BMC Medical Education最新文献

{"title":"Medical students' experiential learning on social determinants of health: a constructivist qualitative study.","authors":"Yurong Ge, Makie Ariga, Yuko Takeda","doi":"10.1186/s12909-025-07312-6","DOIUrl":"https://doi.org/10.1186/s12909-025-07312-6","url":null,"abstract":"<p><strong>Background: </strong>In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students' understanding of Social Determinants of Health (SDH), few studies have examined its impact on students' cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students' understanding of SDH and fosters growth in cognition, emotion, and social responsibility.</p><p><strong>Methods: </strong>Since 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021.</p><p><strong>Results: </strong>The analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection.</p><p><strong>Conclusion: </strong>Experiential learning led to significant emotional and cognitive shifts, enhancing students' understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"771"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152783","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":"Benchmarking IMIA recommendations for the health informatics undergraduate program in Saudi Arabia: a mixed methodology.","authors":"Haitham Alzghaibi, Qazi Mohammad Sajid Jamal, Sulaiman Almutairi, Reem M Alotaibi, Saleh Alzughaibi, Shabbir Syed Abdul, Faisal AlGhayadh, Shafiz Affend Mohd Yusof, Nasriah Zakaria","doi":"10.1186/s12909-025-07260-1","DOIUrl":"https://doi.org/10.1186/s12909-025-07260-1","url":null,"abstract":"<p><strong>Background: </strong>Health informatics is a multidisciplinary field that supports the use and management of health data to enhance the quality and efficiency of healthcare delivery. As digital transformation accelerates in healthcare systems, particularly in Saudi Arabia, there is a growing need to ensure that undergraduate education programs in this field meet both national priorities and international standards.</p><p><strong>Aim: </strong>This study aimed to evaluate and compare the content of undergraduate health informatics programs in Saudi universities with international curriculum recommendations, and to explore professional stakeholder perceptions on essential educational components.</p><p><strong>Methods: </strong>A mixed-methods design was used, combining a national cross-sectional survey of healthcare and academic professionals with document analysis of curricula from five universities offering undergraduate degrees in health informatics. The survey assessed perspectives on six educational domains, including technical, clinical, behavioural, managerial, and foundational knowledge areas. The document review evaluated program structures against globally recognized curriculum guidelines.</p><p><strong>Results: </strong>A total of 127 experts completed the survey. Most respondents strongly supported the inclusion of a structured internship, with six months identified as the optimal duration. While all universities covered core technical and health content, there was substantial variation in how each emphasized different domains. For instance, one university focused heavily on data and computing, while others gave greater attention to health sciences or foundational principles. Differences were also observed between stakeholder expectations and international benchmarks, especially regarding applied skills, behavioural sciences, and leadership training.</p><p><strong>Conclusion: </strong>Undergraduate health informatics programs in Saudi Arabia show encouraging progress but vary widely in structure and focus. The findings highlight the need for more standardized educational models that integrate practical skills and international best practices while responding to local healthcare needs. This study offers actionable insights for policymakers and educators aiming to improve health informatics education and workforce readiness in a global context.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"776"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152760","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":"Investigating the role of self-assessment in enhancing self-regulated learning amongst medical students in problem-based learning.","authors":"Umatul Khoiriyah, Chris Roberts","doi":"10.1186/s12909-025-07359-5","DOIUrl":"https://doi.org/10.1186/s12909-025-07359-5","url":null,"abstract":"<p><strong>Background: </strong>Lifelong learning is integral to providing safe and effective healthcare. This requires effective strategies for self-regulated learning (SRL). Problem-based learning (PBL) is one recognized method for fostering SRL skills. While self-assessment is known to promote SRL, its effectiveness within PBL tutorials, especially for new medical students, remains underexplored. Given the established evidence of self-assessment's impact on SRL, this study examines its role specifically within PBL to explore whether it enhances self-regulatory processes in novice learners.</p><p><strong>Methods: </strong>Using a post-positivist approach, a multi-method study was conducted, with Zimmerman's SRL framework as a theoretical lens. A correlation analysis assessed the relationship between self-assessment and SRL. A pre-test post-test interventional study without a control group measured changes in SRL following implementation of self-assessment. Hierarchical multiple regression analysis was conducted to assess whether self-assessment predict students' self-regulated learning improvement. The intervention used a previously validated tool the \"Self-assessment Scale for Active learning and Critical Thinking (SSACT).\" Additionally, qualitative methods explored the impact of self-assessment on SRL skills in the PBL tutorial context.</p><p><strong>Results: </strong>Our findings indicate a positive correlation between self-assessment and SRL, suggesting a potential dynamic relationship between the two constructs. The students' motivation after implementation of self-assessment is significantly increased. Self-assessment played a crucial role on the development of students' self-regulated learning. Qualitative analysis reveals that self-assessment contributes to heightened self-awareness, goal orientation, and effective task planning among medical students in PBL tutorials. Furthermore, the provision of external feedback and revision opportunities enhanced students' self-regulation in the learning process.</p><p><strong>Conclusion: </strong>This study sheds light on the promising role of self-assessment in augmenting SRL skills among novice medical students within PBL settings. The findings underscore the potential of self-assessment as a valuable tool to cultivate self-regulation. By bridging the gap in understanding the impact of self-assessment on SRL within PBL, this research not only contributes valuable insights but also informs the design of effective educational interventions. The use of a validated self-assessment tool can empower medical learners to develop the crucial skill of self-regulation, thereby enhancing their overall educational experience.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"780"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152776","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":"An assessment of the effects of simulation training on management of postpartum hemorrhage: short- and long-term impact on knowledge retention, skills and teamwork in the Democratic Republic of Congo.","authors":"Jean Paul Buhendwa Cikwanine, Denis Mukwege, Justin Mongwa, Emile Mapatano Shalamba, Raha Maroyi, Jonathan Tunangoya Yoyu, Ludovic Martin","doi":"10.1186/s12909-025-07393-3","DOIUrl":"https://doi.org/10.1186/s12909-025-07393-3","url":null,"abstract":"<p><strong>Background: </strong>Major obstetric hemorrhage is the leading direct cause of maternal mortality throughout the world. To prevent maternal mortality, it is crucial to raise concerns regarding the knowledge and skill levels of the healthcare providers. The purpose of this study was to investigate the impact of simulation-based learning on the knowledge retention and skills of health professionals managing postpartum hemorrhage (PPH) in the maternity hospitals of a low-resource country.</p><p><strong>Methods: </strong>This was a prospective randomized controlled study consisting of two groups: Control Group was made up of maternity hospital healthcare providers whose training was exclusively theory-based and Intervention Group healthcare providers who underwent simulation training in conjunction with theoretical instruction on diagnosing and managing PPH. The training modules were taken from the John Hopkins University Affiliate (JHPIEGO) Helping Mothers Survive version 2018 training program. The mean percentage of correct answers in MCQs and OSCEs was collected from pre-tests, immediate post-tests, and post-tests at 3- and 6-months post training.</p><p><strong>Results: </strong>The post-test immediately after the theoretical training showed an increase in the mean MCQ percentages for both groups. From 47.5 to 66.7% for intervention group versus 49.6-69.6% for control group; no significant difference between the two groups (p = 0.285). After simulation training, for the interventional group, the mean percentage increased from 66.7 to 79.2%, an increase of approximately 12%. There was a regression in the mean percentage in both groups in the post-test at 3- and 6-months after the training, but it was much more pronounced in the control group, p = 0.000. OSCE assessments revealed a statistically significant improvement in skills in interventional group compared to control group (p < 0.05). Knowledge and skills diminished over time in control group, bordering on pre-training levels at 6 months post training. The member team in the intervention group had maintained a high level of knowledge and skill 6 months after the training.</p><p><strong>Conclusion: </strong>Simulation-based training has a part to play in training healthcare providers to manage post-partum hemorrhage. Training should be repeated after a period of 6 months to enhance knowledge and skill retention.</p><p><strong>Trial registration: </strong>NCT05979701.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"774"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152673","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":"Perceptions, attitudes, and barriers to research engagement among general medicine undergraduates in a tertiary hospital in Guangdong, China.","authors":"Yating Hou, Linhui Hu, Shaojun Qiu, Zhichao Yan, Mingyu Zhou, Feiling Zheng, Zeyi Li, Xing Ke, Yisheng Huang","doi":"10.1186/s12909-025-07343-z","DOIUrl":"https://doi.org/10.1186/s12909-025-07343-z","url":null,"abstract":"<p><strong>Background: </strong>Research is a critical component of medical education, fostering critical thinking and evidence-based practice. However, in China, particularly in the context of general practice, undergraduate medical students often face significant barriers to engaging in research. This study aims to assess the perception, attitude, and practice toward research among undergraduate medical students in a tertiary hospital in Guangdong, China, and to identify the barriers they face.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among 90 undergraduate medical students from a tertiary hospital in Guangdong, China, from May to June 2024. A self-administered questionnaire was used to collect data on students' perception, attitudes, practices, and perceived barriers toward research.</p><p><strong>Results: </strong>The majority of students (46.6%) expressed a strong desire to pursue postgraduate studies, while only 25.5% showed a strong interest in participating in research. Key barriers included lack of time (65.5%), insufficient research guidance (56.6%), and limited access to resources (47.8%). Students' self-assessment of their research abilities was generally low, with only 9.5% feeling confident in their ability to handle data. Positive correlations were found between access to research guidance and interest in scientific literature (r = 0.62, P < 0.001).</p><p><strong>Conclusion: </strong>This study identifies key areas for improving research training among undergraduate medical students, particularly in general practice programs. It suggests that standardized curricula, enhanced mentorship, and hospital-university research platforms may help address existing gaps. Given the study's limited sample and setting, further research is needed to confirm these findings in broader contexts.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"773"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152791","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":"Knowledge, attitude, and practice of CPR and willingness to perform it among undergraduate medical students of Najran University, Saudi Arabia: a cross-sectional study.","authors":"Abdullah Ibrahim Aedh, Emad Abdel-Haliem, Mohamed Farid","doi":"10.1186/s12909-025-07344-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07344-y","url":null,"abstract":"<p><strong>Aim/objective: </strong>We aimed to assess knowledge, attitude and practice of CPR and willingness to perform it among undergraduate medical students of Najran University, Saudi Arabia.</p><p><strong>Background: </strong>Medical students should possess good knowledge of CPR as they would be expected to encounter emergencies requiring CPR.</p><p><strong>Design: </strong>This cross-sectional study was conducted among medical students of Najran University, Najran, Saudi Arabia, from November 2021 to January 2022.</p><p><strong>Methods: </strong>This prospective cross-sectional study was carried out between November 2021 and January 2022. A validated self-administered questionnaire was used to collect the data. According to Bloom's cut-off points, the participants' knowledge was categorized as poor, moderate and good, and attitude as negative, neutral and positive.</p><p><strong>Results: </strong>258 medical students responded to the questionnaire giving a response rate of 77.71%. The participants obtained a mean knowledge score of 6.34 ± 2.17 out of 10. 45% and 35.1% of participants were found to have moderate and good knowledge of CPR. The highest CPR knowledge was observed in medical interns. The participants achieved an average attitude score of 42.12 ± 6.78 out of 50, and about 75.2% showed a positive attitude towards CPR. 55.81% reported attending CPR sessions in their curriculum, and only 21.3% had ever performed chest compressions on a patient who collapsed. The majority of the participants were willing to perform CPR in an emergency.</p><p><strong>Conclusion: </strong>The medical students should be provided with regular CPR courses and refresher training during their graduation.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"772"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152779","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":"Perception of undergraduate medical students regarding \"Reel-Making\" as an innovative learning method in ophthalmology: a cross-sectional study.","authors":"Sunayana Bhat, Madhurima A Nayak, Vinay Pg","doi":"10.1186/s12909-025-07352-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07352-y","url":null,"abstract":"<p><strong>Background: </strong>The perceptions and learning methods among students have been rapidly changing over the past few years, and thus, there is a need for innovative teaching-learning methods to train the Indian Medical Graduates in the present day.</p><p><strong>Objectives: </strong>The study aimed to assess undergraduate medical students' perception of reel-making as an innovative teaching-learning method in ophthalmology.</p><p><strong>Materials and methods: </strong>This descriptive, cross-sectional study was conducted among third-year MBBS students attending ophthalmology clinics in a private medical college in South India in July-August 2024. A total of 64 students were assigned to make educational reels about cataract and myopia awareness for the general public. Their perception and experience of this innovative learning method are collected from students using a pre-validated questionnaire using a five-point Likert scale for 10 questions collected through an online survey. Data was analyzed by chi square, independent t-test and descriptive analysis.</p><p><strong>Results: </strong>52 out of 64 (81.25%) students completed the survey. 59.6% agreed that the reel-making activity evoked more interest in learning, 43.3% strongly agreed that it was a fascinating activity, 50% strongly agreed that it perked their interest, 44.2% strongly agreed that they liked the idea of innovative learning, and 46.2% strongly felt they would recommend this method to others. Many students used the word \"fun\" when describing their experience.</p><p><strong>Conclusions: </strong>Innovative teaching through reel-making activity was not only found to spark interest but was also reported to be an enjoyable learning experience among students, and thus could be used as a useful innovative method in medical education.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"781"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152787","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":"Role of accomplishment among Indian medical students: insights from the PERMA + model.","authors":"Mihir Vakhariya, Supriya Patil","doi":"10.1186/s12909-025-07303-7","DOIUrl":"https://doi.org/10.1186/s12909-025-07303-7","url":null,"abstract":"<p><strong>Background: </strong>Medical education is highly demanding, leading to stress, burnout, and anxiety. In this context, accomplishment-progress toward meaningful goals-emerges as a key factor in student well-being. However, its impact on the well-being of medical students, particularly in India, remains underexplored.</p><p><strong>Objective: </strong>This study aims to explore the role of accomplishment in the wellbeing of Indian medical students and to examine how it relates to other elements of PERMA + . We hypothesized that higher levels of accomplishment would correlate with better well-being across other PERMA + dimensions, and that gender differences would influence the relationship between accomplishment and well-being.</p><p><strong>Methods: </strong>We conducted a cross-sectional study at Krishna Institute of Medical Sciences, Krishna Vishwa Vidyapeeth, Karad, Maharashtra, India, from April to October 2023. A total of 364 medical students participated, completing a pre-designed and pre-validated questionnaire that assessed their sense of accomplishment in three areas: progress toward goals, achievement of important goals, and the ability to handle responsibilities. We used statistical analyses including Chi-square, t-tests, and Pearson correlation tests to analyze the data.</p><p><strong>Results: </strong>The sample was predominantly made up of students aged 20-22 years (62.4%), with a significant proportion being female (66.2%). Males reported significantly higher levels of accomplishment compared to females. We found that accomplishment was strongly linked to other well-being factors such as engagement (0.379**), relationships (0.386**), meaning (0.487**), health (0.287**), and happiness (0.359**). However, there was no significant link between accomplishment and negative emotions or loneliness.</p><p><strong>Conclusion: </strong>The findings suggest that fostering accomplishment should be prioritized in medical education to support student resilience. Gender differences in accomplishment, with males reporting higher levels, highlight potential challenges for female students, such as societal pressures and academic workload. Addressing these disparities through targeted interventions, like mentorship programs and inclusive support systems, could promote a more equitable learning environment.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"778"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152727","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 evolving landscape of oral biology education: a comparative study of teaching strategies.","authors":"Israa Ahmed Radwan, Sara El Moshy, Dina Rady, Nahed Sedky Korany, Fatma A N Abouel Maaty, Fatma I Elfaiedi, Liza M Monir, Mariam S Ibrahim, Mai A Ragab, Nada M R Osman, Nesma A M Shehata, Yasmin M El-Ghazawy, Samah S Mehanny, Marwa M S Abbass","doi":"10.1186/s12909-025-07338-w","DOIUrl":"https://doi.org/10.1186/s12909-025-07338-w","url":null,"abstract":"<p><strong>Background: </strong>With the enormous changes in dental education to prepare well-trained dentists for future requirements, little is known about students' feedback and their perceptions of their curriculum. With respect to academic progress, bridging the gap between basic biological sciences and clinical studies has recently become one of the prominent approaches. However, the perspectives of medical students are not frequently considered during the revision of the medical curriculum. This study aims to investigate the influence of different oral biology and embryology teaching strategies on dental students' clinical awareness and practices.</p><p><strong>Methods: </strong>This cross-sectional study provided a structured and anonymous online questionnaire to at least 222 currently registered dental students and dental alumni from various Egyptian universities. The questions referred to oral biology teaching methods, clinical relevance, the use of virtual microscopes, and the associations of oral biology and embryology with other subjects in the dental curriculum. The answers were collected, and the data were statistically analyzed.</p><p><strong>Results: </strong>According to data, students strongly preferred modern teaching techniques over traditional ones, such as 3D holography and virtual microscopy. Most participants from both national and private universities expressed a strong preference for modern teaching techniques. The majority of participants in the study also concurred that oral biology topics are pertinent to clinical decision-making.</p><p><strong>Conclusion: </strong>By incorporating innovative technologies such as digital scanned slides, virtual microscopy, and holography, dental institutions can boost the educational process, especially the online process, and equip future dentists with essential skills for clinical excellence. Perpetual evaluation of teaching strategies is crucial for optimizing student engagement and ensuring the effectiveness of these advancements.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"779"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152732","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":"An undergraduate experimental research program, involving the screening of efflux pump inhibitors, to improve student research skills in biomedical science.","authors":"Gongli Zong, Peipei Zhang, Yongan Wang, Jinxiang Han, Lin Wang, Jihong Pan, Jingxiang Pang, Guangxiang Cao, Jiafang Fu","doi":"10.1186/s12909-025-07340-2","DOIUrl":"https://doi.org/10.1186/s12909-025-07340-2","url":null,"abstract":"<p><p>Participating in scientific research is essential for undergraduate students that major in biotechnology, public health, biomedical science, and medical laboratory technology to develop their research skill. Course-based undergraduate research experiences (CUREs) represent a transformative pedagogical approach that integrates authentic research projects into conventional curricula. However, a systematic experimental training system is lacking. Here, we present the Antimicrobial Resistance-focused Pharmaceutical Developing Research (APDR) program, which broadly covers multiple courses and key topics, such as microorganism isolation and identification, drug sensitivity detection, protein expression and homology modeling, and molecular docking and new drug screening, with the potential for publishable research outcomes. Students enrolled in this program mastered various research skills and demonstrated a 2.4-fold increase in published articles per capita compared with those not enrolled in this program. Significant improvements in follow-up course scores in genetic engineering (18.5%), microbiology (6.9%), and molecular biology (10.7%) were observed among participants. Furthermore, 44.1% of participants demonstrated scholarly productivity as exemplified by authored or co-authored publications. Therefore, a systematic APDR program offers students a positive learning experience to enhance students' research skills. and provides a pedagogical tool that can be adapted to improve students' ability to engage in biomedical research.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"770"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152758","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}