BMC Medical Education最新文献

{"title":"Exploring aspects of medical students' professional identity through their reflective expressions.","authors":"Shirly Avargil, Abir Saleh, Nogah C Kerem","doi":"10.1186/s12909-025-07611-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07611-y","url":null,"abstract":"<p><strong>Background: </strong>Professional identity formation (PIF) is a critical component of medical education, involving the transformation of medical students into skilled physicians. Despite its importance, there is limited research on the specific aspects of professional identity that develop during different stages of medical training.</p><p><strong>Objectives: </strong>This study aims to identify the aspects of professional identity formation during the years medical students rotate in different medical departments and to characterize the reflective expressions that support this development.</p><p><strong>Methods: </strong>A descriptive case-study methodology was employed, involving five medical students participating in a course designed to foster PIF. Data were collected from reflective journals and semi-structured interviews over three years. Directed content analysis was used to identify categories and subcategories of professional identity and reflective expressions.</p><p><strong>Results: </strong>Seven main categories of professional identity were identified: Reflexivity, Peer relationships, Student's conception of themselves as future physicians, Effective communication, Specialty choice, Empathy development, and Challenges in the clinical rotations. Reflexivity emerged as the most prominent category, with subcategories including personal emotions, clinical experience, decision-making processes, cultural beliefs, and perceptions of medical hierarchy. Reflective writing evolved over time, showing an increased ability for interpretation and critical reflections.</p><p><strong>Conclusions: </strong>This study contributes to the existing knowledge by highlighting specific aspects of professional identity formation (PIF) as observed through the reflective expressions of medical students during their clinical rotations. The medical education community could benefit from systematically cultivating aspects of professional identity at each stage of medical studies and throughout their careers.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1111"},"PeriodicalIF":2.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144719131","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":"Bridging early medical education and health systems improvement: a multi-faceted faculty development program to enhance engagement and impact.","authors":"Catherine Y Lau, Edgar Pierluissi, Kristin Casey Callaghan, Anna Chang, Lei Choi","doi":"10.1186/s12909-025-07579-9","DOIUrl":"https://doi.org/10.1186/s12909-025-07579-9","url":null,"abstract":"<p><strong>Background: </strong>Despite calls to further incorporate health systems science in undergraduate medical education, the ability for early medical learners to participate in authentic, project-based learning in health systems science and improvement has been limited by the knowledge, skills, and competency of teaching faculty. This study explores the impact and outcomes of a comprehensive, longitudinal faculty development program for physician educators in health systems improvement (HSI).</p><p><strong>Methods: </strong>The University of California, San Francisco HSI faculty development program began with a medical school curricular redesign to include a 14-month weekly course that integrates HSI experiential learning with clinical skills training for early medical students in small groups led by physician coaches. Most physician educators began the role with no formal training in HSI - a gap this program addresses through a multi-faceted approach with standardized and individualized components. We studied the efficacy of the HSI faculty development program and report outcomes using the Kirkpatrick Model, focusing on impact on physicians, students, and health systems.</p><p><strong>Results: </strong>From 2016 to 2023, the HSI faculty development program reached 119 faculty across 15 departments and three health systems. For Kirkpatrick level one (satisfaction), faculty participated in at least three workshops per year, with an average rating of 4.7 (scale 1-5). Faculty satisfaction in the teaching role is 4.5 and student rating of faculty is 4.8. Each year, faculty demonstrated Kirkpatrick level two (knowledge) by designing up to 60 HSI projects for the class of incoming first year medical students (n = 165). Faculty assessed other students' projects with high concordance with curricular leader grading (> 90%). All students met expectations by course conclusion. For level three (behavior), faculty independently led 35 three-hour small group sessions yearly for a total of 1,281 early medical students over 8 years, and all student project teams completed at least one full Plan-Do-Study-Act cycle. For level four (impact), faculty and students have completed 242 HSI projects to date, each aligned with health system priority areas.</p><p><strong>Conclusions: </strong>Our study demonstrates that a longitudinal, multi-component HSI faculty development program provides physician faculty sufficient competence to effectively engage medical student-led teams in systems improvement in the clinical learning environment.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1112"},"PeriodicalIF":2.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144719130","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":"Refining AI perspectives: assessing the impact of ai curricular on medical students' attitudes towards artificial intelligence.","authors":"Li Zheng, Yu Xiao","doi":"10.1186/s12909-025-07669-8","DOIUrl":"https://doi.org/10.1186/s12909-025-07669-8","url":null,"abstract":"<p><p>This study explores the impact of Artificial Intelligence (AI) curricula on medical students' perceptions of AI, a critical topic given AI's transformative potential in healthcare and its rapid integration into medical practice and education. Using data from a global cross-sectional survey involving 4,596 students across 48 countries, we employed Coarsened Exact Matching (CEM) to address selection bias and Structural Equation Modeling (SEM) to examine mediating effects. Regression models were also applied to estimate the relationships between AI curricular and students' knowledge about and attitudes towards AI. Results reveal that participation in AI curricula significantly enhances students' knowledge about AI (β = .140, p < .001), equipping them with essential skills for AI-driven healthcare systems. However, it concurrently diminishes their enthusiasm for integrating AI into medical education (β = -.108, p < .001), reflecting potential concerns about ethical and professional implications. No significant effects were observed on students' attitudes towards Artificial Intelligence application in medicine, the physician's role, or AI-related ethical and legal conflicts. Heterogeneity analysis shows stronger positive effects on knowledge for veterinary students and those from developing countries, where AI education addresses critical resource gaps. Conversely, the negative effect on enthusiasm for AI teaching is more pronounced among students from developed countries, where advanced AI applications are more prevalent. SEM results reveal that preparedness for work with AI partially mediates the relationship between AI curricula and students' knowledge (β = .062, p < .001) and attitudes (β = .023, p < .001), adding theoretical depth to the findings. These results underscore the importance of balanced AI education to enhance knowledge while addressing concerns about its integration in education. This research has significant practical and theoretical implications, emphasizing the need for tailored AI curricula that align with students' professional goals and regional educational contexts. The study offers pathways for optimizing AI literacy globally, bridging resource disparities, and preparing future healthcare professionals for AI-driven advancements.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1115"},"PeriodicalIF":2.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144719132","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":"Influence of trainee's demographic variables on non-technical skill learning after trauma team simulation: cross-sectional study.","authors":"Marika Ylönen, Mikko Heinänen, Seppo Lauritsalo, Juha Paloneva, Eerika Rosqvist","doi":"10.1186/s12909-025-07715-5","DOIUrl":"https://doi.org/10.1186/s12909-025-07715-5","url":null,"abstract":"<p><strong>Background: </strong>Although regular and structured trauma team simulation training effectively improves non-technical skills, such training is expensive to conduct and perform. To improve the cost-effectiveness of trauma team training, we studied learning dynamics and examined health professionals' demographic variables (age, gender, occupation, work experience, and training frequency) and self-assessed non-technical skills before and after a 2-hour in situ trauma team simulation with debriefing. We used self-assessment for practicality. Our goal was to determine whether demographic variables associate with self-assessed skill improvements and to measure the trainings' impact on these skills.</p><p><strong>Methods: </strong>This cross-sectional study conducted 2-hour multidisciplinary in situ trauma simulation sessions from 2013 to 2021. Data were collected using pre-post self-assessment questionnaires, including trainees' demographic variables and non-technical skills. The association of demographic variables with non-technical skills was analysed using a linear mixed model.</p><p><strong>Results: </strong>Data were collected from 293 trauma team simulation sessions involving 1557 trainees. Work experience associated with all non-technical skills were studied. Age associated with communication, problem identification, confidence of one's own role in a team, being under authority, and time management. Occupation had minor effects. Training frequency associated with one skill (being under authority). Gender was not associated with any skills measured. Overall, trainees showed improvement in all non-technical skills during the simulations.</p><p><strong>Conclusion: </strong>Our findings suggest that work experience and age influence self-assessed non-technical skills following in situ trauma team simulations, highlighting the value of simulation-based training across all experience levels. Regular and varied simulation sessions may particularly support the development of younger professionals. The observed minimal effects of gender, occupation, and training frequency indicate that the training content and structure are broadly applicable. Further research is warranted to confirm these results and explore long-term impacts.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1107"},"PeriodicalIF":2.7,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709809","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":"Exploring cultural competence knowledge, skills, and comfort among male nursing students in Riyadh, Saudi Arabia.","authors":"Kholoud Alharbi, Safiya Salem Bakarman, Naji Alqahtani, Adel Bashatah, Wajid Syed","doi":"10.1186/s12909-025-07666-x","DOIUrl":"https://doi.org/10.1186/s12909-025-07666-x","url":null,"abstract":"<p><strong>Background and objective: </strong>Cultural competence intentionally enhances the quality improvement process in healthcare. Therefore, the goal of this study was to evaluate the knowledge, skills, and comfort level of cultural competence and determine the important factors contributing to health disparities among male nursing students.</p><p><strong>Methods: </strong>A cross-sectional, descriptive paper-based study was conducted among male nursing students at a Saudi University between March and May 2024. Data was collected using structured, pre-validated 47-item questionnaires and analyzed using the statistical package for social science version 27. For bivariate analysis, Chi-square or Fisher's Exact test was employed. A p-value < 0.05 was considered statistically significant.</p><p><strong>Results: </strong>The response rate obtained was 86%. Approximately half of the students (50.8%; n = 131) believed they were somewhat knowledgeable about the demographics of diverse racial and ethnic groups, while only 5% (n = 13) were very knowledgeable. Lifestyle (14%) and environment (12%) were important factors contributing to health disparities. The mean score for knowledge and skills of cultural competence was 67.99 ± (SD = 16.21), while it was 31.29 ± (SD = 12.31), for cross-cultural encounters and 43.32 ± (SD = 13.72) for factors contributing to health disparities. In this study, 50.4% (n = 130) of students reported good levels of knowledge and skills of cultural competence, and 53.5% (n = 138) of students showed good attitudes towards factors contributing to health disparities. There was a significant association between students' grade point average (GPA) and knowledge and skills in cultural competence, with those having higher GPAs demonstrating higher levels of knowledge and those with GPAs above 3.5 reporting higher levels of comfort than those with GPAs below 2 (p = 0.045). Conversely, a significant association was found between students' age group and GPA and their attitudes regarding variables contributing to health disparities (p = 0.0001). In addition, findings reveal that there is a statistically significant linear relationship between knowledge and skills of cultural competence and comfort in dealing with cross-cultural encounters (r = 0.438, p = 0.01) and factors contributing to health disparities (r = 0.376, p = 0.01).</p><p><strong>Conclusion: </strong>This study found that male nursing students demonstrated a relatively good level of cultural competence, showing comfort in interacting with diverse cultural backgrounds and awareness of social, economic, and cultural determinants of health inequities. To further enhance their preparedness for diverse patient populations, structured training programs, real-world exposure, and reflective learning are recommended.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1106"},"PeriodicalIF":2.7,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709784","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":"Mixed-method evaluation of a culturally-adapted basic palliative care curriculum for practicing physicians in mainland China.","authors":"Hongju Liu, Xiaohong Ning, Tiekuan Du, Yue Liu, Fei Li, Rachel Pozzar, Lin Tang, Isaac Siemens, Ying Zheng, Xiaoyan Dai, Breffni Hannon, Eric Krakauer, Zhimeng Jia","doi":"10.1186/s12909-025-07665-y","DOIUrl":"10.1186/s12909-025-07665-y","url":null,"abstract":"<p><strong>Background: </strong>China's aging population will escalate palliative care (PC) needs in the next decade. Scalable and culturally-adapted training is necessary to equip practicing clinicians with essential PC skills. The objective of this study is to evaluate a culturally-adapted basic PC training course in mainland China.</p><p><strong>Methods: </strong>A total of 29 practicing physicians from Zhejiang Province, China, were selected to participate in an in-person training program that spanned six days. We analyzed pre- and post-course quantitative surveys on knowledge, self-efficacy, and behavior using descriptive statistics. We also thematically analyzed post-course semi-structured participant interviews.</p><p><strong>Results: </strong>The majority of participants were aged 41-50 (51.7%), trained in internal medicine (55.2%), worked at tertiary medical centers (93.1%), and did not have clinical PC experience (65.5%). After the course, participants' PC knowledge (p < 0.01) and self-efficacy (p < 0.01) increased, especially in the domains of PC philosophy and physical symptom management. Although statistically significant, changes in participants' self-perceived behaviors were less profound. Thematic analysis of the participant interviews revealed concordant themes, including recognition of cohesiveness between PC principles with traditional Chinese philosophy, and acquisition of actionable clinical knowledge. Key points that expanded beyond the meta-inferences were: 1) emotional resonance with the teaching team is necessary to create a transformational learning experience; and 2) a longitudinal, relationship-centered mentorship process may aid in participants' implementation of PC skills.</p><p><strong>Conclusion: </strong>The results of this study indicate that our culturally adapted PC training can increase practicing physicians' PC knowledge and self-efficacy. Scalable basic PC training should preserve and facilitate emotional resonance between participants and instructors to ensure uptake of PC principles. Efforts to understand and overcome the implementation challenges of new PC champions should also be prioritized.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1109"},"PeriodicalIF":3.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12291510/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709810","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":"Factors affecting the migration intention in medical students in Shiraz; south of Iran: a cross sectional study.","authors":"Fatemeh Parvizi, Alireza Salehi, Atefeh Seghatoleslam, Mohammad Kia, Mohammadmehdi Pope","doi":"10.1186/s12909-025-07700-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07700-y","url":null,"abstract":"<p><strong>Background: </strong>The increasing emigration of human resources, particularly healthcare workers, poses a significant challenge to achieving the sustainable development goal of equitable healthcare access. This study aimed to assess the migration intentions among medical students at Shiraz University of Medical Sciences and to identify the factors that drive or hinder their propensity to emigrate.</p><p><strong>Methods: </strong>This cross-sectional study employed stratified random sampling. Data were collected anonymously through a researcher-designed questionnaire completed by 403 medical students. The questionnaire's validity and reliability were established within this study. It comprised three sections: demographics, quantitative and qualitative questions regarding migration intentions, and factors influencing these intentions. Data analysis included bivariate and multivariate methods, with linear regression applied to identify significant predictors.</p><p><strong>Results: </strong>Among the participants, 70.7% expressed an intention to emigrate, with an average migration propensity score of 5.70 ± 2.32 (out of 10). Significant positive associations were found between migration intentions and variables such as pre-university education region, father's education level, prior international travel experience, presence of relatives abroad (including degree of kinship), English language proficiency, possession of foreign language certificates, knowledge of additional languages, number of published papers, online communication with individuals living abroad, and access to migration information sources. Multivariate linear regression highlighted privileged pre-university education regions, having close relatives abroad, English language skills, and access to migration information as significant predictors. Among the five categories of migration drivers (personal, economic, social, political, and structural), personal factors-including aspirations for a better life, gaining experience, family welfare, work-life balance, and family satisfaction-were the predominant motivators (29.8%). Conversely, personal barriers such as family dependence, feelings of alienation, language difficulties, and family dissatisfaction were the main obstacles (42.7%).</p><p><strong>Conclusion: </strong>Enhancing overall welfare, improving work-life balance, increasing salaries, promoting physicians' social dignity, and strengthening job security are essential strategies to reduce the intention to emigrate and retain skilled healthcare professionals.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1108"},"PeriodicalIF":2.7,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709808","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":"A systematic scoping review of mentor training in medical education between 2000 and 2024.","authors":"Jun Rey Leong, Adele Yi Dawn Lim, Nila Ravindran, Darius Wei Jun Wan, Varsha Rajalingam, Jun Kiat Lua, Hannah Yi Fang Kwok, Krish Sheri, Victoria Jia En Fam, Ranitha Govindasamy, Nur Amira Binte Abdul Hamid, Michael Dunn, Lalit Kumar Radha Krishna","doi":"10.1186/s12909-025-07353-x","DOIUrl":"10.1186/s12909-025-07353-x","url":null,"abstract":"<p><strong>Background: </strong>Effective mentoring in medical education facilitates professional development amongst mentees and mentors, improves patient care and outcomes, as well as advances the reputation of the host organisation. Much of this success is guided, assessed and overseen by the mentor. Yet, mentor training remains inconsistent, poorly supported and often inadequately evaluated. Acknowledging mentor training as an essential aspect of mentoring programs, we propose a review to map current features and approaches to mentor training with the hopes of boosting the effective design of a proposed mentoring program.</p><p><strong>Methods: </strong>PubMed, Scopus, Embase, PsycINFO and CINAHL database searches were conducted for articles published between 1^st January 2000 and 31^st March 2024 on mentor training programs in medical education. This systematic scoping review was directed by a PRISMA-guided Systematic Evidence Based Approach (SSR in SEBA).</p><p><strong>Results: </strong>A total of 1124 abstracts were reviewed, 63 full-text articles were appraised and 69 articles were included. Five key domains were identified: 1) mentor qualities, 2) training structure, 3) content, 4) outcomes, and 5) obstacles.</p><p><strong>Conclusion: </strong>This SSR in SEBA reiterates the critical role of mentor training and introduces evidence of its impact on the professional identity formation (PIF) of prospective mentors. It also highlights that more programs are employing longitudinal mentoring processes to guide the inculcation of desired mentoring characteristics amongst prospective mentors. These efforts to nurture the PIF of the prospective mentor-to better shape their future mentee's PIF-is novel and requires careful study.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1110"},"PeriodicalIF":3.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12291282/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709783","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":"Resident perception of Obstetrics and Gynecology(OBGYN) residency pelvic anatomy curriculum: a national study.","authors":"Sharonne Holtzman, Lily McCarthy, Isabel S Chess, Yara Sifri, Farida Nentin, Frederick Friedman","doi":"10.1186/s12909-025-07485-0","DOIUrl":"https://doi.org/10.1186/s12909-025-07485-0","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Pelvic Anatomy is an integral part of the educational objectives in Obstetrics and Gynecology (OBGYN) residency. As a surgical subspecialty, mastering pelvic anatomy is imperative in performing successful surgical procedures, reducing surgical complications, and improving surgical outcomes. The objective of this study was to conduct a national survey to examine the OBGYN resident perspective on their residency's pelvic anatomy curriculum.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;After Institutional Review Board at the Mount Sinai Hospital approval, an 18-question survey was distributed to all 241 ACGME program coordinators to distribute to their residents. The survey was circulated electronically using SurveyMonkey tool and on four different dates including: 11/18/2021, 2/24/2022, 4/11/22, and 5/2/22. All demographic information, training environment and perspective on pelvic anatomy was collected anonymous through the survey. All statistical analysis was done using SPSS 2.0.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Out of 241 programs, we received responses from 28 programs with a total of 582 possible residents in their respective programs. A total of 180 residents responded to our survey which is a 31.0% response rate. Out of all the residents, 46 (25.84%) were PGY1, 40 (22.47%) were PGY2, 43 (24.16%) were PGY3 and 49 (27.53%) were PGY4. The majority of residents, 172 (95.5%), were between the ages 25-34, and 155 (86.1%) identified as female. The majority, 125 (69.4%), of residency programs were considered academic and 99 (55.0%) of the respondents considered the location of their residency as urban. All ACOG districts were represented in our survey. Throughout their residency training, 104 (58.10%) residents experienced formal education on pelvic anatomy in their residency and 75 (41.90%) did not. In terms of surgical curriculum, 138 (77.53%) participated in a formal surgical simulation curriculum and 40 (22.47%) did not. There were 159 (88.83%) who had protected lecture time that focused on pelvic surgical anatomy, but only 100 (62.9%) residents felt that these lectures were helpful for their education. When residents were asked if they felt that their OBGYN program should have formal time in an anatomy lab from a scale of 1-10, the average answer was 7.5. When the residents were asked if they felt that formal training in anatomy lab would help them become a better surgeon, the average answer was 9.0. For our primary outcome, when ranking their own program from a scale of 1-10, residents felt that their program trained them in all aspects of OBGYN on average of an 8. On multivariable analysis, residents who had formal education on pelvic anatomy as well as those residents who had a surgical simulation curriculum as part of their OBGYN residency felt that their residency program was more likely to adequately train them in all aspects of OBGYN (p &lt; 0.05).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Pelvic anatomy education is an importan","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1100"},"PeriodicalIF":2.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144700320","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":"Strategies for enhancing the quality of virtual education: perspectives of medical sciences faculty and students - a qualitative study.","authors":"Maryam Saeedi, Marzieh Panahi","doi":"10.1186/s12909-025-07713-7","DOIUrl":"https://doi.org/10.1186/s12909-025-07713-7","url":null,"abstract":"<p><strong>Background: </strong>Virtual education has gained prominence in medical sciences, introducing new challenges in student training. It is therefore essential to identify strategies ensuring virtual education effectively equips medical students with requisite knowledge and skills. This study aimed to explore strategies for improving virtual education quality from the perspectives of medical sciences faculty and students.</p><p><strong>Methods: </strong>This qualitative study employed conventional content analysis. Participants included 11 faculty members and 54 medical sciences students selected through purposive sampling. Data were collected via semi-structured individual and focus group interviews and analyzed using the Graneheim and Lundman method.</p><p><strong>Results: </strong>The findings revealed two main categories: instructor-related strategies, including regular and scheduled teaching, engaging content design, alignment with in-person learning, effective virtual assessment, standardized assignments, active student engagement, and constructive interaction with students; and managerial/organizational strategies, including monitoring faculty teaching quality, empowering faculty members, supporting low-income students, and improving infrastructure.</p><p><strong>Conclusion: </strong>Enhancing virtual education quality requires a multifaceted approach addressing both instructor-related and organizational dimensions. Implementing these strategies can foster more effective and inclusive virtual learning environments in medical education.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1105"},"PeriodicalIF":2.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144700321","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}