BMC Medical Education最新文献

{"title":"Assessing decision-making skills with the Script Concordance Test (SCT) in clinical neurology and emergency medicine.","authors":"Helena-Fee Gudorf, Maximilian Heidrich, Kristoph Rauchstädt, Raphael Scherbaum, Lars Tönges, Anne-Sophie Biesalski","doi":"10.1186/s12909-025-06814-7","DOIUrl":"https://doi.org/10.1186/s12909-025-06814-7","url":null,"abstract":"<p><strong>Background: </strong>Clinical reasoning is an essential medical competence that should be taught and assessed from the beginning of medical studies. These skills can be evaluated using the Script Concordance Test (SCT), which presents daily clinical scenarios characterised by uncertainty. Due to the lack of validated research on this method in Germany, particularly in the field of neurology, we developed and implemented an SCT at Ruhr University Bochum. We compared different teaching methods (clinical seminar vs. digital video course) and their outcomes on the examination.</p><p><strong>Methods: </strong>A group of 6th-year medical students who had received the same education completed an SCT after participating in either a clinical seminar or a digital video course. The SCT was developed using blueprints on stroke and epilepsy. The test consisted of 40 case vignettes with a total of 120 items. Initially, experts completed the test to establish the reference panel. The final high-stakes examination was created using the aggregate scoring method and an item analysis.</p><p><strong>Results: </strong>The SCT was completed by 15 experts and 59 students. The final SCT consisted of 112 items and achieved a Cronbach's alpha of 0.85. A significant difference (p < 0.05) was observed between the experts, who achieved a mean score of 81.75, and the students on the first assessment day, who achieved a mean score of 68.92. No significant differences were found between the groups (interactive video course and seminar) or assessment time points. The questionnaire revealed a sense of insecurity in clinical decision-making before the SCT and highlighted the need to incorporate clinical reasoning practices from the beginning of medical studies to mitigate fear in uncertain situations. The SCT helped students structure decision-making processes and and improved their confidence in making decisions.</p><p><strong>Conclusion: </strong>The SCT is a reliable and valid tool for assessing medical students throughout their university education. Regular exposure to the SCT format would facilitate familiarity with its structure. We propose utilising the SCT as a learning tool rather than solely for assessment purposes. For instance, it could be integrated into teaching methodologies as a think-aloud exercise or incorporated into progress tests.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"852"},"PeriodicalIF":2.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334424","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":"Verifying learning success: assessment and certification of student ultrasound education.","authors":"Ricarda Neubauer, Florian Recker, Johannes Weimer, Christian Jenssen, Dieter Nürnberg, Thomas Karlas, Susan Campbell Westerway, Johannes P Ruppert, Nils Daum, Anna Gschmack, Yi Dong, Kathleen Möller, Nasenien Nourkami-Tutdibi, Gregor Barth, Roxana Şirli, Claudia Lucius, Michael Prats, Sophie-Luise Sänger, Michael Keil, Constantinos Zervides, Beatrice Hoffmann, Christoph F Dietrich","doi":"10.1186/s12909-025-07469-0","DOIUrl":"https://doi.org/10.1186/s12909-025-07469-0","url":null,"abstract":"<p><p>Student ultrasound education (SUSE) is currently composed of heterogeneous curricular training formats, and new approaches are continually being explored to enhance undergraduate ultrasound training. Based on a literature review, this report aims to analyze and compare different forms and methods of assessment of acquired skills in ultrasound training. Therefore, the advantages and disadvantages of assessment formats and certification systems used in SUSE were discussed collaboratively between medical students, postgraduate physicians, and medical didactics experts. Ultrasound competency should be tested using structured examination formats that are objective and standardized. In addition to cognitive skills, the examination format should cover translational and behavioral components. Self-assessments and evaluations provide additional valuable perspectives. Certification systems can contribute to quality assurance by externally ensuring the achievement of milestones in SUSE. They also have the potential to support the necessary standardization of undergraduate ultrasound teaching by aligning the curricular learning objectives with qualifications to be achieved.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"851"},"PeriodicalIF":2.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334427","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' attitudes toward providing patients with audio recordings of their medical encounters: a cross-sectional online survey.","authors":"Cheyenne Topf, Marina Buzo, Pola Hahlweg, Isabelle Scholl","doi":"10.1186/s12909-025-07460-9","DOIUrl":"https://doi.org/10.1186/s12909-025-07460-9","url":null,"abstract":"<p><strong>Background: </strong>Medical encounters often involve complex information that can be challenging to process, especially in emotionally charged situations. Providing patients with audio recordings of their medical encounters, termed consultation recordings, has shown promising benefits such as improved information recall and understanding. In prior research, patients largely reported favorable attitudes toward consultation recordings; physicians were more skeptical, particularly regarding legal risks. To date, consultation recordings are rare in Germany. This study aimed at understanding medical students' attitudes toward consultation recordings, as they are the healthcare professionals of the future and could therewith play a crucial role in further implementation efforts.</p><p><strong>Methods: </strong>We conducted a nationwide cross-sectional quantitative online survey with medical students in Germany, assessing attitudes toward and desire for future consultation recordings. Data was analyzed using descriptive statistics.</p><p><strong>Results: </strong>Two hundred twenty-two participants were included. 56% of participants expressed positive attitudes toward consultation recordings, acknowledging benefits such as information recall and preparation for follow-up consultations. However, they also expressed significant concerns about potential misuse, legal implications, and physicians feeling pressured. About 16% of participants expressed a clear willingness to offer consultation recordings in the future, while 44% were hesitant.</p><p><strong>Conclusions: </strong>Our findings that medical students recognize potential benefits of consultation recordings, while simultaneously expressing concerns about this intervention, are comparable to results from studies conducted in physician samples. Medical students' limited clinical experience and the low prevalence of consultation recordings in Germany likely contribute to these apprehensions. These mixed attitudes could be addressed by providing opportunities for positive experiences with consultation recordings during medical and postgraduate education as well as in clinical practice. Providing role models who support patient-centered care could also foster greater acceptance. Future research should focus on the integration of patient-centered interventions such as consultation recordings in the medical curricula. Overall, consultation recordings have the potential to become a valuable tool in routine healthcare if current barriers are effectively addressed.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"853"},"PeriodicalIF":2.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334425","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":"Randomized controlled trial of asynchronous vs. synchronous online teaching formats: equal knowledge after training, greater acceptance and lower intrinsic motivation through asynchronous online learning.","authors":"Monika Zsifkovits, Lukas Amplatz, Nina Triebner, Janine Utz, Johannes Kornhuber, Philipp Spitzer","doi":"10.1186/s12909-025-07481-4","DOIUrl":"https://doi.org/10.1186/s12909-025-07481-4","url":null,"abstract":"<p><strong>Background: </strong>The growing importance of online education in recent years has led to an increased focus on implementing and optimizing online learning formats. This study investigated how a lecture delivered in an asynchronous or synchronous online teaching format affects acceptance, intrinsic motivation and knowledge levels after training. The results can be used to optimize online education by identifying format-specific advantages and adapting them to learners' needs.</p><p><strong>Methods: </strong>All the Styrian paramedics (N = 5910) were invited to participate in the study and randomly assigned to one of two groups. A total of 1044 participants completed the trial, with one group receiving asynchronous training via a learning platform (N = 545) and the other group participating in synchronous training via webinars (N = 499) providing the same content. After completing a two-hour psychiatric emergency course, the participants were invited to complete a multiple-choice test and a survey assessing acceptance, preferences and intrinsic motivation. Linear regression, t tests and mediation analyses were conducted.</p><p><strong>Results: </strong>The asynchronous training format was significantly more accepted (p <.001) and preferred overall. The participants' preferences depended significantly on the type of learning format (p <.001). The synchronous learning format fostered greater intrinsic motivation (p =.001) and greater perceived autonomy (p <.001) but also a higher level of perceived pressure/tension (p =.003). The analysis revealed no significant difference in test results (p =.449) or perceived competence between the groups (p =.420). Furthermore, the difference in intrinsic motivation was fully mediated by perceived autonomy.</p><p><strong>Conclusions: </strong>There are different advantages and disadvantages to providing a lecture via webinar or online learning platform. Both formats are equally effective in terms of knowledge levels after training, highlighting the importance of adapting teaching strategies to learners' preferences.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"850"},"PeriodicalIF":2.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334426","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":"Digital learning resource use among Swedish medical students: insights from a nationwide survey.","authors":"Martin F Bjurström, Emma Lundkvist, Louise W Sturesson, Ola Borgquist, Robin Lundén, Malin Jonsson Fagerlund, Miklós Lipcsey, Thomas Kander","doi":"10.1186/s12909-025-07446-7","DOIUrl":"10.1186/s12909-025-07446-7","url":null,"abstract":"<p><strong>Background: </strong>Medical students navigate a complex landscape of digital tools with potential to enhance learning. The main objectives of the current study were to investigate which digital resources are being used, which background factors are associated with utilization, perceived advantages and disadvantages of different digital resources, and explore future directions.</p><p><strong>Methods: </strong>Cross-sectional, nationwide, online 25-item multiple-choice question survey and one free-text question enabling qualitative data analysis. Medical students at all seven universities with medical school programs in Sweden were invited to participate. Data were collected October - December 2024.</p><p><strong>Results: </strong>One thousand seven hundred sixty-six students responded to the survey, with an average response rate of 20.2% across sites. The five most frequently used digital resources were (percentage using at least on a weekly basis): University study platform (75.3%), videos (68.0%), flashcards (66.4%), student notes (53.4%) and external study platforms (47.3%). Flashcards were perceived to have a large to very large positive impact on development and maintenance of theoretical knowledge by 63.7% of students. Younger age (≤ 25 years) was strongly associated with higher use of flashcards (OR 1.98 (95% CI 1.54-2.54)) and generative artificial intelligence (AI) (OR 1.66 (1.29-2.15)), whereas having children at home was associated with more frequent use of videos (OR 2.32 (1.32-4.08)) and university digital platforms (OR 2.62 (1.26-5.45)), in multivariable logistic regression analyses. Most students (74.8%) reported finding their digital resources based on recommendations from more senior medical students. Perceived key advantages of digital resources in general were availability (90.9%), flexibility (80.6%), and more effective learning compared to traditional modalities (59.0%), while possible disadvantages included risk for distraction (49.6%) and uncertainty regarding reliability of content (45.4%). Qualitative data highlighted several areas of interest, including calls for universities and lecturers to provide high-quality, updated video material and flashcard decks tailored to the curriculum, and review and recommend third-party digital resources (e.g., YouTube channels).</p><p><strong>Conclusions: </strong>Medical students extensively use digital resources, with perceived large positive learning effects and benefits. Several background factors influence usage patterns. These data may support institutions, program directors and teachers in their efforts to guide and improve use of digital learning tools in medical schools.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"849"},"PeriodicalIF":2.7,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12153187/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276557","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":"Effectiveness of non-technical skills training in intensive care units: a systematic review.","authors":"Isac Davidson Santiago Fernandes Pimenta, Ádala Nayana de Sousa Mata, Isaac Newton Machado Bezerra, Rícia Medeiros Palmeira de Araújo, Jorge Lucas Alves Santana, Helaine Carneiro Capucho, Adriana Catarina de Souza-Oliveira, Paloma Echevarría-Pérez, Daniel Guillén-Martínez, Grasiela Piuvezam","doi":"10.1186/s12909-025-07037-6","DOIUrl":"10.1186/s12909-025-07037-6","url":null,"abstract":"<p><strong>Background: </strong>Non-technical skills (NTS) are social, cognitive and psychological skills that are related to safety and efficiency in the healthcare process. These skills have an important role in the intensive care once are closely related to the occurrence of safety incidents. This study aims to examine the effectiveness of NTS training programs in intensive care units using Kirkpatrick's evaluation model, encompassing reaction, learning, behaviors, and organizational results.</p><p><strong>Method: </strong>We conduct a systematic review of original articles in the following databases: Pubmed (Medline), Scopus, Web of Science, Science Direct, CINHAL (EBSCOhost), EMBASE (Elsevier), and PsycINFO. We include randomized clinical trials, quasi-experimental studies, and those employing a before-and-after design. Two pairs of independent reviewers selected and assessed the studies, with any discrepancies resolved by a fifth reviewer. Risk of bias and quality assessments were performed using Cochrane Risk of Bias 2, Risk of Bias in Non- randomized Studies of Interventions and Quality Assessment Tool developed by the National Heart, Lung, and Blood Institute.</p><p><strong>Results: </strong>Fourteen studies were included, with 11 employing a before-and-after design. Overall study quality was assessed as moderate or low. Simulation training was the main teaching strategy of the training programs. In the reaction dimension, participants (502 participants) generally perceived the training programs as beneficial, despite variations in teaching strategies. Only two studies evaluated the impact on the learning dimension (383 participants), with small improvements. A positive correlation was identified between the adoption of NTS training programs and improved teamwork (413 participants and 183 direct observations), situational awareness (444 participants and 183 direct observations), leadership (183 participants and 155 direct observations), and communication (183 participants and 1141 direct observations). Organizational results showed no significant changes in patient safety culture, length of stay or mortality rates (15776 patients). However, there was a reduction in response time to cardiopulmonary resuscitation and lower adjusted mortality and complications rates (7721 patients).</p><p><strong>Conclusion: </strong>The implementation of NTS training programs in intensive care units may improve healthcare professionals' performance, especially in teamwork, situational awareness and communication. However, it is necessary to conduct more robust experimental studies to establish causality and explore broader impacts on patient safety and costs.</p><p><strong>Registration: </strong>CRD42021244769.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"847"},"PeriodicalIF":2.7,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142836/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250773","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":"Using the predictive model of difficult endotracheal intubation to examine different simulators for airway management training: a pilot cross-sectional observational study.","authors":"Ching-Hsiang Yu, En-Chih Liao, Yat-Pang Chau, Ming-Kun Huang, Ching-Yi Shen, Ding-Kuo Chien","doi":"10.1186/s12909-025-07413-2","DOIUrl":"10.1186/s12909-025-07413-2","url":null,"abstract":"<p><strong>Background: </strong>In recent years, Taiwan's medical education has increasingly emphasized simulated learning, particularly through advanced manikins designed for procedural training, including endotracheal intubation. Although key indicators and predictive techniques for assessing complexity have been documented, their use in evaluating these manikins remains notably lacking.The aim of this study was to appraise the potential association between our devised scoring system and the actual outcome of intubation procedures. Subsequently, this scoring system could potentially serve as an objective yardstick for quantifying the intricacy of training simulators.</p><p><strong>Methods: </strong>Nineteen post-graduate or emergency medicine trainees participated in this study. Intubation training involved four manikins, each with varying difficulty scores based on neck circumference, thyromental distance, airway obstruction, and Mallampati grade 3/4. Training modules included standard, advanced, and small adult intubation. Independent variables were training models and operator skill levels, while dependent variables included intubation time, success rate, tooth injury, gastric insufflation, uninflated cuff mishaps, perceived difficulty (rated 1-5), and laryngoscopy view quality (rated 1-4).</p><p><strong>Results and discussion: </strong>Intubation parameters were recorded for comparison across subgroups. Mean intubation times for models A, B, and D were 42.67 ± 15.32 seconds, 48.73 ± 17.54 seconds, and 50.22 ± 18.40 seconds, with success rates of 89.47%, 78.95%, and 68.42%, respectively. Model 'C' had the highest difficulty score (4.430 points), the longest intubation time (58.84 ± 22.63 seconds, P <.001), and the lowest success rate (57.89%, P <.001), and was rated most difficult by participants. Notably, subsequent intubation attempts showed reduced time and complexity compared to the initial one.In conclusions, our devised scoring metric demonstrated a remarkable congruence with the tangible outcomes of the challenging endotracheal intubation training model. This outcome lends credence to the potential applicability of our formula not only in assessing the intricacy of existing models but also as a guiding benchmark for the innovation and refinement of novel training manikins.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"848"},"PeriodicalIF":2.7,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12144714/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250774","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":"Bridging competency gaps for newly graduated nurses through micro-credentials: an interpretative descriptive qualitative study.","authors":"Mirko Prosen, Sabina Ličen","doi":"10.1186/s12909-025-07419-w","DOIUrl":"10.1186/s12909-025-07419-w","url":null,"abstract":"<p><strong>Background: </strong>Continuous professional development is crucial for maintaining the competence of health professionals. However, traditional nursing education often leaves graduates with gaps between acquired competencies and those required in clinical practice. This discrepancy affects patient care quality, as well as nurses' professional growth and job satisfaction. The aim of this study was to explore the perceptions of nursing alumni regarding their professional competencies post-graduation and the potential of micro-credentials to address perceived gaps.</p><p><strong>Methods: </strong>This interpretative descriptive study examined the perceptions of 24 bachelor's degree nursing graduates through five focus group interviews. Thematic analysis was used to identify competency gaps and assess the potential role of micro-credentials.</p><p><strong>Results: </strong>Thematic analysis revealed four key themes: (1) Initial perceived competencies, (2) Perceived competency gaps, (3) Role of micro-credentials, and (4) Challenges in professional development and identity formation. Results confirmed that newly graduated nurses often feel underprepared for the realities of clinical practice, experiencing a significant transition shock. They identified specific gaps in practical skills, critical thinking, and emotional preparedness, which were not fully addressed during their education.</p><p><strong>Conclusions: </strong>Results show newly graduated nurses often feel underprepared transitioning to clinical practice. Micro-credentials offer targeted educational tools that enhance specific competencies, support career advancement, and promote lifelong learning. Integrating micro-credentials into lifelong learning could improve readiness for clinical practice, support professional growth, and enhance patient care quality.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"843"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142814/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235912","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 best to train kids in basic life support: a literature review.","authors":"Valentine Baert, Hizia Benkerrou, Marguerite Lockhart, Gérard Helft, Christian Vilhelm, Morgan Recher, Hervé Hubert","doi":"10.1186/s12909-025-07331-3","DOIUrl":"10.1186/s12909-025-07331-3","url":null,"abstract":"<p><strong>Background: </strong>Bystander intervention is known to be the most important factor in the survival chain for out-of-hospital cardiac arrest. However, bystander cardiopulmonary resuscitation (CPR) rates remain low-mainly due to a lack of training. Implementing basic life support (BLS) training in schools is a key aspect of increasing bystander intervention. We reviewed the literature on BLS training methods for schoolchildren and sought to identify the methodological elements that appeared to be the most effective in terms of the acquisition and retention of knowledge, practical skills, and attitudinal skills.</p><p><strong>Methods: </strong>We searched the MEDLINE database (via PubMed) for relevant articles published between from January 2015 to January 2022. Articles on BLS training in children were selected if the primary objective was determine the effectiveness of the training method(s) used.</p><p><strong>Results: </strong>Of the 1,098 publications identified, 28 were selected and reviewed. Half of the studies had a randomized, controlled design, the study sample size ranged from 57 to 1,917. Hands-on practice was included in 26 of the 28 studies, and the main training session lasted for 75 to 120 min. Hands-on practice gave better results than no practice. Learning tools promoted acquisition, and refresher training sessions appeared to be of value.</p><p><strong>Conclusions: </strong>The results of our literature review showed that the conventional training pattern used with adults (i.e. theory, demonstration, and practice) is applicable to children if all the components are adapted for this population. Further studies of the development and evaluation of BLS training for young children are required.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"842"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142893/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235854","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":"Environmental sustainability in the dental curriculum: a scoping review.","authors":"Omar Bamedhaf, Hira Salman, Shakeel Ahmed Tegginmani, Shaista Salman Guraya","doi":"10.1186/s12909-025-07441-y","DOIUrl":"10.1186/s12909-025-07441-y","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Environmental sustainability (ES) is an essential consideration in modern healthcare, including dentistry, due to the industry's significant ecological footprint. The dental sector generates considerable waste, consumes high levels of energy and water, and contributes to pollution through materials such as dental amalgam. In response, integrating ES principles into dental curricula has emerged as a vital strategy to foster environmentally responsible practitioners. Despite various initiatives and frameworks, including the United Nations Sustainable Development Goals (SDGs), the extent and effectiveness of ES education in dental programs remain inconsistent. This scoping review aims to map the global landscape of ES integration within dental education, identifying existing practices, barriers, and opportunities for improvement.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This scoping review followed Arksey and O'Malley's framework to systematically identify and analyze studies on ES in dental curricula. A structured literature search was conducted across PubMed, SCOPUS, and Embase using predefined MeSH terms and keywords related to dental education and sustainability. Studies published within the last ten years were included, with a final selection of 23 studies meeting the inclusion criteria. The extracted data were analyzed using Braun and Clarke's thematic analysis framework, ensuring a structured and systematic categorization of emerging themes. The thematic analysis involved familiarization with the data, generation of initial codes, searching for themes, reviewing themes for coherence, defining and naming them, and finally reporting the results.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The review identified six major themes using a deductive approach, guided by David Cook's educational research framework, to categorize findings into three key levels: (1) Descriptive studies, which assessed awareness and knowledge levels among students and faculty; (2) Justification studies, which evaluated the effectiveness of ES focused educational interventions; and (3) Clarification studies, which explored systemic barriers, best practices, and policy-level implications. Through this structured classification, the themes that emerged included (1) awareness and perceptions of ES, (2) barriers to implementation, (3) gaps in ES education, (4) best practices for integrating ES, (5) trends and future directions, and (6) the effectiveness of educational interventions. While structured training programs demonstrated positive impacts on student engagement and knowledge, ES education in dental curricula remains inconsistent, lacking standardized learning objectives, institutional policies, and faculty training.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;This review underscores the urgent need for a structured and comprehensive integration of ES within dental education. While ES awareness is increasing, significant gaps remain in faculty preparedness, curriculum","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"844"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12143048/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235852","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}