BMC Medical Education最新文献

{"title":"Monitoring and evaluation in disaster management courses: a scoping review.","authors":"George Teo Voicescu, Hamdi Lamine, Andra Elena Loșonți, Eugenia Maria Lupan-Mureșan, Sonia Luka, José García Ulerio, Luca Ragazzoni, Francesco Della Corte, Marta Caviglia","doi":"10.1186/s12909-025-06659-0","DOIUrl":"https://doi.org/10.1186/s12909-025-06659-0","url":null,"abstract":"<p><strong>Background: </strong>Owing to the infrequent emergence of disasters and the challenges associated with their management, responders need appropriate training beyond doubt. Ensuring the highest standard of disaster management (DM) training is of paramount importance for high-quality DM. However, the literature concerning DM training monitoring and evaluation (M&E) is scarce. The primary objective of this review was to document the existing M&E strategies for DM training.</p><p><strong>Methods: </strong>The authors conducted a systematic literature search on June 28, 2023, on the PubMed, Scopus, Embase and Cochrane databases, including studies that described the learning objectives and the M&E strategy of DM training. The authors categorized the learning objectives and the evaluation methodology according to the revised Bloom's Taxonomy and the New World Kirkpatrick model, respectively.</p><p><strong>Results: </strong>Fifty-seven articles met the inclusion and exclusion criteria, described DM training targeting healthcare and non-healthcare professionals and employed diverse teaching methods and topics. Five studies reported using monitoring, while all reported an evaluation methodology. The learning objectives focused on students' ability to \"Remember\" (N = 50) and \"Apply\"(N = 44). The evaluations centred around the second level of the New World Kirkpatrick model (N = 57), with only 7 articles investigating the third level. Sixteen authors used existing, validated M&E frameworks. When corelating the learning objectives with the evaluation methodology, the authors observed a mismatch, as skills like the students' ability to \"Apply\" and \"Create\" were evaluated using the second level of the New World Kirkpatrick model.</p><p><strong>Conclusions: </strong>The great heterogeneity in DM training highlights the particularity of these educational programs. The lack of monitoring and the low usage of existing M&E frameworks highlighted a lack of awareness and standardization in the field. The mismatch between the learning objectives and the evaluation process led to deceptive evaluations, which may have resulted in graduates being deemed ready to deploy despite facing hardships in real-world settings, potentially leading to unprepared responders.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"188"},"PeriodicalIF":2.7,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143257351","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":"AI-based medical ethics education: examining the potential of large language models as a tool for virtue cultivation.","authors":"Shimpei Okamoto, Masanori Kataoka, Makoto Itano, Tsutomu Sawai","doi":"10.1186/s12909-025-06801-y","DOIUrl":"https://doi.org/10.1186/s12909-025-06801-y","url":null,"abstract":"<p><strong>Background: </strong>With artificial intelligence (AI) increasingly revolutionising medicine, this study critically evaluates the integration of large language models (LLMs), known for advanced text processing and generation capabilities, in medical ethics education, focusing on promoting virtue. Positing LLMs as central to mimicking nuanced human communication, it examines their use in medical education and the ethicality of embedding AI in such contexts.</p><p><strong>Method: </strong>Using a hybrid approach that combines principlist and non-principlist methodologies, we position LLMs as exemplars and advisors.</p><p><strong>Results: </strong>We discuss the imperative for including AI ethics in medical curricula and its utility as an educational tool, identify the lack of educational resources in medical ethics education, and advocate for future LLMs to mitigate this problem as a \"second-best\" tool. We also emphasise the critical importance of instilling virtue in medical ethics education and illustrate how LLMs can effectively impart moral knowledge and model virtue cultivation. We address expected counter-arguments to using LLMs in this area and explain their profound potential to enrich medical ethics education, including facilitating the acquisition of moral knowledge and developing ethically grounded practitioners.</p><p><strong>Conclusions: </strong>The study involved a comprehensive exploration of the function of LLMs in medical ethics education, positing that tools such as ChatGPT can profoundly enhance the learning experience in the future. This is achieved through tailored, interactive educational encounters while addressing the ethical nuances of their use in educational settings.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"185"},"PeriodicalIF":2.7,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143257265","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 impact of hidden curriculum factors on professional adaptability.","authors":"Danial Behmanesh, Shahram Jalilian, Akbar Babaei Heydarabadi, Mehrnaz Ahmadi, Nasrin Khajeali","doi":"10.1186/s12909-024-06618-1","DOIUrl":"https://doi.org/10.1186/s12909-024-06618-1","url":null,"abstract":"<p><strong>Background: </strong>The hidden curriculum encompasses the underlying values, norms, and behaviors conveyed indirectly through educational environments, significantly shaping medical students' professional adaptability. This study addresses the research gap in understanding the relationship between hidden curriculum components and professional adaptability among medical students at Jundishapur University of Medical Sciences. The innovation lies in quantifying this relationship using robust statistical methods. The objective was to evaluate how these hidden curriculum elements impact students' ability to adapt professionally.</p><p><strong>Methods: </strong>This cross-sectional study involved 882 medical students, with a final sample size determined via Morgan's table, including 216 medical student during clerkship and 216 during internship,selected through census sampling. Data were collected using validated professional adaptability and hidden curriculum questionnaires and analyzed using Pearson correlation coefficients.</p><p><strong>Results: </strong>Critical thinking showed the highest correlation with professional adaptability (r = 0.942, p < 0.001), followed by teaching methods (r = 0.874, p < 0.001). supportive environments (r = 0.809, p < 0.001) and Student-teacher interactions (r = 0.781, p < 0.001) also exhibited strong positive relationships. Other components, such as curriculum content and administrative structure, demonstrated moderate correlations.</p><p><strong>Conclusion: </strong>These findings underscore the importance of the hidden curriculum in enhancing educational quality and professional training in medical education, highlighting the necessity for educators to integrate these elements consciously into their teaching strategies.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"186"},"PeriodicalIF":2.7,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143257355","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 and ChatGPT: analyzing attitudes, practices, and academic perceptions.","authors":"Ahmed Samir Abdelhafiz, Maysa I Farghly, Eman Anwar Sultan, Moaz Elsayed Abouelmagd, Youssef Ashmawy, Eman Hany Elsebaie","doi":"10.1186/s12909-025-06731-9","DOIUrl":"https://doi.org/10.1186/s12909-025-06731-9","url":null,"abstract":"<p><strong>Background: </strong>ChatGPT, a chatbot launched by OpenAI in November 2022, has generated both excitement and concern within the healthcare education, research, and practice communities. This study aimed to explore the knowledge, perceptions, attitudes, and practices of undergraduate medical students regarding the use of ChatGPT and similar chatbots in their academic work.</p><p><strong>Methods: </strong>An anonymous, structured questionnaire was developed using Google Forms and administered to medical students as part of a cross-sectional study. The survey targeted undergraduate medical students from four governorates in Egypt. The questionnaire link was distributed through social media platforms, including Facebook and WhatsApp. The survey comprised four sections: socio-demographic characteristics, perceptions, attitudes, and practices.</p><p><strong>Results: </strong>The survey achieved a response rate of 96%, with 614 out of 640 approached students participating. Prior to the study, most respondents (78.5%) had personal experience using it. Overall, respondents demonstrated positive perceptions, attitudes, and practices toward ChatGPT, with mean scores exceeding 3 for all three variables: 3.99 ± 0.60 for perceptions, 3.01 ± 0.46 for attitudes, and 3.55 ± 0.55 for practices. In general, the students exhibited a high degree of trust in the model, with approximately half trusting the accuracy and reliability of the information provided by ChatGPT. However, more than two-thirds expressed apprehension about its potential misuse in medical education, and around 60% were concerned about the accuracy of information ChatGPT might generate on complex medical topics.</p><p><strong>Conclusions: </strong>Medical students show strong interest and trust in using ChatGPT and similar chatbots for academic purposes but have concerns about the reliability of the information and potential misuse in medical education. The use of AI tools should follow ethical guidelines set by academic institutions, with regular updates to keep pace with technological progress. Future research should focus on the impact of AI on education and personal development, especially among young people.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"187"},"PeriodicalIF":2.7,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143257349","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 and attitudes towards Alzheimer's disease and related dementias among Nigerian medical and nursing students: a comparative study.","authors":"Tobi Olajide, Favour Ajao, Inioluwa Joshua, Abigail Oyedokun, Ayosubomi Odubiyi, Oluwadabira Adewara, Feziechi Anele, Ayomide Fatola, Samuel Ayeni, Nneka Amakom, Oluwanifemi Osakuade, Oluwabunmi Adeyeye, Chidera Ezeh, Gbenga Shittu, Rashidat Mufutau, Serena Atoyebi, Michael Apata, Sandra Obatowon, Aminat Abdul, Jesufemi Adeyeye, Akin Ojagbemi","doi":"10.1186/s12909-025-06775-x","DOIUrl":"https://doi.org/10.1186/s12909-025-06775-x","url":null,"abstract":"<p><strong>Introduction: </strong>Dementia is a growing public health challenge globally, with low- and middle-income countries, including Nigeria, disproportionately affected. Healthcare professionals play a critical role in dementia care. This study compared the knowledge and attitudes of medical and nursing students at a Nigerian university toward Alzheimer's Disease and Related Dementias (ADRD).</p><p><strong>Methods: </strong>This cross-sectional study was conducted at the College of Medicine University of Ibadan, Nigeria. A total of 143 penultimate and final-year medical and nursing students were selected by stratified random sampling. Data were collected using the Alzheimer's Disease Knowledge Scale (ADKS) and Dementia Care Attitude Scale (DCAS). Multivariate analysis of variance (MANOVA) was used to compare mean scores between these students. Multivariate regression models were developed to identify factors significantly associated with ADKS and DCAS scores. Statistical significance was determined using a two-tailed p-value of < 0.05.</p><p><strong>Results: </strong>The mean age of participants was 22.61 years (SD ± 2.56). Medical students demonstrated significantly higher knowledge scores (19.82, SD ± 3.17) compared to nursing students (17.39, SD ± 2.65; p < 0.001) on a scale of 0 to 30. Attitudes measured using the Dementia Care Attitude Scale (DCAS) showed no significant difference between groups, with medical students scoring slightly higher. Multiple regression analysis identified department as a significant predictor of knowledge (p < 0.001) and attitudes (p = 0.010).</p><p><strong>Conclusion: </strong>The study highlights gaps in dementia education among medical and nursing students in Ibadan. Targeted educational interventions, including enhanced curriculum content and experiential learning opportunities, are urgently needed to improve dementia care preparedness in the healthcare workforce.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"184"},"PeriodicalIF":2.7,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143257268","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":"Emergency and critical care medicine residents' competency to identify patient ventilator asynchrony using a mechanical ventilator waveform analysis in Addis Ababa, Ethiopia: a multicenter cross-sectional study.","authors":"Wegderes Bogale, Merahi Kefyalew, Finot Debebe","doi":"10.1186/s12909-025-06748-0","DOIUrl":"10.1186/s12909-025-06748-0","url":null,"abstract":"<p><strong>Background: </strong>patient-ventilator asynchrony (PVA) describes a condition in which a suboptimal interaction occurs between a patient and a mechanical ventilator. It is common and often undetected, with a negative impact on patient outcomes if unrecognized and addressed. Mechanical ventilator waveform analysis is a non-invasive and reliable way of identifying PVAs for which advanced methods of identifying PVA are lacking; however, it has not been well studied in residents working in developing setups like Ethiopia.</p><p><strong>Objectives: </strong>to assess Emergency and Critical Care Medicine (ECCM) Residents' competency and associated factors to identify PVA using mechanical ventilator (MV) waveform analysis at Saint Paul Hospital Millennium Medical College (SPHMMC) and Tikur Anbesa Specialized Hospital (TASH).</p><p><strong>Methodology: </strong>We conducted a cross-sectional study among senior ECCM residents who were on training at TASH and SPHMMC, Addis Ababa. The study enrolled all 91 senior ECCM residents with 80 completing it. A pretested and structured self-administered questionnaire was administered using an internally modified assessment tool. The completed data were collected via web links after being prepared using kobtoolbox. org, coded, manually checked, and exported to version 27 SPSS analysis. Descriptive statistics, the chi-square test, nonparametric tests, and multi-variable logistic regression were used for data analysis.</p><p><strong>Results: </strong>Eighty senior residents responded out of 91, including 42 from TASH and 38 from SPHMMC. The overall competency of identifying PVA by MV waveforms was 30%. A median of 3 (IQR 1-4) PVAs were correctly identified. Only 1 resident (1.25%) identified all 6 different types of PVAs,;(8.75%) identified 5 PVAs; 20% identified 4 PVAs,22.5% identified 3 PVAs; 17.5% identified 2 PVAs, 13.75% identified 1 PVA Correctly and 16.25% did not identify any PVA. Auto-PEEP was the most frequently identified PVA, and delayed cycling was the least frequently identified PVA. Presenting or attending a seminar on MV waveforms and having lectures on mechanical ventilation increased the probability of identifying ≥ 4 PVAs.</p><p><strong>Conclusion: </strong>The overall competency of identifying PVA by MV waveforms is low among ECCM residents. Presenting or attending seminars on MV waveforms, and having lectures on mechanical ventilation (MV) were associated with increased competency of identifying PVAs by MV waveform analysis.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"180"},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191191","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":"Challenges and opportunities in pediatric surgery training in Germany: a view from the trenches.","authors":"Sabine Drossard, Louisa Schuffert","doi":"10.1186/s12909-025-06727-5","DOIUrl":"10.1186/s12909-025-06727-5","url":null,"abstract":"<p><strong>Introduction: </strong>Pediatric surgery training in Germany faces significant challenges related to structural issues and resource limitations, including variability in training sites and a lack of standardized oversight. This study aims to assess the current state of pediatric surgery training including its structure, quality, and resident satisfaction and identify areas for improvement.</p><p><strong>Materials and methods: </strong>We conducted an online survey between May 2022 and November 2023 using single-choice, multiple-choice and open-ended questions. Additionally, information was gathered via analysis of available statistics and through direct contact with the State Chambers of Physicians.</p><p><strong>Results: </strong>75 pediatric surgery residents and 15 young specialists participated in the survey. 12 of 17 state medical chambers responded to our inquiry, but only 4 maintain detailed statistics. Training often extends beyond the planned six years, mainly (75%) due to insufficient surgical exposure. Residents reported a predominant role of attendings in surgical training and other residents in clinical training. They desired more involvement from chiefs in their education. A significant proportion (58.9%) noted a lack of dedicated scientific education. Nearly half (44.4%) of the respondents had changed training sites, primarily due to clinical rotations (26,7%) and dissatisfaction with training conditions (30,0%).</p><p><strong>Conclusion: </strong>Pediatric surgery residents in Germany face inconsistent training quality and extended training periods, mainly due to insufficient surgical exposure. They report that some chiefs do not meet their obligations as trainers adequately. To address these issues, there is a need for enhanced oversight, standardized curricula, more surgical exposure and improved collaboration among training institutions.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"183"},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191219","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":"Determinants of burnout syndrome among undergraduate nursing students in Poland: a cross-sectional study.","authors":"Katarzyna Szwamel, Wiesława Kowalska, Ewa Mazur, Anna Janus, Iwona Bonikowska, Justyna Jasik-Pyzdrowska","doi":"10.1186/s12909-025-06777-9","DOIUrl":"10.1186/s12909-025-06777-9","url":null,"abstract":"<p><strong>Background: </strong>Nursing students worldwide are exposed to burnout syndrome resulting from constant academic and clinical stressors. The consequences of student burnout can be related to the student's mental and physical health. Burnout may affect the learning process, achieving professional skills, and future effectiveness while working with a patient and, eventually, might lead to the decision to quit the job. This study aims to analyze the intensity of burnout syndrome among undergraduate nursing students based on their year of study (1), establishing the impact of stress, anxiety, insomnia, and selected sociodemographic variables on the level of burnout (2) and establishing a student profile predestined to be affected by burnout (3).</p><p><strong>Methods: </strong>A cross-sectional study was conducted among 841 bachelor's degree nursing students from March 2022 to June 2022. The Maslach Burnout Inventory, Athens Insomnia Scale, Modified Hospital Anxiety and Depression Scale, and Perceived Stress Scale were used.</p><p><strong>Results: </strong>High levels of emotional exhaustion were found in 40.9% and depersonalization in 20.33%, while low personal accomplishment was found in 16.88% of the students. Students of nursing in Year 2 presented the highest levels of emotional exhaustion and depersonalization and achieved significantly higher scores on the Athens Insomnia Scale. The determinants of burnout syndrome identified by the regression analysis were: sociodemographic factors (age, gender, and financial resources), the factors connected with the studying environment (year of studies and clinical and academic stressors), and emotional/mental/interpersonal factors (anxiety, depression, insomnia, and intensity of stress related to life situations).</p><p><strong>Conclusion: </strong>The academic community should be encouraged to create a more supportive environment for students, which will ultimately prevent dropouts and increase the number of nursing professionals in the Polish healthcare system. We recommended carrying out regular screening tests for burnout, insomnia, anxiety, stress, and depression (e.g., once a year) among students. Depending on the results of the tests, implementation of interventions aiming at reducing the negative outcomes of burnout syndrome and promoting well-being and adaptive management mechanisms should be considered.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"178"},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191186","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":"Enhancing compassion in medical education - a comparative study of the efficacy of clinical clerkships versus simulation-based training methodologies.","authors":"Claudia Ebm, R Sarti, P Panico, M Pagliotta, V Vinci, S Oldani","doi":"10.1186/s12909-025-06687-w","DOIUrl":"10.1186/s12909-025-06687-w","url":null,"abstract":"<p><strong>Background: </strong>Compassionate behavior plays a crucial role in medicine by fostering patient-doctor relationships, enhancing adherence, and improving care quality. While partly innate, compassion can be significantly enhanced through structured educational interventions. Despite recent efforts to integrate compassion into medical curricula, methodological challenges persist, especially in understanding how different environments influence skill expression and development. This study aims to assess the effectiveness of traditional clinical clerkships versus simulation-based training in cultivating compassion skills among medical students.</p><p><strong>Methods: </strong>This retrospective longitudinal study evaluated the professional behavior and cognitive skills of 133 medical students at Humanitas University, Milan, Italy, over a three-year period from 2021 to 2024. The curriculum emphasizes problem-based learning and professional development through hospital clerkships and simulation-based training. Compassion was assessed quarterly using a standardized scorecard and continuously evaluated via a learning management system, simulation scenarios and objective structured clinical examinations (OSCEs).</p><p><strong>Results: </strong>In the initial assessment, compassion scores showed no significant difference between the two settings (clerkship: 3.25 ± 0.73, simulation: 3.30 ± 0.69, p = 0.45). Over subsequent evaluations taking place in the following two years, the differences remained non-significant (p = 0.39, p = 0.22) until a notable divergence was observed in later assessments, particularly in the final evaluation at the end of 5th year study (clerkship: 3.54 ± 0.78, simulation: 3.23 ± 1.18, p = 0.023). Clerkship students demonstrated a significant increase in compassion scores over time (+ 0.29, p = 0.023), benefiting from immersive patient interactions that deepened their compassionate behavior. In contrast, simulation scores peaked slightly but not significantly in Year 4 before returning to initial levels (-0.07, 95% CI [-0.24, 0.11]), highlighting the challenge of sustaining compassionate behaviors without ongoing real-world practice.</p><p><strong>Conclusion: </strong>This study emphasizes the crucial role of deliberate curriculum design in medical education. While simulation-based training offers controlled environments, it incompletely replicates the emotional depth of real patient interactions crucial for sustaining compassion. Integrating compassion-focused training into medical curricula is essential for nurturing compassionate healthcare professionals, urging immediate action to enhance compassion in medical education.</p><p><strong>Trial registration: </strong>Not applicable. No health intervention has been proposed, and it's a purely retrospective analysis on an educational methodology.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"181"},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191231","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":"Unfolding insights about resilience and its coping strategies by medical academics and healthcare professionals at their workplaces: a thematic qualitative analysis.","authors":"Salman Yousuf Guraya, Jacqueline Maria Dias, Mohamed Ahmed Eladl, Ayah Mohammad Rajai Rustom, Fatima Audi Saleem Alalawi, Majid Hassan Saleh Alhammadi, Yusra Ahmed Mohammed Ahmed, Amna Ali Omran Taryam Al Shamsi, Sarah Juman Bilalaga, Alfred Nicholson, Hani Malik, Shaista Salman Guraya","doi":"10.1186/s12909-024-06415-w","DOIUrl":"https://doi.org/10.1186/s12909-024-06415-w","url":null,"abstract":"<p><strong>Background: </strong>Health care professionals (HCPs) and medical and health academics (MHAs) strive to maintain and promote population health through evidence-based medical education and practice. At their workplaces, due to the demanding nature of work, HCPs and MHAs face substantial degrees of physiological, psychological, and physical stress, including burnout. Resilience has therefore become a fundamental necessity in the medical field. Our research aimed to acquire an in-depth comprehension of how HCPs and MHAs understand, cultivate, and sustain resilience when confronted with workplace challenges and stressors.</p><p><strong>Methods: </strong>We reviewed the existing corpus of literature about resilience, stressors, and coping strategies and followed an iterative deliberations process to develop an interview guide. The guide was validated by content experts and was piloted on a small group of MHAs of the University of Sharjah (UoS) and HCPs from different hospitals of the United Arab Emirates to test its relevance, internal consistency, and inter-observer validity. The validated interview guide was then administered for in-person interviews. Lastly, we adopted the Braun and Clarke 6-stage thematic model for qualitative data analysis.</p><p><strong>Results: </strong>Our study recorded insights of 170 participants; 69 MHAs and 101 HCPs. Through an inductive thematic analysis, three overarching themes with sub-themes emerged; cognitive mastery (cognitive appraisal and problem-solving abilities), affective well-being (gratification from professional efficacy and social support), and conative efficiency (proactive approaches and introspection and reflection). Other main findings highlighted stress-related factors, realistic expectations, personal well-being and work-life balance. MHAs were concerned about academic output and research, while HCPs were stressed about patient care, delivery of services, and workload. These factors highlighted a complex interaction between cognitive mastery, emotional well-being, and conative efficiency.</p><p><strong>Conclusion: </strong>The findings of our study bestow valuable insights into the dynamic nature of resilience in the medical profession. The synergies and dissimilarities in work-life balance, personal productivity, and job-specific stressors among HCPs and MHAs demand a well-structured resilience program. The themes of cognitive mastery, affective well-being, and conative efficiency are interconnected and can help foster work-life balance and personal well-being of HCPs and MHAs to improve their resilience.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"177"},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191257","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}