BMC Medical Education最新文献

{"title":"Exploring the impact, challenges, and integration of podcasts in patient education: a systematic review.","authors":"Saeed Khayat Kakhki, Nahid Aghebati, Hossein Karimi Moonaghi","doi":"10.1186/s12909-025-07217-4","DOIUrl":"10.1186/s12909-025-07217-4","url":null,"abstract":"<p><strong>Background: </strong>Podcasts have become increasingly prominent as tools for health communication, offering flexible and accessible formats for patient education. While widely used in professional training, their role in supporting patient-centered learning remains underexplored.</p><p><strong>Methods: </strong>This systematic review synthesized studies published from 2010 to 2024 concerning podcast use in patient education. Five databases-PubMed, Scopus, Web of Science, Google Scholar, and Embase-were searched using defined keywords. Studies were selected based on relevance to patient education through podcasts, and outcomes such as knowledge retention, comprehension, and engagement. Data extraction was performed independently by two reviewers. Quality assessment was conducted using the Cochrane Risk of Bias Tool, the Newcastle-Ottawa Scale, and the CASP checklist. A thematic synthesis approach was employed to analyze qualitative and quantitative findings.</p><p><strong>Results: </strong>Of the twenty-one included studies, seven demonstrated improved patient knowledge retention, comprehension, and engagement through podcast use. Five studies emphasized accessibility and learner autonomy, highlighting the benefits of asynchronous and flexible delivery. Three studies explored the integration of podcasts with traditional teaching methods, showing positive outcomes when used as complementary tools. However, three studies identified challenges including content quality variability, limited production standards, and digital access disparities. Thematic synthesis categorized findings into four domains: educational effectiveness, integration with traditional education, accessibility and learner autonomy, and implementation challenges.</p><p><strong>Conclusions: </strong>Podcasts represent a promising adjunct to patient education. Their effectiveness depends on thoughtful design, contextual relevance, and equitable delivery. Standardization, blended learning models, and ongoing evaluation are essential for maximizing their impact.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"690"},"PeriodicalIF":2.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12067963/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039308","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":"\"Evaluating the effectiveness of the Saudi laboratory specialist licensure examination preparation program for the medical laboratory sciences interns: a quasi-experimental study\".","authors":"Ahd A Mansour, Enas Gouda","doi":"10.1186/s12909-025-07288-3","DOIUrl":"https://doi.org/10.1186/s12909-025-07288-3","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;In Medical Laboratory Science (MLS), passing licensure examinations is essential to demonstrate professional competence worldwide. The Saudi Laboratory Licensing Examination (SLLE) is required by the Saudi Commission for Health Specialties (SCFHS) in Saudi Arabia. Success in the SLLE reflects candidates' proficiency in applying their knowledge and skills, serving as an indicator for evaluating the quality of MLS programs. Although preparation strategies for different healthcare licensure exams have been explored, a significant lack of research focuses on SLLE preparation programs for MLS students in Saudi Arabia. This gap became particularly evident when the MLS program at Fakeeh College for Medical Sciences (FCMS) observed a decline in first-attempt SLLE scores for students who graduated in the academic year 2021-2022. To address this research gap and the practical need for improved SLLE performance, this study aimed to develop, implement, and evaluate an SLLE preparation program for MLS interns at FCMS. This program is intended to equip interns with the essential knowledge and skills needed to enhance their chances of success in the SLLE and ensure their readiness for future careers.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methodology: &lt;/strong&gt;A quasi-experimental study was conducted from 2022 to 2023 over six weeks at FCMS in Jeddah, Saudi Arabia. The study included all 18 MLS interns enrolled in the academic year 2022-2023, utilizing total population sampling. The participants were final-year students in their internship phase. The SLLE preparation program adhered to a structured three-phase conceptual framework: pre-training (planning), training (implementation), and post-training (evaluation). Data were collected through researcher-developed questionnaires adapted from previous studies and reviewed for content validity by medical education experts at FCMS. Reliability was ensured through expert review. Interns' knowledge was assessed with pre- and post-tests. A paired samples t-test was employed to analyze differences between pre- and post-test scores. Data analysis was performed using SPSS version 28, and statistical significance was established at p &lt; 0.05.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Findings: &lt;/strong&gt;The study included 18 MLS interns (14 females and 4 males). Level 1 (Reaction): Interns reported high satisfaction with all sessions, with ratings ranging from 94% to 100%. Level 2 (Learning): A significant improvement was observed in post-test scores across all subject areas compared to pre-test scores (p &lt; 0.05). Level 3 (Behavior): Preceptors rated interns' clinical performance highly, achieving an average score of 4.6 out of 5.0, indicating successful application of knowledge in clinical settings. Level 4 (Results): All interns (100%) passed the SLLE on their first attempt one year after completing the program. Qualitative feedback further supported these findings, highlighting strengths in content delivery and instructional strategies.&lt;/p&gt;&lt;p","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"687"},"PeriodicalIF":2.7,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065263/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144049973","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":"Advice over empathy: a national cross-sectional examination of communication in united states dietetic education.","authors":"Ashlea Braun, Sarah Corcoran, Gena Wollenberg, Kristen McClanahan, Rachel Liebe, Michael Businelle, Jillian Joyce","doi":"10.1186/s12909-025-07254-z","DOIUrl":"10.1186/s12909-025-07254-z","url":null,"abstract":"<p><strong>Background: </strong>Empathy is an important element of patient communication and is well operationalized in established approaches to one-on-one communication, such as motivational interviewing (MI). The accurate demonstration of empathy is especially important when seeking to facilitate a change in behavior, such as in lifestyle or diet, given these issues often involve psychological barriers versus knowledge deficits. Registered dietitians are a key licensed healthcare provider tasked with facilitating changes in diet, but the extent to which current educational standards in the United States (US) contribute to cultivation of empathy as a professional skill has not been systematically evaluated. The objective of this study was to characterize therapeutic empathy and communication among US dietetics students.</p><p><strong>Methods: </strong>A cross-sectional survey-based study was conducted among US-based dietetics students, recruited via forwarded e-mail messages from directors of accredited programs. Personal characteristics and responses to the Helpful Responses Questionnaire (HRQ)- a validated measure of therapeutic empathy- were collected. All HRQ responses (6/participant) were reviewed and scored from 1 to 5 based on the use of reflections and communication roadblocks (1 = least empathetic, 5 = most empathetic) per established methods. One mean total HRQ score was computed per participant and precise roadblocks used were tabulated. Given the distribution of the final data set, a binary variable was created to capture whether participants had a total HRQ score of 1 or > 1. Logistic regression and chi-square tests were used to identify participant attributes associated with achieving scores > 1.</p><p><strong>Results: </strong>Participants (n = 506) were mostly white females (95.06% female, 79.05% white). The mean total HRQ score was 1.21 (SD: 0.47), with n = 175 participants (34.6%) achieving a mean total HRQ score > 1. Age, being married, having a previous non-nutrition-related career, or enrollment in a standalone internship were associated with HRQ score > 1 (P ≤ 0.001). The most common roadblock used was advising followed by using logic.</p><p><strong>Conclusion: </strong>US-based dietetics students may not be consistently using empathetic communication, instead prioritizing problem-solving-oriented strategies (e.g., giving advice). Exploring optimal strategies to training that facilitate improved empathy, and the relative importance of empathy versus problem-solving strategies in facilitating behavior change, are important next steps. Further, the HRQ was successfully implemented, and its use should be replicated in other regions and populations.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"686"},"PeriodicalIF":2.7,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065148/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144020449","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":"Hybrid BOPPPS model in radiology education: a case study of pediatric undergraduates.","authors":"Wei-Qin Cheng, Ling He, Jin-Hua Cai, Xiao Fan","doi":"10.1186/s12909-025-07279-4","DOIUrl":"https://doi.org/10.1186/s12909-025-07279-4","url":null,"abstract":"<p><strong>Background: </strong>To explore the application effect of the hybrid BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary) teaching model in radiology education for five-year pediatric undergraduates.</p><p><strong>Methods: </strong>A total of 418 students from Grade 2018 and 2019 majoring in Pediatrics of Chongqing Medical University were selected as the retrospective study objects. 213 undergraduates in Grade 2018 were included in the traditional lecture-based learning (LBL) group, and 205 undergraduates in Grade 2019 were included in the hybrid BOPPPS group. The primary endpoint was the comprehensive grades, which combined formative assessment scores (40%) and final exam scores (60%). The teaching effectiveness was evaluated by the assessment and questionnaires of the two groups of students, adjusting for multiple comparisons in the questionnaires with Bonferroni correction.</p><p><strong>Results: </strong>Compared to the LBL group, the hybrid BOPPPS group demonstrated statistically significant yet modest improvements in formative assessment (median difference: + 1.25 points), final exam (+ 2.0 points) and comprehensive grades (+ 1.6 points) (all p < 0.05). Students preferred the BOPPPS model more than the LBL model in terms of course enthusiasm, language proficiency, diagnostic reasoning and imaging interpretation ability, and teacher-student interaction (all p < 0.00625 after Bonferroni correction). However, the difference in self-learning ability improvement became non-significant post-correction (p = 0.024 > 0.00625). There was no significant difference in study pressure between the two groups (p = 0.202). And the BOPPPS group showed significantly higher levels of overall course satisfaction and effectiveness compared to the LBL group (both p < 0.01).</p><p><strong>Conclusions: </strong>The hybrid BOPPPS model is likely an effective radiology teaching method for five‑year pediatric undergraduates, which is deserving of recommendation.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"688"},"PeriodicalIF":2.7,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12066033/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055258","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 medical education in Nepal through problem-based learning (PBL) and collaborative action research strategies.","authors":"Alok Atreya, Laxman Gnawali, Ritesh G Menezes, Samata Nepal","doi":"10.1186/s12909-025-07267-8","DOIUrl":"https://doi.org/10.1186/s12909-025-07267-8","url":null,"abstract":"<p><strong>Background: </strong>Teamwork and collaboration among students are essential for successful problem-based learning (PBL) implementation; however, many medical colleges in Nepal face obstacles to implementing successful PBL sessions. This action research explored elements affecting teamwork during PBL sessions at Lumbini Medical College in Nepal and developed interventions that could readily be applied to enhance student collaboration.</p><p><strong>Methods: </strong>The study employed qualitative methods, collecting data through online open-ended questionnaires from second-year and first-year medical students. Initial data from second-year students identified teamwork challenges, while feedback from first-year students evaluated interventions. Specific interventions were implemented with first-year students, including improved internet connectivity, systematic textbook availability in PBL rooms, structured presentation formats (PechaKucha), and clear role assignments, as second-year students had completed their preclinical phase. The effectiveness of these interventions was evaluated through first-year students' feedback.</p><p><strong>Results: </strong>Thematic analysis revealed three key challenges: communication barriers (including language and technical issues), discrepancies in participation, and differing levels of preparation. Positive feedback from first-year students confirmed that the implemented interventions were successful in improving team dynamics, facilitating more active participation, and enhancing resource utilization.</p><p><strong>Conclusions: </strong>Successful implementation of PBL necessitates not only infrastructural support (internet and access to the resources needed to learn) but also pedagogical structure (e.g. clearly defined roles within groups, systematic structures of participation). These findings offer practical guidance for medical educators seeking to enhance PBL effectiveness, particularly in resource-limited settings.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"689"},"PeriodicalIF":2.7,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12066061/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143991352","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 the gap: a balanced multi-perspective approach to defining essential digital health competencies for medical graduates.","authors":"Brett Sumner, Rachelle Martin, Tehmina Gladman, Tim J Wilkinson, Rebecca Grainger","doi":"10.1186/s12909-025-07194-8","DOIUrl":"https://doi.org/10.1186/s12909-025-07194-8","url":null,"abstract":"<p><strong>Background: </strong>Rapid technological advancements have left medical graduates potentially underprepared for the digital healthcare environment. Despite the importance of digital health education, consensus on essential primary medical degree content is lacking. Focusing on core competence domains can address critical skills while minimising additions to an already demanding curriculum. This study identifies the minimum essential digital health competency domains from the perspectives of learners, teachers, and content experts aiming to provide a framework for integrating digital health education into medical curricula.</p><p><strong>Methods: </strong>We conducted focus groups with students (n = 17), and semi-structured interviews with medical educators (n = 12) and digital sector experts (n = 11) using video conferencing. Participants were recruited using purposive sampling. The data were analysed using framework analysis and inductive thematic analysis to identify common themes.</p><p><strong>Results: </strong>Four core themes and eleven sub-themes were identified and aggregated into four essential competency domains: \"Understand the Local Digital Health Ecosystem and Landscape\", \"Safe, Secure and Ethical Information Literacy and Management\", \"Proficiency in Digital Health Tools and Associated Technologies\" and \"Scholarly Research and Evidence-based Practice\". Medical educator and digital sector expert participants provided the greatest source of data for curriculum content consideration. Students demonstrated varying levels of aptitude, confidence, and interest in technology.</p><p><strong>Conclusion: </strong>Our balanced engagement with learners, educators, and digital health experts enabled the identification of a context-relevant framework for the minimum essential digital health competence domains for graduating medical students. The identification of focused, clinically relevant core competencies makes them amenable to integration into an existing curriculum tailored to local contexts. This approach addresses limitations of restricted curricular space and accommodates varying student interests, confidence and aptitude in technology. The delivery approach should consider a student-centred adaptive modality that takes advantage of advances in artificial intelligence (AI) as an effective pedagogical tool.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"682"},"PeriodicalIF":2.7,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065156/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144020377","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 association between clinicians' legal literacy and the service quality of primary healthcare - evidence from the Greater Bay Area study, China.","authors":"Fang Xie, Ruqing Liu, Peng Sun, Lingling Zheng, Kaixuan Wang, Jianli Chen, Ruwei Hu","doi":"10.1186/s12909-025-07243-2","DOIUrl":"https://doi.org/10.1186/s12909-025-07243-2","url":null,"abstract":"<p><strong>Background: </strong>In healthcare facilities, clinicians' legal literacy may influence the implementation of the law, which is one of the determinants of service quality. Studies regarding the association between clinicians' legal literacy and the quality of services provided by medical facilities were insufficient.</p><p><strong>Objective: </strong>To evaluate the association between clinicians' legal literacy and the quality of primary healthcare services in the Greater Bay Area, China.</p><p><strong>Methods: </strong>This study was a cross-sectional design. A general linear model was employed to assess the association between clinicians' legal literacy and the service quality of community health service institutions (CHSIs), controlling for confounding variables. From September 2023 to April 2024, 477 physicians and nurses from 58 CHSIs in the Greater Bay Area, China, engaged in this study. A self-administered questionnaire was utilized to evaluate the clinicians' legal literacy, encompassing legal knowledge, legal attitude, and legal compliance, which was validated by the Delphi method. The National Committee for Quality Assurance Patient-Centered Medical Home (NCQA-PCMH) was employed to assess the service quality of CHSIs.</p><p><strong>Results: </strong>In the adjusting models, higher scores of legal literacy were related to higher scores of NCQA-PCMH significantly (aβ = 1.360, 95%CI = 0.091-2.630, P = 0.036). Among the six domains of PCMH, PCMH1 (aβ = 0.184, 95%CI = 0.080-0.287, P = 0.001), PCMH3 (aβ = 0.330, 95%CI = 0.052-0.608, P = 0.020), and PCMH4 (aβ = 0.660, 95%CI = 0.256-1.063, P = 0.001) were found to be related to clinicians' legal literacy.</p><p><strong>Conclusion: </strong>This study demonstrated an association between clinicians' legal literacy and the quality of services provided by primary healthcare institutions. The findings offered novel evidence for policymakers and administrators of medical institutions to enhance clinicians' legal literacy with continuing medical education programs, which could improve the overall management framework of contemporary medical facilities.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"681"},"PeriodicalIF":2.7,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065181/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144023886","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":"Knowledge, attitudes, and practices of Chinese anesthesiologists toward difficult airways.","authors":"Shuang Xie, Wen-Jing Xu, Huan-Liang Wang","doi":"10.1186/s12909-025-07264-x","DOIUrl":"10.1186/s12909-025-07264-x","url":null,"abstract":"<p><strong>Background: </strong>Difficult airways (i.e., when a healthcare provider with skills in airway management encounters difficulties when using recognized techniques) require proper training (or supervision), experience, risk assessment, and clinical judgment, but the knowledge, attitude, and practice (KAP) of Chinese anesthesiologists toward difficult airways is poorly known. This study aimed to remedy that problem.</p><p><strong>Methods: </strong>This cross-sectional study enrolled Chinese anesthesiologists from September 1, 2023, to November 30, 2023. The KAP toward difficult airways was assessed using a questionnaire (Cronbach's α = 0.705). Scores ≥ 85% indicated good/positive/proactive knowledge/attitudes/practice, 50-75% were moderate, and < 50% were poor. The factors associated with practice were identified by multivariable logistic regression.</p><p><strong>Results: </strong>A total of 992 questionnaires were included. The participants were 39.89 ± 8.46 years, 52.72% were male, 79.13% were working in tertiary hospitals, and 19.96% had 6-10 years of experience in anesthesia. The mean knowledge, attitude, and practice scores were 18.09 ± 2.46 (69.58% of the maximum), 32.22 ± 2.77 (92.06% of the maximum), and 63.80 ± 5.54 (85.07% of the maximum), respectively. 97.18% of anesthesiologists reported that they frequently assess all patients for the risk of difficult airway and aspiration prior to anesthesia administration or airway management. Notably, however, 30.14% of doctors indicated that they may not confirm the availability of difficult airway equipment in the operating room if the patient has not been evaluated as having a difficult airway. Furthermore, only 41.93% of anesthesiologists reported being able to successfully use awake fiberoptic intubation when managing a difficult airway on a frequent basis. The high attitude scores (Odds Ratio [OR] = 1.234, 95% Confidence Interval [CI]: 1.164-1.307, P < 0.001), master's degree or above (OR = 2.262, 95%CI: 1.539-3.323, P < 0.001), and participated in training on difficult airway assessment and management in the past 6 months (OR = 1.943, 95%CI: 1.388-2.720, P < 0.001) were more likely to achieve higher practical scores. After adjustment, the SEM showed that knowledge directly influenced attitude (β = 0.338, P = 0.011) but not practice (P = 0.637); attitude directly influenced practice (β = 0.584, P = 0.003).</p><p><strong>Conclusion: </strong>Anesthesiologists in China have favorable KAP toward difficult airways. Nonetheless, certain practices require enhancement. Since knowledge is associated with attitude and attitude with practice, educational and motivational activities should be designed to improve practice.</p><p><strong>Clinical trial number: </strong>not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"683"},"PeriodicalIF":2.7,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065192/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144031647","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: An activity theory approach to analysing student learning of human anatomy using a 3D-printed model and a digital resource.","authors":"Jason Wen Yau Lee, Li Xiang Tessa Low, Dennis Wenhui Ong, Fernando Bello, Reuben Chee Cheong Soh","doi":"10.1186/s12909-025-07230-7","DOIUrl":"https://doi.org/10.1186/s12909-025-07230-7","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"680"},"PeriodicalIF":2.7,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065315/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144025503","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":"Knowledge, attitudes, and practices of intrauterine adhesion prevention among healthcare providers and patients: a cross-sectional study in western China.","authors":"Jingyi Zhang, Sang Luo, Liwei Yuan, Yiran Jin, Dan Liu","doi":"10.1186/s12909-025-07273-w","DOIUrl":"https://doi.org/10.1186/s12909-025-07273-w","url":null,"abstract":"<p><strong>Objective: </strong>The aim was to assess the current knowledge, attitudes, and practices (KAP) of obstetricians, gynaecologists and women of childbearing age attending gynaecology/hysteroscopy clinics regarding intrauterine adhesions (IUA) by conducting a survey in various hospitals in western China.</p><p><strong>Design: </strong>In this study, a cross-sectional survey design was used to select seven representative hospitals in western China between January and June 2023.questionnaires were administered to 210 obstetricians and gynaecologists in these seven hospitals and to 306 women of childbearing age visiting the obstetrics and gynaecology/hysteroscopy clinics of these hospitals.</p><p><strong>Results: </strong>A total of 506 valid responses were obtained. The interviewed doctors exhibited a high level of knowledge regarding postabortion management, which correlated positively with their years of experience and the hospital level. Approximately 96.12% of the doctors expressed a willingness to apply this knowledge in clinical practice. On the basis of their knowledge and attitudes towards abortion management, 87.86% of the doctors would choose to implement these measures effectively to protect patients' future fertility. The patients' knowledge significantly improved after treatment, with 92.33% of the patients agreeing that protective measures should be taken during sexual intercourse when procreation is not intended. However, in practice, only 47.67% of the women voluntarily used safety measures.</p><p><strong>Conclusion: </strong>Enhancing doctors' understanding of fertility protection and perioperative management can reduce the abortion rate and increase patient awareness of the potential harm caused by abortion. Strengthening reproductive health education for women of childbearing age and improving their access to relevant knowledge during preabortion education can deepen their understanding of uterine cavity adhesions.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"684"},"PeriodicalIF":2.7,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065155/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144027823","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}