BMC Medical Education最新文献

{"title":"Evaluation and examination of factors influencing the continued effective use of E-learning among faculty members of medical sciences universities.","authors":"Ali Garavand, Nasim Aslani, Pooria Afsharifard, Hamed Nadri","doi":"10.1186/s12909-025-06999-x","DOIUrl":"10.1186/s12909-025-06999-x","url":null,"abstract":"<p><strong>Introduction: </strong>E-learning facilitates the learning process for medical students by allowing them to enhance their knowledge, skills, and professional experiences, thereby improving quality and standards in education. The objective is to investigate the continuity of use of e-learning systems among academic faculty members of medical sciences universities.</p><p><strong>Methods: </strong>A researcher-constructed questionnaire was distributed to collect data from approximately 300 faculty members of medical sciences universities who have used the e-learning system for at least one year. Out of these, 120 questionnaires contained valid responses. The data were processed using statistical software and the statistical analysis technique based on (SEM).</p><p><strong>Results: </strong>The results indicated that among the demographic factors of the members, age has a significant impact on the continued use of the electronic learning system. Among the two most influential factors on the continued use of the system, perceived usefulness and satisfaction, perceived usefulness was not influential in our study. This means that the members are aware of the benefits of face-to-face instruction compared to system use because the system is simple and basic without features.</p><p><strong>Conclusion: </strong>In our study, the incentive factor was not influential, partly due to the alignment of objectives between university management and faculty members and the use of the electronic system. Presenting more complex systems incorporating decision support and virtual training could increase perceived usefulness somewhat. Additionally, providing blended systems, combining face-to-face and virtual modalities, could compensate for the perceived usefulness.</p><p><strong>Clinical trail number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"417"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929210/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677376","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":"Participant perceptions of disability training for health workers: a qualitative study in Ghana.","authors":"Sara Rotenberg, Sara Ryan, Sue Ziebland, John Ganle","doi":"10.1186/s12909-025-06892-7","DOIUrl":"10.1186/s12909-025-06892-7","url":null,"abstract":"<p><strong>Background: </strong>Disabled people often report poor treatment by health workers, and health workers often report wanting more training about how to care for disabled people. However, existing disability training for health workers is usually delivered in one-off interventions, with little follow-up, evaluation, and focus on long-term learning. This insufficiency makes it important to understand how disability training for health workers can be more effective. Therefore, we interviewed stakeholders involved in an existing disability training intervention in Ghana. The aim of the study was to understand how disability training for health workers could be improved by exploring the perspectives of individuals who were involved in previous training interventions.</p><p><strong>Methods: </strong>A phenomenological study was conducted. In-depth, qualitative interviews were conducted with 33 people (17 trainers and 16 trainees) involved in disability training in Ghana. Data were analysed using thematic analysis.</p><p><strong>Results: </strong>Participants spoke about the challenges with existing training, namely how the current approach was insufficient, the consequences of informality in running training and the need for more sign language instruction. Several participants suggested improvements for training, including having external motivation (i.e., professional development credits, monetary benefits, etc.), more collaborative initiatives across institutions and government, and curriculum integration. We developed a theory of change model to show how different components of disability training support learning.</p><p><strong>Conclusions: </strong>These results show that disability training for health workers is important and that there is scope to refine and standardize training. In particular, the findings demonstrate how future initiatives to train health workers can be developed and implemented. They also emphasize the need to solicit perspectives from individuals who have experienced training in order to improve future iterations.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"420"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929338/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677379","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 the gaps in problem-based learning: an evidence-based intervention in bachelor of medicine and surgery (MBBS) program.","authors":"Himayat Ullah, Sarwat Huma, Lubna Naeem, Mohammed Yunus, Junaid Sarfraz","doi":"10.1186/s12909-025-07003-2","DOIUrl":"10.1186/s12909-025-07003-2","url":null,"abstract":"<p><strong>Introduction: </strong>Problem-based learning (PBL) is one of medical education's most effective student-centered learning modalities. However, a lack of experience has led to several gaps in this useful learning modality, prohibiting it from achieving the desired goals. This study aimed to find gaps in our institution's PBL strategy, take measures to fill these gaps, and then assess the effect of these measures.</p><p><strong>Methods: </strong>This interventional study was conducted in a Bachelor of Medicine and Surgery (MBBS) program after receiving ethical approval. The study consisted of three phases: gap identification, intervention, and evaluation. Faculty and student training sessions were conducted to provide insight into PBL processes, followed by a Quality Assessment Questionnaire (QAQ) to assess PBL design and delivery gaps. A PBL revision committee then used the 3C3R model to redesign 136 PBLs, improving alignment with learning outcomes. Pre- and post-intervention scores from the QAQ and formative assessments were analyzed using Wilcoxon signed-rank and paired t-tests.</p><p><strong>Results: </strong>Pre-intervention QAQ scores averaged 2.7 out of 5, reflecting issues PBL problems and conduction. Post-intervention scores improved to 4.0 (p <.001), indicating a 48.1% enhancement in perceived PBL quality. Post-PBL formative assessments showed significant score improvements across blocks, with an overall effect size (Cohen's d) of -0.54. Student and faculty satisfaction ratings also increased, averaging 4.3 and 4.8, respectively.</p><p><strong>Conclusion: </strong>Due to practical novelty, PBL may have certain gaps and deficiencies that must be removed by targeted interventions to achieve the desired outcomes of this state-of-the-art learning strategy.</p><p><strong>Trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"410"},"PeriodicalIF":2.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11927306/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671598","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":"Understanding healthcare efficiency-an AI-supported narrative review of diverse terminologies used.","authors":"Lotte A Bock, Sanne Vaassen, Walther N K A van Mook, Cindy Y G Noben","doi":"10.1186/s12909-025-06983-5","DOIUrl":"10.1186/s12909-025-06983-5","url":null,"abstract":"<p><strong>Background: </strong>Physicians have become more responsible for pursuing healthcare efficiency. However, contemporary literature uses multiple terminologies to describe healthcare efficiency. To identify which term is best suitable for medical education to equip physicians to contribute to healthcare efficiency delivery in clinical practice, we performed a narrative review to elucidate these terms' meanings, commonalities, and differences.</p><p><strong>Methods: </strong>The PubMed-database was searched for articles published in 2019-2024 describing healthcare efficiency terminology. Eligible articles conceptually described and applied relevant terminologies for physicians, while empirical studies and practice-specific articles were excluded. The screening was supported by an open-source artificial intelligence tool (ASReview), which prioritizes articles through machine learning. Two reviewers independently screened the resulting articles, resolving disagreements by consensus. Final eligibility was determined through predefined inclusion criteria.</p><p><strong>Results: </strong>Out of 3,655 articles identified, 26 met the inclusion criteria. Key terminologies: cost-effectiveness, high-value care, low-value care, and value-based healthcare, were identified, and explored into more depth. 'Value' is central in all terms, but our findings reveal that the perspectives herein differ on what constitutes value. Within cost-effectiveness, resource allocation to the population's needs drives decision-making-maximizing value at population-level. Within value-based healthcare, patient-centricity guides decision-making-maximizing value at individual patient-level. High-value and low-value care are somewhat ambiguous, depending solely on cost-effectiveness results or patient preferences to determine whether care is considered as low or high value.</p><p><strong>Conclusions: </strong>Cost-effectiveness may be too rigid for patient-physician interactions, while value-based healthcare might not ensure sustainable care. As physicians are both stewards of finite societal resources and advocates of individual patients, integrating cost-effectiveness (resource allocation for population needs) and value-based healthcare (individualized care plans) seems necessary. Both terms emphasize delivering high-value care and avoiding low-value care. We suggest that medical education: (1) train (future) physicians to apply healthcare efficiency principles through case-based discussion, (2) use the cost-effectiveness plane to evaluate treatments, (3) deepen knowledge of diagnostic and treatment procedures' costs within evidence-based guidelines, and (4) enhance communication skills supporting a healthcare efficiency-driven open shared decision-making with patients.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"408"},"PeriodicalIF":2.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11924740/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665316","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":"A scoping review of interprofessional education in healthcare: evaluating competency development, educational outcomes and challenges.","authors":"Hemal Patel, Simone Perry, Eric Badu, Felista Mwangi, Oyepeju Onifade, Alexander Mazurskyy, Joanne Walters, Meredith Tavener, Danielle Noble, Sherphard Chidarikire, Lee Lethbridge, Liam Jobson, Hamish Carver, Annabelle MacLellan, Natalie Govind, Graham Andrews, Greg Kerrison-Watkin, Elizabeth Lun, Bunmi S Malau-Aduli","doi":"10.1186/s12909-025-06969-3","DOIUrl":"10.1186/s12909-025-06969-3","url":null,"abstract":"<p><strong>Background: </strong>Interprofessional education (IPE) is essential in healthcare to enhance collaboration, communication and teamwork among health professions education students. This review aimed to map out the core competencies health professions education students develop during IPE and identify the positive and negative educational outcomes.</p><p><strong>Methods: </strong>A comprehensive search strategy was developed and reported in accordance with the PRISMA ScR guidelines. The search was conducted across five electronic databases (Medline, Scopus, Web of Science, PsycINFO and EBSCO) for peer-reviewed articles published in English within the last 20 years. Data was extracted and core competencies were categorised into four defined areas-roles and responsibilities; interprofessional communication; values for interprofessional practice; teams and teamwork. The frequency of occurrence of each core competency, along with the positive and negative outcomes of IPE were analysed. Mixed methods analysis was used to integrate both qualitative and quantitative data.</p><p><strong>Results: </strong>Team and teamwork emerged as the most frequently attained core competency in IPE. The positive impacts of IPE include significant improvements in role clarity, communication skills, and teamwork dynamics. However, negative impacts were also noted, such as logistical challenges and interpersonal issues like power dynamics and communication barriers, which impeded the personal professional growth and professional interactional skill-related benefits of IPE. Additionally, some participants reported feeling overwhelmed by the extra workload required for IPE activities.</p><p><strong>Conclusion: </strong>IPE is a valuable component of health professions education, significantly contributing to the development of core competencies necessary for interprofessional collaborative practice. Addressing the challenges and implementing best practices can further enhance the effectiveness of IPE programs, ultimately improving healthcare outcomes. The implications for practice, training of healthcare students and future research are discussed.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"409"},"PeriodicalIF":2.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11924666/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671580","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":"Feasibility of the online educational tool about the ActiveHip + mHealth intervention in occupational therapy students.","authors":"Rafael Prieto-Moreno, Marta Mora-Traverso, María Paz Moreno-Ramírez, Dulce Romero-Ayuso, Lydia Martín-Martín, Patrocinio Ariza-Vega","doi":"10.1186/s12909-025-06963-9","DOIUrl":"10.1186/s12909-025-06963-9","url":null,"abstract":"<p><strong>Background: </strong>The rise of electronic learning and digital health underscores the need for occupational therapists (OTs) to be proficient in using them. Digital training enables OTs to update their skills, while the integration of digital health tools into clinical practice enhances patient care. Thus, it is crucial to explore the factors that influence the acquisition of knowledge in occupational therapists through digital training. In response, an online educational tool about the ActiveHip + mHealth intervention (NCT04859309) was developed to enhance students' knowledge of managing digital health tools for older adults with a hip fracture.</p><p><strong>Objectives: </strong>The primary aim of this study was to assess the feasibility of the online educational tool about the ActiveHip + mHealth intervention. The secondary aims were to explore the relationship between the knowledge after using the online educational tool and different factors (e.g., emotional status) and to inform future studies to assess the effectiveness of this tool.</p><p><strong>Methods: </strong>A feasibility study was conducted including Occupational Therapy (OT) students who completed the online educational tool about ActiveHip + mHealth intervention. The feasibility was assessed through adoption, adherence and acceptability, while learning was assessed using a questionnaire administered before and after the use of the online educational tool. The influence of different factors (i.e., emotional intelligence, previous knowledge) on knowledge after using it was also estimated.</p><p><strong>Results: </strong>The online educational tool demonstrated satisfactory feasibility results, with 83% adoption, 98% adherence and high overall acceptance (120.35 out of 141). Among the acceptance dimensions, performance expectancy, effort expectancy and facilitating conditions received the highest scores. While factors such as course year, effort expectancy and hedonic motivation showed independent correlations with knowledge after using the online educational tool, sequential regression analysis revealed that prior knowledge was the only significant predictor of the knowledge after using the online tool.</p><p><strong>Conclusion: </strong>The online educational tool about ActiveHip + mHealth intervention is feasible to use for the occupational therapy students. However, we do not recommend its implementation in educational settings until well-randomised controlled trials confirm its effectiveness.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"412"},"PeriodicalIF":2.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11927331/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671601","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 does learning happen in field epidemiology training programmes? A qualitative study.","authors":"Matthew Myers Griffith, Emma Field, Angela Song-En Huang, Tomoe Shimada, Munkhzul Battsend, Tambri Housen, Barbara Pamphilon, Martyn David Kirk","doi":"10.1186/s12909-025-06982-6","DOIUrl":"10.1186/s12909-025-06982-6","url":null,"abstract":"<p><strong>Background: </strong>Despite a 75-year history of building epidemiologic capacity and strengthening public health systems, the learning processes in field epidemiology training programmes (FETPs) remain unexamined.</p><p><strong>Methods: </strong>We codesigned a grounded theory and narrative inquiry qualitative study to fill this gap. The study aimed to understand the learning processes in four FETPs by describing training approaches for field epidemiologists, outlining learning strategies among trainees, and examining principles and practices that align training approaches and learning strategies. Data collection included participant observations and semi-structured interviews with FETP trainees and advisors within programmes in Australia, Japan, Mongolia, and Taiwan.</p><p><strong>Results: </strong>Analysis revealed that learning occurs as trainees engage in real-world public health contexts, interacting with their people, systems, data, and knowledge. Facilitators of the learning process were learning environments (projects, routine placement work, field investigations, and courses), advisor stewardship, and trainee tenacity.</p><p><strong>Conclusions: </strong>Our findings align with established and contemporary learning theories and suggest that all countries have the tools to build field epidemiology capacity and leadership. To refine these tools, governments, partners, and programme leaders should ensure access to learning environments, fortify advisor stewardship, and foster a culture of resilience among trainees. FETP is among the strongest levers to bolster the workforce for global health security before the next pandemic, and these findings reveal pathways toward better investments.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"411"},"PeriodicalIF":2.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11927242/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671613","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":"Correction: The use of selected palliative medicine scales by family Doctors in Poland, preliminary online study and its potential impact on knowledge dissemination.","authors":"Aleksander Biesiada, Aleksandra Ciałkowska-Rysz, Mateusz Babicki, Karolina Kłoda, Agnieszka Mastalerz-Migas","doi":"10.1186/s12909-025-06942-0","DOIUrl":"10.1186/s12909-025-06942-0","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"401"},"PeriodicalIF":2.7,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11924820/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665125","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":"Correction: Virtual reality cricothyrotomy- a tool in medical emergency education throughout various disciplines.","authors":"Valentin Burkhardt, Marianne Valette, Iva Speck, Omar Flayyih, Christine Huber, Angela Widder, Robert Wunderlich, Friederike Everad, Christian Offergeld, Tobias Albrecht","doi":"10.1186/s12909-025-06961-x","DOIUrl":"10.1186/s12909-025-06961-x","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"404"},"PeriodicalIF":2.7,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11924624/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665127","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":"Correction: Construction and evaluation of research competency indicator system for pharmacists in tertiary A hospitals in China.","authors":"Yiqi Yan, Wenliu Yu, Wenwen Zhao, Zhiwei Zhou, Yaping Yang, Minyan Zhu, Jianguo Zhu, Rong Chen","doi":"10.1186/s12909-025-06965-7","DOIUrl":"10.1186/s12909-025-06965-7","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"403"},"PeriodicalIF":2.7,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11924687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665116","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}