BMC Medical Education最新文献

{"title":"Utilization of animal experiment-based simulation surgery platforms in the education of endoscopic thyroidectomy: a preliminary study.","authors":"Haichao Yan, Ruiying Zhu, Ning Yue, Zhenyi Han, Xiaobo Yu, Cheerly Tanu, Ping Wang, Xing Yu","doi":"10.1186/s12909-025-07935-9","DOIUrl":"10.1186/s12909-025-07935-9","url":null,"abstract":"<p><strong>Background: </strong>Endoscopic thyroidectomy, due to its superior cosmetic outcomes and improved postoperative quality of life, is increasingly in demand, especially among young female patients. However, performing the procedure while protecting crucial structures such as parathyroid glands and laryngeal nerves remains challenging. Consequently, comprehensive training is crucial for developing experienced endoscopic thyroidectomy surgeons. The main goals are to provide realistic intraoperative environments for surgeons and shorten the learning curve.</p><p><strong>Methods: </strong>An animal experiment-based simulation platform has been developed in this study. Sixty trainees were equally allocated to either experimental group (surgeons received training using animal experiments before performing actual surgical procedures) or control group (surgeons participated in actual endoscopic thyroidectomy directly). Theoretical and surgical performance scores and trainees' subjective assessments were compared between the two groups.</p><p><strong>Results: </strong>There was no significant difference in gender, age, and baseline theoretical scores between the two groups. Theoretical and surgical performance scores in the experiment group were significantly higher than those of the control group, including anatomy scores (P = 0.01), specialty theory scores (P < 0.01), and surgical proficiency ratings (P < 0.01). Trainees' subjective assessment scores in the experiment group were significantly higher than those in the control group, including satisfaction with the teaching program (P < 0.01), perceived enjoyment of learning (P < 0.01), proactive learning behavior (P < 0.01), self-assessed theoretical knowledge acquisition (P = 0.04), and self-reported improvement in operational skills (P < 0.01).</p><p><strong>Conclusion: </strong>The utilization of animal experiment-based simulation surgery platform has a positive impact on increasing trainees' engagement in surgical learning and enhancing the outcomes of training program.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1325"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214394","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":"Enhancing self-regulated learning: a comparison of medical students' self-assessment and faculty evaluations on communication skills in simulated patient interviews.","authors":"Hülya Akan, Hamza Yasin Delibaş, Serhat Koran, Pakize Yi̇ği̇t, Özlem Tanriöver","doi":"10.1186/s12909-025-07794-4","DOIUrl":"10.1186/s12909-025-07794-4","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1285"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492561/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214414","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":"Impact of continuing professional development (CPD) on patient outcomes: a systematic scoping review.","authors":"Salwa Ali, Ahsan Sethi, Abderrezzaq Soltani, Zachariah Nazar","doi":"10.1186/s12909-025-07883-4","DOIUrl":"10.1186/s12909-025-07883-4","url":null,"abstract":"<p><strong>Background: </strong>Continuing Professional Development (CPD) is vital for maintaining healthcare professionals' competence in providing quality patient care. However, evidence linking CPD directly to patient outcomes remains limited and methodologically diverse, hindering generalizable conclusions. This scoping review synthesises available evidence on the impact of CPD participation on patient outcomes, identifies patterns in intervention design and outcome measures, and explores key implementation and contextual factors that influence CPD effectiveness.</p><p><strong>Methods: </strong>In September 2024 PubMed, Embase, CINAHL, and ERIC were searched for studies that assessed the impact of CPD interventions on patient health outcomes in healthcare settings. Two reviewers independently screened the articles for eligibility and charted the data. Findings were synthesized using a mixed-methods approach combining quantitative summary and qualitative content analysis.</p><p><strong>Results: </strong>Of 1562 records screened, 17 studies met the inclusion criteria. Most of the articles (n = 16) originated from high-income countries. Multi-component CPD interventions, particularly those with sustained support and practical skills development, demonstrated greater effectiveness than standalone educational activities. Positive patient outcomes were reported in 14 studies, including reduced hypoglycemic events, and shorter ICU stays. The most impactful interventions were those implemented with organizational support, clear protocols, and ongoing reinforcement. Nevertheless, the evidence base was constrained by variations in outcome measures (e.g., mortality rates, complication rates, functional scores), and short follow-up durations.</p><p><strong>Conclusions: </strong>Despite CPD's prominence in healthcare systems, only a few studies directly evaluate it to improved patient outcomes. This review highlights that CPD programs incorporating practical skill development, protocol-based implementation, organizational support, and ongoing reinforcement can enhance patient care. Future research should adopt rigorous methodologies, consistent outcome measures, and long-term follow-up to better evaluate CPD's effectiveness. Additionally, CPD providers should prioritize integrated approaches between theoretical knowledge, applied practice, and continuous support mechanisms to maximize clinical impact.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1284"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492535/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214453","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":"Orthodontic diagnosis and usability of the web-based e-learning application orthotrainer.","authors":"Norbert Alexander Lang, Franziska Alina Lang, Martin Lemos, Laura Bell, Daniel Fink, Christian Niederau, Katharina Mücke, Kathrin Becker, Teresa Kruse, Bert Braumann, Michael Wolf, Isabel Knaup","doi":"10.1186/s12909-025-07997-9","DOIUrl":"10.1186/s12909-025-07997-9","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1274"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12490099/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145213793","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":"Navigating challenges in healthcare education: perspectives from ethnic minority students.","authors":"Mei Fung Florence Wong, Jasvir Kaur Jessie Dhaliwal","doi":"10.1186/s12909-025-07684-9","DOIUrl":"10.1186/s12909-025-07684-9","url":null,"abstract":"<p><strong>Background: </strong>The enrollment of ethnic minority students in healthcare professional programmes has been increasing. However, current curricula are primarily designed for students from the majority culture, potentially overlooking the unique learning challenges faced by ethnic minority students. This study aims to explore these challenges to better understand their learning experience.</p><p><strong>Methods: </strong>This phenomenological qualitative study utilized face-to-face focus group interviews with 16 ethnic minority students enrolled in healthcare programmes at tertiary professional training institutions.</p><p><strong>Results: </strong>Four key themes emerged (1) Language barriers resulting in heavy workload and stress, (2) Restriction in social network and interactions, (3) Stereotypes towards ethnic minorities, and (4) Obstacles related to maintaining religious faith. These themes highlight significant barriers that hinder learning engagement and social integration, adversely impacting academic and clinical performance.</p><p><strong>Conclusion: </strong>The findings highlight the imperative for institutional reforms to create an equitable learning environment. Four strategies include implementing targeted language support programmes to alleviate academic pressures, fostering peer mentorship initiatives to enhance social integration, incorporating anti-bias training to address stereotypes, and developing faith-sensitive policies and facilities. These evidence-based interventions not only support ethnic minority students' success but also cultivate cultural competence across healthcare education, ultimately strengthening the inclusivity of the profession.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1331"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492566/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145213862","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":"Psychology student and mental health practitioner experiences of and perspectives on Client101, a virtual client chatbot training tool.","authors":"Simone Schmidt, Daniel Cabrera Lozoya, Litza Kiropoulos, Mike Conway, Simon D'Alfonso","doi":"10.1186/s12909-025-07668-9","DOIUrl":"10.1186/s12909-025-07668-9","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1293"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492891/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214073","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":"Prevalence of depression among medical students across the Arab region: a scoping review.","authors":"Rasmieh Al-Amer, Eman Alshawish, Ola Soudah, Wafa ' Mousa Othman, Zainab F Albikawi, Maha Subih, Osama Alkouri, Amira Ali, Sue Randall","doi":"10.1186/s12909-025-07793-5","DOIUrl":"10.1186/s12909-025-07793-5","url":null,"abstract":"<p><strong>Background: </strong>Depression among medical students is a significant mental health challenge globally, with increased prevalence rate in the Arab region.</p><p><strong>Aim: </strong>To systematically review the prevalence and risk factors for depression among medical students in the Arab region.</p><p><strong>Method: </strong>A systematic search of databases (PubMed, Medline, CINAHL, PsycINFO) and grey literature identified 16 observational cross-sectional studies conducted between 2019 and 2024.</p><p><strong>Results: </strong>The studies included data from 9,243 participants, with a depression prevalence rate ranging from 40% in Palestine to 77.9% in Sudan. Risk factors associated with depression were grouped into five categories: sociodemographic, social and family dynamics, academic, behavioral, and lifestyle, and health and mental health history. To illustrate, younger age, female gender, and preclinical years of medical school are associated with a higher level of depressive symptoms. Social challenges, such as living apart from family and lacking adequate social support, were risk factors for psychological distress. Furthermore, academic pressure and uncertainty increase the possibility of having depressive symptoms. Maladaptive coping mechanisms such as substance abuse and excessive screen time, further exacerbate the condition.</p><p><strong>Conclusion: </strong>This review underscores the critical need for tailored mental health strategies in Arab medical schools. Interventions should address stigma, enhance social and academic support, and include culturally relevant stress management and resilience-building programs. Future research should explore the impact of socio-political instability and evaluate interventions tailored to collectivist cultural norms.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1324"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492948/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214124","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":"Policy and preference: the intersection of attendance hurdles and student perceptions of practical classes.","authors":"Karen J Donald, Anthea Cochrane, Samantha Byrne, Lisa Cheshire, Jessica Stander, Tamara Clements, Sue Finch, Nicole Hill, Elaina Kefalianos, Jessica Lees, Miki Maruyama, Lauren Story, Bronwyn Tarrant, Debra Virtue, Travis Haber","doi":"10.1186/s12909-025-07909-x","DOIUrl":"10.1186/s12909-025-07909-x","url":null,"abstract":"<p><strong>Background: </strong>Practical classes and skills labs, where students learn, practice, and demonstrate key professional and technical skills, are essential in health professional education. As such, attendance at practical classes has historically been mandated and, in some cases, an \"attendance hurdle\" (i.e., mandatory minimum attendance requirement that students must meet to pass the course) is applied to subjects where practical classes are a core part of the curriculum. We aimed to explore students' attitudes, beliefs and experiences of attendance hurdles for practical classes.</p><p><strong>Methods: </strong>We surveyed students from entry-to-practice programs in Medicine, Dentistry, Oral Health, Optometry, Physiotherapy, Social Work, Nursing, and Speech Pathology who were currently or previously enrolled in a subject/s with attendance hurdles for practical classes. In a single online survey, students answered multiple-choice, ranking, and Likert questions about their attitudes, beliefs, and experiences of attendance hurdles for practical classes. Data were analysed descriptively and with Pearson chi-squared test of association.</p><p><strong>Results: </strong>Sixty-three percent (n=362) of 575 students who completed the survey wanted to maintain attendance hurdles. In contrast, almost 80% of students stated they would attend 80% or more of classes without attendance hurdles. Many students believed that attendance hurdles could adversely affect some individuals (e.g., due to personal circumstances and sociodemographics), and half believed as adult learners, they should decide whether to attend practical classes. Students valued the in-class tutor feedback and application to clinical practice that practical classes offered. Students suggested that greater flexibility in the timing of practical classes would be more likely than hurdles to improve attendance.</p><p><strong>Conclusions: </strong>The advantages of participating in practical classes to develop essential clinical skills are evident to students, and likely motivate them to attend most scheduled classes. Numerous factors can lead to student absences, and mandating attendance may disadvantage some students. Alternatives to attendance policies could include offering scheduling flexibility and student sign-up, accommodating students' personal and health needs, and aligning classes to student values.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1329"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492628/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214129","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":"The effect of reversed screen orientation versus standard orientation in bedside ultrasound on vascular access skill acquisition: a cadaver study.","authors":"Adem Köksal, Ali Aygün, İbrahim Çaltekin, Mesut Tomakin, Mehmet Seyfettin Sarıbaş, İshak Özkay, Adem Tokpinar, Orhan Baş","doi":"10.1186/s12909-025-07899-w","DOIUrl":"10.1186/s12909-025-07899-w","url":null,"abstract":"<p><strong>Background: </strong>Ultrasound-guided vascular access (USGVA) is an essential clinical skill, but novice learners often face difficulties in interpreting ultrasound images and achieving spatial alignment during procedures. To address this challenge, we hypothesized that using a reversed screen orientation could facilitate the learning process. Reversed screen orientation refers to an ultrasound image flipped in the transverse plane, producing a top-to-bottom mirror image by activating the \"reverse\" function on the ultrasound (US) device. We assumed that this configuration might help align the visual trajectory of the needle with the user's hand movements, potentially easing spatial perception during the early stages of learning.</p><p><strong>Metods: </strong>The study was conducted in the Anatomy Laboratory of Ordu University Medical Faculty with 60 final-year medical students with no prior US experience. Participants were randomly divided into two groups (A and B), who performed femoral vein needle punctures on cadavers under US guidance with standard (Group A) and reverse (Group B) screen. Each group used both screen orientations across two attempts. Before the procedure, students received theoretical training. Data collected included demographic information, needle visibility, procedure duration, success rates, and complications. Statistical analyses were performed using Statistical Package for the Social Sciences (SPSS), and significance was set at p < 0.05.</p><p><strong>Results: </strong>The results showed no significant differences in age or sex distribution between groups. In the first attempt, 83.3% of participants with posterior wall penetration were in Group A (standard screen orientation). Needle visualibity score was higher in Group B (reversed screen orientation). The perceived ease of the procedure showed a significant difference in favor of Group B in the second attempt. Overall, while the success rates and time taken were similar between groups, Group B exhibited improved needle visualization and fewer complications related to posterior wall penetration.</p><p><strong>Discussion: </strong>The findings indicate that reversed screen orientation may facilitate learning and enhance procedural outcomes in USGVA. This orientation aligns better with the spatial perception of needle movement, potentially improving hand-eye coordination. The study supports the integration of reversed screen techniques in US training to improve skill acquisition and reduce complication rates in vascular access procedures. However, limitations include the study being conducted at a single center and using only one cadaver, which may affect the generalizability of results. Future research should explore long-term effects and further validate these findings in diverse clinical settings.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1303"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492798/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214380","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":"Integrating medical humanities in undergraduate medical education: a curricular model aligned with the InspirE5 framework.","authors":"Valle Coronado-Vázquez, Diana Monge Martín, Sara Arrimadas Salinas, Sandra Carr, Fernando Caballero Martínez, Santiago Álvarez Montero","doi":"10.1186/s12909-025-07772-w","DOIUrl":"10.1186/s12909-025-07772-w","url":null,"abstract":"<p><strong>Background: </strong>Medical Humanities (MH) integrate the human sciences, arts and social sciences into medical education to foster empathy, ethical reflection and critical thinking. This article presents the MH programme at Universidad Francisco de Vitoria (UFV), framed within the InspirE5 model-an internationally informed framework for designing and evaluating health humanities curricula.</p><p><strong>Methods: </strong>We conducted a qualitative descriptive-interpretive study using document analysis and triangulated phenomenological interpretation. A multidisciplinary team analysed the programme according to the five domains of the InspirE5 model: Environment, Expectations, Experiences, Evidence, and Enhancement.</p><p><strong>Results: </strong>The UFV MH programme aligns closely with the InspirE5 capabilities, integrating them into a longitudinal, compulsory curriculum. It includes diverse pedagogical methods-such as mentoring, experiential learning, reflective writing, and interdisciplinary seminars-fostering person-centredness, ambiguity tolerance, and ethical imagination.</p><p><strong>Conclusions: </strong>The programme demonstrates a coherent integration of MH across six academic years and provides a model of transformative, transdisciplinary education. Its alignment with the InspirE5 framework strengthens its value as a paradigm for medical humanities development, assessment and international comparison.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1294"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492857/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214462","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}