, Caiyu Shen","doi":"10.1186/s12909-026-08985-3","DOIUrl":"https://doi.org/10.1186/s12909-026-08985-3","url":null,"abstract":"<p><strong>Background: </strong>Surgical Nursing is a compulsory course for nursing major and plays a crucial role in cultivating nursing professionals. Currently, with the rapid development of educational technology, blended learning that deeply integrates information technology in surgical nursing teaching has become the normality.The study aimed to design and implementation of \"Bridge-in、0bjective、Pre-assessment、Participatory Learning、Post-assessment、Summary (BOPPPS) + Presentation-Assimilation-Discussion(PAD)\" blended Learning model in Surgical Nursing teaching, and evaluate Its effectiveness.</p><p><strong>Methods: </strong>A total of 363 undergraduate nursing students enrolled in 2021 and 2022 were selected as research subjects by using convenience sampling. The 188 students enrolled in 2021 formed the control group, while the 175 students enrolled in 2022 constituted the experimental group.For the control group students, instructors delivered surgical nursing instruction using traditional blended learning model which centered on classroom instruction supplemented by online resources. For the experimental group students, instructors implemented surgical nursing instruction through the \"BOPPPS + PAD\" blended teaching model. After completing the course, learning outcomes and course satisfaction were compared between the two groups.</p><p><strong>Results: </strong>The course overal grades for students in the control group and experimental group were 78.00 ± 7.41 and 83.66 ± 9.42, respectively (t = -3.03, p < 0.01); The self-directed learning ability scores were 91.53 ± 16.08 and 103.81 ± 15.48, respectively (t = -4.97, p < 0.001); The critical thinking ability scores were 344.84 ± 43.78 and 376.84 ± 72.33, respectively (t = -3.35, p = 0.001); Active collaborative learning ability scores were 16.06 ± 4.57 and 18.56 ± 3.05, respectively (t = -3.67, P < 0.001). All results showed statistically significant differences. Course satisfaction among experimental group students was higher than that of the control group (P < 0.05), indicating a statistically significant difference.</p><p><strong>Conclusion: </strong>The implementation of the \"BOPPPS + PAD\" blended learning model in Surgical Nursing teaching enhances students' academic performance and course satisfaction, while fostering their self-directed learning abilities, critical thinking abilities, and active collaborative learning capabilities.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social network analysis as a technology-enhanced assessment tool for collaborative skills in medical PBL.","authors":"Ahmad Hathim Ahmad Azman, Nee Tiong, Mohammad Arif Kamarudin, Zamira Hasanah Zamzuri","doi":"10.1186/s12909-026-09397-z","DOIUrl":"https://doi.org/10.1186/s12909-026-09397-z","url":null,"abstract":"<p><strong>Purpose: </strong>Collaborative communication and teamwork are core competencies in medical education, yet they remain difficult to assess objectively during Problem-Based Learning (PBL). This study evaluates Social Network Analysis (SNA) as a technology-enhanced assessment tool to quantify peer collaboration patterns and identify learners' engagement profiles. We examined how PBL interaction networks differ across cohorts and whether SNA-derived indicators align with academic achievement.</p><p><strong>Methods: </strong>A comparative SNA was conducted across 17 PBL groups (N = 176; Year 1: 77, Year 2: 99). Directed, weighted ties were constructed by integrating ranked peer nominations with a validated five-item collaboration rubric to generate hybrid edge weights. Cohort-level network properties (density, path length, transitivity, reciprocity, modularity) and node-level centrality measures (in-degree, closeness, betweenness) were computed as indicators of collaborative competence. Between-cohort differences were analysed using non-parametric tests, and alignment between centrality and cumulative grade point average (CGPA) was examined to provide preliminary validity evidence.</p><p><strong>Results: </strong>Year 2 demonstrated a more cohesive and integrated collaboration structure, reflected by higher density (0.313 vs. 0.277), greater transitivity (0.532 vs. 0.443), and shorter average path lengths (1.72 vs. 2.06). At the individual level, Year 2 students showed significantly higher closeness ([Formula: see text]) and lower betweenness (p = .027), indicating more efficient communication pathways. Across both cohorts, higher in-degree (representing peer-recognized collaborative competence) showed the strongest alignment with CGPA, whereas other centrality measures demonstrated smaller, cohort-dependent effects.</p><p><strong>Conclusion: </strong>SNA provides quantifiable, competency-linked indicators of collaboration and communication in PBL, functioning as a novel technology-enhanced assessment tool. Patterns of social prominence and integration were meaningfully associated with academic achievement, suggesting that SNA may support early identification of highly engaged learners and those at risk of marginalization. These findings highlight the potential of SNA to complement existing assessment methods and enhance feedback within competency-based medical education. Further research using longitudinal and multilevel designs is warranted to strengthen the tool's validity and inform its integration into routine educational assessment.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integration of exercise and sports medicine curriculum in China: a structured pilot course evaluation conducted among medical students.","authors":"Liu Guochun, Qing Chang, Ding Fu, Huang Xiaoxiao, Yan Shenglan, Luo Mengting, Yan Pingping, Yu Gao, Zhang Yu, Zhang Lingyun, Li Jianyu, Guo Jia, Chen Xiaoke, Gao Fengwei, Ding Hao, Chen Peijie","doi":"10.1186/s12909-026-09013-0","DOIUrl":"https://doi.org/10.1186/s12909-026-09013-0","url":null,"abstract":"<p><strong>Background: </strong>The integration of sports and exercise medicine curriculum (SEMc) including physical activity promotion and exercise prescription competencies into medical curricula is increasingly recognised within health profession education (HPE), yet evidence of its educational impact remains limited. This study evaluated the effects of a structured SEMc on medical students' knowledge, skills, confidence, and attitudes in exercise prescription.</p><p><strong>Methods: </strong>Medical students (n = 10) completed a 4-week SEMc on the basis of international frameworks and China's national guidelines; controls (n = 14) received no training. All participants completed baseline and post-course knowledge tests and a course-developed questionnaire with high internal consistency.The outcomes were analysed via repeated-measures ANOVA and t tests.</p><p><strong>Results: </strong>Participation in the SEMc significantly enhanced medical students' competency in exercise prescription. Students who received training demonstrated substantial gains in knowledge, with scores improving from baseline and exceeding those of controls at post-assessment (95.2 ± 3.3 vs. 66.6 ± 17.1; p < 0.001). Improvements were sustained at the one-month follow-up, despite a slight decline from the immediate post-test (p = 0.041). The questionnaire data supported these findings, showing significant increases in skills (3.43 ± 0.67 to 4.18 ± 0.54; p = 0.030) and confidence (3.52 ± 0.55 to 4.07 ± 0.58; p = 0.046). Motivation remained consistently high (p = 0.290), and self-perceived knowledge did not change significantly (p = 0.170). Students not participating in the SEMc showed no notable changes (p > 0.10). At post-intervention, the SEMc group scored higher than controls in knowledge (p = 0.020), skills (p < 0.001), and confidence (p = 0.002).</p><p><strong>Conclusion: </strong>In this quasi-experimental pilot study, a brief, structured SEMc was associated with improvements in medical students' exercise prescription-related knowledge, skills, and confidence. Embedding SEMc into mainstream curricula may equip future physicians with essential capacities for chronic disease prevention, aligning with the WHO's Global Action Plan on Physical Activity.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147857630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring early community exposure among first-year medical students in a peripheral Indonesian medical school: a qualitative case study.","authors":"Ingolda Nadaa Nabiilah, Yoyo Suhoyo, Titi Savitri Prihatiningsih","doi":"10.1186/s12909-026-09402-5","DOIUrl":"https://doi.org/10.1186/s12909-026-09402-5","url":null,"abstract":"<p><strong>Background: </strong>Medical education has increasingly emphasized social accountability and community-oriented learning to prepare graduates for complex health system challenges. Early Community Exposure (ECE) introduces medical students to real-world community and primary care contexts early in training, with the potential to foster empathy, professionalism, and contextual understanding of health. While ECE has been widely implemented, evidence remains limited regarding its impact on first-year medical students in newly established medical schools located in peripheral regions of Indonesia. This study explored how novice medical students experienced and interpreted their first exposure to community-based learning.</p><p><strong>Methods: </strong>This study employed a qualitative exploratory case study design. Participants were first-year medical students who completed the inaugural ECE program at Universitas Borneo Tarakan, a newly established medical school in North Kalimantan, Indonesia. Using purposive and snowball sampling, 15 students participated in in-depth semi-structured interviews conducted between January and March 2025. Interviews were audio-recorded, transcribed verbatim, and analyzed thematically using a hybrid inductive-deductive approach informed by community-based education, experiential learning, and social cognitive theory. Strategies to enhance trustworthiness included member checking, reflexive journaling, and peer debriefing.</p><p><strong>Results: </strong>Seven interrelated themes were identified: (1) meaningful experiences, (2) early learning transformation, (3) bridging theory and practice, (4) professional identity formation, (5) internalization of professional values, (6) adaptation and motivation, and (7) program optimization. Students described ECE as a transformative and humanistic learning experience that enhanced empathy, responsibility, teamwork, and confidence. ECE enabled students to contextualize preclinical knowledge within real community settings while fostering early professional identity formation. Challenges included limited time allocation, scheduling constraints, and accessibility issues for some community participants.</p><p><strong>Conclusions: </strong>Early Community Exposure provided first-year medical students with a pivotal learning experience that integrated cognitive, affective, and professional development from the outset of training. Embedding structured reflection, mentorship, and institutional support may further strengthen the educational impact of ECE, particularly in peripheral and resource-limited settings. These findings highlight the value of early community-based learning in preparing socially accountable physicians.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational gaps, training challenges and learning needs among early-career rheumatology nurses in resource-limited county hospitals: a multicenter qualitative study.","authors":"Lijuan Xia, Sujuan Chen, Yuan Ma, Bin Yan, Zhifang Ma, Fang Feng, Jijuan Yang, Shuhong Chi, Naoko Hayashi","doi":"10.1186/s12909-026-09413-2","DOIUrl":"https://doi.org/10.1186/s12909-026-09413-2","url":null,"abstract":"<p><strong>Background: </strong>Rheumatology and immunology nursing involves complex, long-term patient care. However, the effectiveness of current training in supporting early-career nurses remains unclear. Therefore, this study aimed to explore stakeholders' perspectives on training experiences and perceived learning needs, and to identify key implications for competency-based continuing professional development, with a focus on enhancing sustained patient safety.</p><p><strong>Methods: </strong>This descriptive qualitative study employed semistructured interviews with 26 participants (15 trainees and 11 trainers) from six county-level hospitals in Ningxia, China. Data were analyzed using Braun and Clarke's reflexive thematic analysis, and reporting followed the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines.</p><p><strong>Results: </strong>Three main themes emerged: (1) Trainees reported misalignment between training content and daily clinical demands, insufficient support for safe routine practice, and limited opportunities for supervised skill development; (2) Trainers highlighted gaps in preparation and educational resources, resulting in primarily didactic approaches and variable training quality, which may hinder the development of patient safety-related competencies; (3) Trainers emphasized the need for a structured, progressive training framework integrated with clinical practice. Shared priorities included clearly defined competency progression, contextually relevant content, experiential learning strategies such as case discussions and supervised practice, and the integration of psychological support, humanistic care, and lifelong learning awareness and methods. Faculty development and standardized teaching materials were considered essential to ensure consistent and safe practice standards.</p><p><strong>Conclusion: </strong>Strengthening specialist nursing capacity in resource-limited county hospitals requires not only structured, practice-integrated training curricula but also sustainable continuing professional development pathways that support progressive competency development. Embedding competency-based learning within routine clinical practice, alongside investment in trainer capability and standardized educational resources, may help reinforce patient safety competencies and promote sustained professional growth across the early stages of nursing careers.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing digital-supported team-based learning for large undergraduate cohort in a resource-limited setting: a pilot study developed through an international academic partnership.","authors":"Neranja Fonseka, Chathura Ratnayake, Vasanthi Pinto, Kosala Marambe","doi":"10.1186/s12909-026-09409-y","DOIUrl":"https://doi.org/10.1186/s12909-026-09409-y","url":null,"abstract":"<p><strong>Background: </strong>Growing student numbers and limited teaching resources, especially in low- and middle-income countries (LMICs) such as Sri Lanka, hinder the delivery of interactive, student-centred medical education. Traditional lectures alone do not adequately support clinical reasoning, pointing to the need for active, application-focused methods aligned with technology-shaped learning expectations. Team-based learning (TBL) encourages collaboration and accountability, but can be resource-intensive and is not well-documented in large cohorts in LMIC settings. This study investigates a technology-supported TBL session delivered by a single lecturer, focusing on student perceptions and the mentoring within an international academic partnership.</p><p><strong>Method: </strong>After a faculty development programme with the University of Illinois Chicago introduced staff to TBL principles, a single-session pilot TBL intervention was implemented at the Faculty of Medicine, University of Peradeniya, as a descriptive service evaluation at Kirkpatrick Level 1. An existing lecture for third-year medical students was redesigned as a TBL session using the available infrastructure. In line with TBL principles, 252 students were assigned to 20 balanced teams. Eight abnormal uterine bleeding case scenarios and preparatory materials were provided two weeks in advance. During the session, students completed individual and group readiness assurance tests using Pear Deck for real-time interaction. One lecturer facilitated the discussion and completed it within two hours. Student perceptions were collected using a ten-item Likert-scale questionnaire and free-text comments.</p><p><strong>Results: </strong>Among 252 students, 209 participated (82.9%), and 191 of them completed the survey (91.4%). The median Likert-scale score was 4 or higher for engagement, teamwork, and use of the digital platform. Preparation-related items were scored lower. Free-text responses described the session as interactive, engaging, and helpful for maintaining attention and encouraging reflection.</p><p><strong>Discussion: </strong>This pilot study indicates that a technology-supported TBL session is feasible for a large cohort in a resource-limited setting, with strong reported engagement. Students responded positively, despite varying levels of preparation, and the digital platform was a feasible and acceptable tool for teamwork. Limitations included large team sizes, fixed seating, and the inability to use certain standard TBL tools. Further refinement, faculty development, and curricular integration are considered.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A survey on stress, anxiety, depression and coping styles in dental undergraduates from 34 universities in China.","authors":"Ying Fang, Jianwen Li, Mingya Yang, Yijing Zhang, Wenyan Huang, Si Meng, Xi Xiang, Guohou Miao, Sujuan Zeng","doi":"10.1186/s12909-026-09371-9","DOIUrl":"https://doi.org/10.1186/s12909-026-09371-9","url":null,"abstract":"<p><strong>Background: </strong>Dental students face intense academic and clinical pressures, yet large-scale studies utilizing rigorous theoretical frameworks to evaluate their mental health remain limited in China.</p><p><strong>Objective: </strong>This study aimed to investigate the prevalence of depression, anxiety, and stress among Chinese undergraduate dental students, identify key sociodemographic and experiential correlates, and evaluate the associations of coping styles with mental health outcomes using a Directed Acyclic Graph (DAG) framework.</p><p><strong>Methods: </strong>Following STROBE guidelines, a national cross-sectional survey was conducted among 1,712 dental undergraduates from 34 universities across five geographic regions. Psychological distress was assessed via the DASS-21, and coping mechanisms via the SCSQ. Multivariable analyses were employed-specifically, multiple linear regression for continuous subscale scores and ordinal logistic regression for categorical severity levels-to identify factors independently associated with psychological morbidity.</p><p><strong>Results: </strong>The prevalence of at-risk symptoms was 46.1% for anxiety, 36.0% for depression, and 24.4% for stress. Significant regional disparities were observed, with students in the Western region reporting the highest distress levels (Mean total score = 17.81 ± 10.59; p < 0.001). In multivariable models, suboptimal physical health emerged as the strongest factor independently associated with distress (β = 0.37; AOR = 3.71-4.44). While positive coping exhibited a significant inverse association with symptom severity (AOR = 0.87-0.92, p < 0.001), negative coping, poor college adaptation (β = -0.15), appearance dissatisfaction (β = -0.13), and excessive family interference were associated with significantly increased psychological burden.</p><p><strong>Conclusion: </strong>Chinese dental undergraduates experience a substantial burden of psychological distress, characterized primarily by anxiety and depression. This distress is disproportionately distributed, with students in Western China and those reporting suboptimal physical health emerging as particularly vulnerable. Positive coping strategies act as vital buffers associated with better mental health, whereas negative coping, body image dissatisfaction, and poor college adaptation are linked to increased psychological burden. Dental education institutions must implement targeted, evidence-based psychological support systems prioritizing these vulnerable cohorts.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}