BMC Medical Education最新文献

{"title":"Evaluating perspectives and attitudes towards the South African medical internship programme.","authors":"R Boden, M I Majiet, I Balde, S Maswime","doi":"10.1186/s12909-025-07994-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07994-y","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1395"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276764","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 evaluation of a mobile application for educational purposes and facilitating scientific literature search for students and researchers.","authors":"Jalal Nikukaran, Alireza Fallahzadeh, Shadi Hazhir, Amir Hami, Seyed Ali Fatemi Aghda","doi":"10.1186/s12909-025-07897-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07897-y","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1396"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276704","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":"Imparting the core competencies of a scientific scholar through a week-long focused course: a pre-post study in Swiss undergraduate medical students.","authors":"Peter Brauchli, Arnold von Eckardstein, Gerhard Rogler, Vartan Kurtcuoglu, Jasmin Anita Lal, Sonja Metzger, Marco Riguzzi","doi":"10.1186/s12909-025-07940-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07940-y","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1398"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276716","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":"Shaping tomorrow's professionals: King Saud University's transformative course on medical volunteerism, empowering students to develop proposals for impactful initiatives.","authors":"Sulaiman A Alshammari, Nada A Alyousefi, Aljohara Almeneessier","doi":"10.1186/s12909-025-07913-1","DOIUrl":"https://doi.org/10.1186/s12909-025-07913-1","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1397"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276758","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":"Are future physicians ready to be global citizens?: social responsibility tendencies of medical students.","authors":"Şengül Erden, İpek Gönüllü, Ayla Keçeci","doi":"10.1186/s12909-025-07907-z","DOIUrl":"https://doi.org/10.1186/s12909-025-07907-z","url":null,"abstract":"<p><strong>Background: </strong>The purpose of this study is to determine the social responsibility levels of medical students and analyze global social responsibility levels based on different variables.</p><p><strong>Methods: </strong>The sample of the study consisted of 1203 medical students enrolled in a Faculty of Medicine in the 2023-2024 academic year. A sociodemographic information form and the Global Social Responsibility Scale were used to collect data. The collected data were analyzed using descriptive statistics (frequency, percentage, and mean) and the non-parametric Mann-Whitney U and Kruskal-Wallis tests.</p><p><strong>Results: </strong>The participants had the highest mean score in the ecological responsibility dimension and the lowest mean score in the national responsibility dimension. The global social responsibility levels of the participants were significantly related to their gender, class year, economic status, maternal education levels, membership in student societies and non-governmental organizations, history of taking part in social responsibility projects, status of having taken the social services course, and status of following developments happening in the world.</p><p><strong>Conclusion: </strong>In the resolution of global issues, the existence of responsible individuals is important. Offering incentives to students who take part in social responsibility projects, ensuring that they participate in national and international social responsibility projects, and encouraging them to become members of non-governmental organizations will have a key role in their acquisition of relevant skills.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1394"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276731","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":"Graduating medical students' perception of preparedness for practice: experiential learning is key.","authors":"Caitlin Ying Ming Louey, Antonia Zeng, Simone Roberts, Julia Harrison, Claire Palermo, Michelle Leech, Arunaz Kumar","doi":"10.1186/s12909-025-07801-8","DOIUrl":"https://doi.org/10.1186/s12909-025-07801-8","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1402"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276750","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":"Continuing medical education: understanding general practitioners who rarely attend, a cross-sectional questionnaire study among Danish GPs.","authors":"Helle Ibsen, Niels Kristian Kjaer, Jens Søndergaard, Igor Švab, Linda Juel Ahrenfeldt","doi":"10.1186/s12909-025-07958-2","DOIUrl":"https://doi.org/10.1186/s12909-025-07958-2","url":null,"abstract":"<p><strong>Background: </strong>Continuing medical education (CME) is vital for patient care, society, and general practitioners' (GPs) wellbeing. Despite its benefits, some GPs attend CME infrequently. While GPs' preferences for CME are well documented, it is unclear if these preferences are shared by infrequent users. Exploring infrequent CME users' preferences and educational needs is essential to engage them effectively.</p><p><strong>Aims of the study: </strong>To explore infrequent users' preferences for CME formats and their attitudes towards mandatory CME compared to their CME attending GP colleagues.</p><p><strong>Methods: </strong>A cross-sectional questionnaire study was conducted among all 3,257 GPs in Denmark. Descriptive statistics and logistic regression analyses were used.</p><p><strong>Results: </strong>Responders were categorized into four CME user types: frequent (42%), partial (44%), infrequent (14%), and \"do not know\" (< 1%). All responders highly valued teachers and course leaders with insight into general practice. Overall, interactive learning activities and formats directly applicable to clinical practice were preferred, while online education, self-study, fact-based lectures, and sponsored meetings ranked lower. Infrequent users were more positive than frequent users towards reading on their own and fact-based lectures without participant involvement and short travel time. They were less positive about time-consuming learning such as week-long courses and courses abroad. Among infrequent users, 72% were principally opposed to mandatory CME setups, whereas a much smaller proportion opposed the current extent of mandatory CME in Denmark. This suggests a difference between practical acceptance and principled opposition. Despite infrequent users' reluctance towards participant involvement, they were open to small group learning and in-practice formats.</p><p><strong>Conclusion: </strong>Teachers and course leaders with profound insight in general practice and patient-focused content seem to be an unquestionable requirement for successful CME. Infrequent users' reluctance towards participant involvement, but openness to small group learning and in-practice formats should be used strategically. Offering a variety of accessible, smaller-scale courses supports autonomy and diversity. Mandatory CME is not seen exclusively negatively and can be accepted if perceived relevant or as a valuable break or educational guarantee. However, it must be balanced with voluntary options to avoid causing demotivation.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1400"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276713","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":"Medical students' evaluation of digital problem-based learning: a mixed-methods systematic review.","authors":"Camilla Rams Rathleff, John Vergel, Thomas Ryberg, Jette Kolding Kristensen, Patrik Kjaersdam Telléus","doi":"10.1186/s12909-025-07823-2","DOIUrl":"https://doi.org/10.1186/s12909-025-07823-2","url":null,"abstract":"<p><strong>Background: </strong>Digital Problem-Based Learning (DPBL) is becoming more frequently used to facilitate the development of knowledge and skills in medical education, yet student satisfaction and engagement with DPBL remain insufficiently understood.</p><p><strong>Methods: </strong>This mixed-methods systematic review aimed to examine how medical students perceive and experience DPBL. We searched four databases (Feb 5-Jun 30, 2024) following JBI and PRISMA guidelines, yielding 3459 abstracts and 56 included studies. Studies published at any time and in any language were considered. Two researchers independently conducted screening, selection, quality assessment and analysis. A segregated approach was used to synthesize the data. This method included a thematic synthesis of the qualitative data and a narrative review/meta-analysis for quantitative data where appropriate. The findings of both syntheses were then integrated and validated by stakeholders.</p><p><strong>Results: </strong>The mixed-methods synthesis demonstrated that both quantitative and qualitative findings complemented each other, offering a comprehensive understanding of medical students' perceptions of DPBL. Overall, students had a positive evaluation of DPBL, despite some mixed perceptions. Quantitatively, the satisfaction rate was 78.51% (95% CI: 78.07% - 78.96%) across 20 studies. Qualitatively, students' social perceptions varied, with some feeling isolated and others valued the focused learning environment. DPBL tasks provided ownership, autonomy, and flexibility. Technology was useful, engaging, and motivational, though feedback was occasionally lacking. Visual and auditory features were appreciated, but tactile realism was limited. The study findings were validated by 10 medical students.</p><p><strong>Conclusions: </strong>Our findings suggest that DPBL design still struggles to reconcile technological innovation with the social principles of traditional PBL. A hybrid model may offer a practical way to bridge this gap.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1401"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276760","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":"Effect of artificial intelligence-assisted personalized feedback on radiographic diagnostic performance of dental students: a controlled study.","authors":"Busra Nur Gokkurt Yilmaz, Furkan Ozbey, Birkan Eyup Yilmaz","doi":"10.1186/s12909-025-07875-4","DOIUrl":"https://doi.org/10.1186/s12909-025-07875-4","url":null,"abstract":"<p><strong>Background: </strong>This study aimed to evaluate the impact of MeSH based personalized learning guides generated by ChatGPT-4o on the radiographic diagnostic performance of dental students and to compare it with the traditional correct/incorrect feedback method.</p><p><strong>Methods: </strong>This randomized controlled study was conducted among fifth-year dental students at Afyonkarahisar Health Sciences University. A total of 110 students were randomly assigned to either the experimental or control group. The experimental group received personalized study guides targeting their learning gaps, generated by ChatGPT-4o based on Medical Subject Headings (MeSH). The control group received only a standard correct/incorrect feedback analysis. One month after the intervention, a post-test was administered to assess diagnostic accuracy and student satisfaction.</p><p><strong>Results: </strong>The increase in test scores from pre- to post-test was significantly higher in the experimental group (3.6 ± 1.0) compared to the control group (1.3 ± 1.2; p < 0.001). Final test scores were also significantly higher in the experimental group (p < 0.001). Survey responses indicated that the experimental group rated the feedback as more understandable, beneficial, and motivating compared to the control group.</p><p><strong>Conclusions: </strong>ChatGPT-4o based personalized feedback proved to be an effective tool for enhancing diagnostic performance and supporting learning in dental education. The findings suggest that AI-driven individualized educational strategies hold significant potential in the future of dental training.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1403"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276767","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":"Constructing medical student personas via social sensing data and entrustable professional activities (EPAs) framework: a multimodal thematic analysis approach.","authors":"Chen Mengyu, Fan Dan","doi":"10.1186/s12909-025-07949-3","DOIUrl":"https://doi.org/10.1186/s12909-025-07949-3","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1393"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276782","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}