BMC Medical Education最新文献

{"title":"Interprofessional training in medical education: competency, collaboration, and multi-level analysis across seven governorates, Egypt.","authors":"Ehab Kamal, Yousra El-Maradny, Lobna A Elgamal, Mennatallah Ahmed Alnagdy, Marwa Rashad Salem, Rasha Ashmawy","doi":"10.1186/s12909-025-07369-3","DOIUrl":"https://doi.org/10.1186/s12909-025-07369-3","url":null,"abstract":"<p><strong>Background: </strong>Interprofessional Education (IPE) is essential in improving patient outcomes by promoting teamwork and collaboration among healthcare professionals. This study aimed to assess the impact of IPE on developing clinical competencies and collaborative practices in Egyptian intensive care units (ICUs). The core modules focused on managing antibiotic resistance, venous thromboembolism (VTE), and mechanical ventilation (MV), chosen for their high prevalence in Egyptian ICUs and significant impact on patient outcomes.</p><p><strong>Methods: </strong>The IPE program was implemented across seven governorates, involving 16 hospitals and multidisciplinary ICU teams. It was conducted in two consecutive four-month waves, each covering the three core modules. Participants included physicians, clinical pharmacists, and ICU nurses. To enhance efficacy, a blended learning approach combined virtual webinars, case-based discussions, and in-person workshops. Data collection included pre- and post-tests, a post-training satisfaction survey, and the Interdisciplinary Education Perception Scale (IEPS) to assess competency improvements.</p><p><strong>Results: </strong>The IPE program included 157 participants, with 79 in wave 1 and 78 in wave 2. Physicians were mostly male (47.2%) and older (> 40 years), while clinical pharmacists and ICU nurses were younger and predominantly female (89.6% and 75.7%, respectively). For exam performance, clinical pharmacists had the highest excellence rate (22.4%), while ICU nurses had the highest failure rate (40.5%). Post-training, interprofessional competence improved significantly, with physicians showing the greatest competency gains (p < 0.05) and clinical pharmacists playing a key role in antibiotic resistance management (p = 0.029). Overall satisfaction was high across modules, increasing from 79.8% in Module 1 to 90.5% in Module 3. Higher satisfaction was observed among females (up to 89.5%), participants aged 30-40 (92.6% in Module 2), and those who received sufficient program information (p = 0.011), with lecturers median score rated consistently 5.0, while material satisfaction median score varied (4.0-4.8).</p><p><strong>Conclusions: </strong>The IPE program improved interprofessional collaboration and clinical competency, despite challenges such as participant dropout, scheduling conflicts, and engagement in virtual sessions. By addressing issues like antimicrobial resistance and critical care management, it provides a practical model for improving healthcare outcomes, particularly in resource-limited settings. This program is a preliminary step, with plans to expand to more hospitals in Egypt and conduct further research on its long-term impact on patient outcomes and potential for replication in healthcare systems worldwide.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"787"},"PeriodicalIF":2.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163493","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":"Influencing factors of art-mediated educational strategies on life attitudes of teaching hospital staff: a quantitative study.","authors":"Kang-Ju Chou, Ying-Yao Cheng, Wen Cheng, Hsueh-Hua Chuang, Chun-Teng Tsai, Hua-Chang Fang","doi":"10.1186/s12909-025-07333-1","DOIUrl":"https://doi.org/10.1186/s12909-025-07333-1","url":null,"abstract":"<p><strong>Background: </strong>Art-mediated educational strategies are increasingly recognized for fostering transformational learning (TL), reshaping perspectives and life attitudes. This study explored how engagement frequency, professional category, and years of work experience influence the effects of participating in art creation and appreciation on healthcare providers' (HCPs) life attitudes in a teaching hospital.</p><p><strong>Methods: </strong>An annual art-based workshop, \"Whole-Person Care Experience Sharing,\" was conducted at a teaching hospital. While most participation was voluntary, some staff were assigned to create artworks, and others could choose to appreciate or not. Afterward, the Short-Form Life Attitude Inventory (SF-LAI) was distributed to all hospital staff and collected anonymously. Retrospective analyses included responses from 2020 (n = 835, 24.8%) and 2021 (n = 474, 14.9%). Respondents were stratified by engagement level: non-engaged, attendees (appreciators), participants (creators), or both. A factorial ANOVA assessed the effects of gender, engagement frequency, professional category, and years of work experience, including interaction terms, with post hoc Bonferroni tests identifying subgroup differences.</p><p><strong>Results: </strong>Staff who both created and appreciated art exhibited the highest life attitude scores, followed by those who either created or attended, with non-engaged staff scoring the lowest (p <.001). Gender and professional category did not significantly affect scores. However, greater engagement frequency (p <.001) and more years of work experience (p <.05) were associated with higher life attitude scores. A trend toward an interaction between engagement frequency and professional category (p =.05-0.07) showed that physicians and nurses had increased scores with more frequent engagement, a pattern absent in other or non-medical professions. Considering engagement frequency, professional category, and work experience together, a significant interaction emerged between professional category and years of experience (p <.05), indicating frequent engagement was especially beneficial for early-career physicians and nurses.</p><p><strong>Conclusions: </strong>Art-mediated educational interventions enhance life attitudes among hospital staff, with engagement frequency, professional category, and work experience as key moderators. Physicians and nurses with less experience benefit most. These findings underscore the value of integrating art-based strategies into healthcare education to foster holistic growth and well-being among HCPs, especially in the early-career stages of physicians and nurses.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"785"},"PeriodicalIF":2.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163488","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":"Implementation of United Arab Emirates competency framework for medical education in undergraduate medical curriculum.","authors":"Subhranshu Sekhar Kar, Rajani Dube, Biji Thomas George, Laxminarayana Kurady Bairy, Ali H Hajeer, Ismail Ibrahim Ali Matalka","doi":"10.1186/s12909-025-07342-0","DOIUrl":"https://doi.org/10.1186/s12909-025-07342-0","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;The dynamic and evolving demands of modern healthcare systems necessitate advancements in medical education. Competency-Based Medical Education (CBME) is an outcomes-driven approach that prioritizes measurable competencies over traditional time-based training. The United Arab Emirates Competency Framework for Medical Education (UCFME) was developed to standardize and elevate the quality of medical education across the UAE, aligning with global standards while addressing local healthcare needs. This study documents the implementation process of UCFME in undergraduate medical curricula (eventhough the outcomes are yet to be established), focusing on strategies, challenges, and lessons learned.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;The UCFME was developed collaboratively by the Ministry of Education, the National Institute for Health Specialties, and academic stakeholders. A mixed-methods approach was employed, involving literature reviews, surveys, Delphi consensus, focus groups, and workshops. Key thematic roles and competencies were identified. The framework was mapped to international standards, including CanMEDS and ACGME, and integrated into the curriculum using Kotter's 8-Step Change Model. To operationalize UCFME, a structured four-step model was employed for gradual integration, emphasizing milestones, supervisory levels, and diverse assessment methods to track learner progression. Milestones were defined using the Dreyfus model. After curriculum mapping and constructive alignment, competencies were mapped to the Qualifications Framework-Emirates to align with national educational benchmarks. Faculty were trained in CBME principles, and assessment methods were redesigned to include Entrustable Professional Activities (EPAs) and milestone-based evaluations. Pilot implementation and feedback guided refinements in each step.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The RAK College of Medical Sciences successfully integrated UCFME's 9 thematic roles, 9 core competencies, 85 enabling competencies and 14 EPAs into the undergraduate curriculum. Pilot studies demonstrated improvements in curriculum alignment, faculty engagement, and assessment reliability. Challenges included resistance to change, faculty training needs, cultural considerations and resource disparities. Faculty workshops and simulation-based training enhanced instructional capabilities. Enablers such as government support, technological infrastructure, and collaborative networks facilitated implementation. Students demonstrated progression in competence, with targeted EPAs achieved through formative and summative assessments.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;The UCFME implementation represents a transformative step in undergraduate medical education, aligning national curricula with international best practices. Its strategic implementation underscores the importance of structured change management, faculty engagement, and competency-based assessment. This frame","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"782"},"PeriodicalIF":2.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical students' experiential learning on social determinants of health: a constructivist qualitative study.","authors":"Yurong Ge, Makie Ariga, Yuko Takeda","doi":"10.1186/s12909-025-07312-6","DOIUrl":"https://doi.org/10.1186/s12909-025-07312-6","url":null,"abstract":"<p><strong>Background: </strong>In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students' understanding of Social Determinants of Health (SDH), few studies have examined its impact on students' cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students' understanding of SDH and fosters growth in cognition, emotion, and social responsibility.</p><p><strong>Methods: </strong>Since 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021.</p><p><strong>Results: </strong>The analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection.</p><p><strong>Conclusion: </strong>Experiential learning led to significant emotional and cognitive shifts, enhancing students' understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"771"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152783","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":"Benchmarking IMIA recommendations for the health informatics undergraduate program in Saudi Arabia: a mixed methodology.","authors":"Haitham Alzghaibi, Qazi Mohammad Sajid Jamal, Sulaiman Almutairi, Reem M Alotaibi, Saleh Alzughaibi, Shabbir Syed Abdul, Faisal AlGhayadh, Shafiz Affend Mohd Yusof, Nasriah Zakaria","doi":"10.1186/s12909-025-07260-1","DOIUrl":"https://doi.org/10.1186/s12909-025-07260-1","url":null,"abstract":"<p><strong>Background: </strong>Health informatics is a multidisciplinary field that supports the use and management of health data to enhance the quality and efficiency of healthcare delivery. As digital transformation accelerates in healthcare systems, particularly in Saudi Arabia, there is a growing need to ensure that undergraduate education programs in this field meet both national priorities and international standards.</p><p><strong>Aim: </strong>This study aimed to evaluate and compare the content of undergraduate health informatics programs in Saudi universities with international curriculum recommendations, and to explore professional stakeholder perceptions on essential educational components.</p><p><strong>Methods: </strong>A mixed-methods design was used, combining a national cross-sectional survey of healthcare and academic professionals with document analysis of curricula from five universities offering undergraduate degrees in health informatics. The survey assessed perspectives on six educational domains, including technical, clinical, behavioural, managerial, and foundational knowledge areas. The document review evaluated program structures against globally recognized curriculum guidelines.</p><p><strong>Results: </strong>A total of 127 experts completed the survey. Most respondents strongly supported the inclusion of a structured internship, with six months identified as the optimal duration. While all universities covered core technical and health content, there was substantial variation in how each emphasized different domains. For instance, one university focused heavily on data and computing, while others gave greater attention to health sciences or foundational principles. Differences were also observed between stakeholder expectations and international benchmarks, especially regarding applied skills, behavioural sciences, and leadership training.</p><p><strong>Conclusion: </strong>Undergraduate health informatics programs in Saudi Arabia show encouraging progress but vary widely in structure and focus. The findings highlight the need for more standardized educational models that integrate practical skills and international best practices while responding to local healthcare needs. This study offers actionable insights for policymakers and educators aiming to improve health informatics education and workforce readiness in a global context.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"776"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152760","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":"Investigating the role of self-assessment in enhancing self-regulated learning amongst medical students in problem-based learning.","authors":"Umatul Khoiriyah, Chris Roberts","doi":"10.1186/s12909-025-07359-5","DOIUrl":"https://doi.org/10.1186/s12909-025-07359-5","url":null,"abstract":"<p><strong>Background: </strong>Lifelong learning is integral to providing safe and effective healthcare. This requires effective strategies for self-regulated learning (SRL). Problem-based learning (PBL) is one recognized method for fostering SRL skills. While self-assessment is known to promote SRL, its effectiveness within PBL tutorials, especially for new medical students, remains underexplored. Given the established evidence of self-assessment's impact on SRL, this study examines its role specifically within PBL to explore whether it enhances self-regulatory processes in novice learners.</p><p><strong>Methods: </strong>Using a post-positivist approach, a multi-method study was conducted, with Zimmerman's SRL framework as a theoretical lens. A correlation analysis assessed the relationship between self-assessment and SRL. A pre-test post-test interventional study without a control group measured changes in SRL following implementation of self-assessment. Hierarchical multiple regression analysis was conducted to assess whether self-assessment predict students' self-regulated learning improvement. The intervention used a previously validated tool the \"Self-assessment Scale for Active learning and Critical Thinking (SSACT).\" Additionally, qualitative methods explored the impact of self-assessment on SRL skills in the PBL tutorial context.</p><p><strong>Results: </strong>Our findings indicate a positive correlation between self-assessment and SRL, suggesting a potential dynamic relationship between the two constructs. The students' motivation after implementation of self-assessment is significantly increased. Self-assessment played a crucial role on the development of students' self-regulated learning. Qualitative analysis reveals that self-assessment contributes to heightened self-awareness, goal orientation, and effective task planning among medical students in PBL tutorials. Furthermore, the provision of external feedback and revision opportunities enhanced students' self-regulation in the learning process.</p><p><strong>Conclusion: </strong>This study sheds light on the promising role of self-assessment in augmenting SRL skills among novice medical students within PBL settings. The findings underscore the potential of self-assessment as a valuable tool to cultivate self-regulation. By bridging the gap in understanding the impact of self-assessment on SRL within PBL, this research not only contributes valuable insights but also informs the design of effective educational interventions. The use of a validated self-assessment tool can empower medical learners to develop the crucial skill of self-regulation, thereby enhancing their overall educational experience.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"780"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152776","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":"An assessment of the effects of simulation training on management of postpartum hemorrhage: short- and long-term impact on knowledge retention, skills and teamwork in the Democratic Republic of Congo.","authors":"Jean Paul Buhendwa Cikwanine, Denis Mukwege, Justin Mongwa, Emile Mapatano Shalamba, Raha Maroyi, Jonathan Tunangoya Yoyu, Ludovic Martin","doi":"10.1186/s12909-025-07393-3","DOIUrl":"https://doi.org/10.1186/s12909-025-07393-3","url":null,"abstract":"<p><strong>Background: </strong>Major obstetric hemorrhage is the leading direct cause of maternal mortality throughout the world. To prevent maternal mortality, it is crucial to raise concerns regarding the knowledge and skill levels of the healthcare providers. The purpose of this study was to investigate the impact of simulation-based learning on the knowledge retention and skills of health professionals managing postpartum hemorrhage (PPH) in the maternity hospitals of a low-resource country.</p><p><strong>Methods: </strong>This was a prospective randomized controlled study consisting of two groups: Control Group was made up of maternity hospital healthcare providers whose training was exclusively theory-based and Intervention Group healthcare providers who underwent simulation training in conjunction with theoretical instruction on diagnosing and managing PPH. The training modules were taken from the John Hopkins University Affiliate (JHPIEGO) Helping Mothers Survive version 2018 training program. The mean percentage of correct answers in MCQs and OSCEs was collected from pre-tests, immediate post-tests, and post-tests at 3- and 6-months post training.</p><p><strong>Results: </strong>The post-test immediately after the theoretical training showed an increase in the mean MCQ percentages for both groups. From 47.5 to 66.7% for intervention group versus 49.6-69.6% for control group; no significant difference between the two groups (p = 0.285). After simulation training, for the interventional group, the mean percentage increased from 66.7 to 79.2%, an increase of approximately 12%. There was a regression in the mean percentage in both groups in the post-test at 3- and 6-months after the training, but it was much more pronounced in the control group, p = 0.000. OSCE assessments revealed a statistically significant improvement in skills in interventional group compared to control group (p < 0.05). Knowledge and skills diminished over time in control group, bordering on pre-training levels at 6 months post training. The member team in the intervention group had maintained a high level of knowledge and skill 6 months after the training.</p><p><strong>Conclusion: </strong>Simulation-based training has a part to play in training healthcare providers to manage post-partum hemorrhage. Training should be repeated after a period of 6 months to enhance knowledge and skill retention.</p><p><strong>Trial registration: </strong>NCT05979701.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"774"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152673","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":"Perceptions, attitudes, and barriers to research engagement among general medicine undergraduates in a tertiary hospital in Guangdong, China.","authors":"Yating Hou, Linhui Hu, Shaojun Qiu, Zhichao Yan, Mingyu Zhou, Feiling Zheng, Zeyi Li, Xing Ke, Yisheng Huang","doi":"10.1186/s12909-025-07343-z","DOIUrl":"https://doi.org/10.1186/s12909-025-07343-z","url":null,"abstract":"<p><strong>Background: </strong>Research is a critical component of medical education, fostering critical thinking and evidence-based practice. However, in China, particularly in the context of general practice, undergraduate medical students often face significant barriers to engaging in research. This study aims to assess the perception, attitude, and practice toward research among undergraduate medical students in a tertiary hospital in Guangdong, China, and to identify the barriers they face.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among 90 undergraduate medical students from a tertiary hospital in Guangdong, China, from May to June 2024. A self-administered questionnaire was used to collect data on students' perception, attitudes, practices, and perceived barriers toward research.</p><p><strong>Results: </strong>The majority of students (46.6%) expressed a strong desire to pursue postgraduate studies, while only 25.5% showed a strong interest in participating in research. Key barriers included lack of time (65.5%), insufficient research guidance (56.6%), and limited access to resources (47.8%). Students' self-assessment of their research abilities was generally low, with only 9.5% feeling confident in their ability to handle data. Positive correlations were found between access to research guidance and interest in scientific literature (r = 0.62, P < 0.001).</p><p><strong>Conclusion: </strong>This study identifies key areas for improving research training among undergraduate medical students, particularly in general practice programs. It suggests that standardized curricula, enhanced mentorship, and hospital-university research platforms may help address existing gaps. Given the study's limited sample and setting, further research is needed to confirm these findings in broader contexts.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"773"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge, attitude, and practice of CPR and willingness to perform it among undergraduate medical students of Najran University, Saudi Arabia: a cross-sectional study.","authors":"Abdullah Ibrahim Aedh, Emad Abdel-Haliem, Mohamed Farid","doi":"10.1186/s12909-025-07344-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07344-y","url":null,"abstract":"<p><strong>Aim/objective: </strong>We aimed to assess knowledge, attitude and practice of CPR and willingness to perform it among undergraduate medical students of Najran University, Saudi Arabia.</p><p><strong>Background: </strong>Medical students should possess good knowledge of CPR as they would be expected to encounter emergencies requiring CPR.</p><p><strong>Design: </strong>This cross-sectional study was conducted among medical students of Najran University, Najran, Saudi Arabia, from November 2021 to January 2022.</p><p><strong>Methods: </strong>This prospective cross-sectional study was carried out between November 2021 and January 2022. A validated self-administered questionnaire was used to collect the data. According to Bloom's cut-off points, the participants' knowledge was categorized as poor, moderate and good, and attitude as negative, neutral and positive.</p><p><strong>Results: </strong>258 medical students responded to the questionnaire giving a response rate of 77.71%. The participants obtained a mean knowledge score of 6.34 ± 2.17 out of 10. 45% and 35.1% of participants were found to have moderate and good knowledge of CPR. The highest CPR knowledge was observed in medical interns. The participants achieved an average attitude score of 42.12 ± 6.78 out of 50, and about 75.2% showed a positive attitude towards CPR. 55.81% reported attending CPR sessions in their curriculum, and only 21.3% had ever performed chest compressions on a patient who collapsed. The majority of the participants were willing to perform CPR in an emergency.</p><p><strong>Conclusion: </strong>The medical students should be provided with regular CPR courses and refresher training during their graduation.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"772"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152779","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":"Perception of undergraduate medical students regarding \"Reel-Making\" as an innovative learning method in ophthalmology: a cross-sectional study.","authors":"Sunayana Bhat, Madhurima A Nayak, Vinay Pg","doi":"10.1186/s12909-025-07352-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07352-y","url":null,"abstract":"<p><strong>Background: </strong>The perceptions and learning methods among students have been rapidly changing over the past few years, and thus, there is a need for innovative teaching-learning methods to train the Indian Medical Graduates in the present day.</p><p><strong>Objectives: </strong>The study aimed to assess undergraduate medical students' perception of reel-making as an innovative teaching-learning method in ophthalmology.</p><p><strong>Materials and methods: </strong>This descriptive, cross-sectional study was conducted among third-year MBBS students attending ophthalmology clinics in a private medical college in South India in July-August 2024. A total of 64 students were assigned to make educational reels about cataract and myopia awareness for the general public. Their perception and experience of this innovative learning method are collected from students using a pre-validated questionnaire using a five-point Likert scale for 10 questions collected through an online survey. Data was analyzed by chi square, independent t-test and descriptive analysis.</p><p><strong>Results: </strong>52 out of 64 (81.25%) students completed the survey. 59.6% agreed that the reel-making activity evoked more interest in learning, 43.3% strongly agreed that it was a fascinating activity, 50% strongly agreed that it perked their interest, 44.2% strongly agreed that they liked the idea of innovative learning, and 46.2% strongly felt they would recommend this method to others. Many students used the word \"fun\" when describing their experience.</p><p><strong>Conclusions: </strong>Innovative teaching through reel-making activity was not only found to spark interest but was also reported to be an enjoyable learning experience among students, and thus could be used as a useful innovative method in medical education.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"781"},"PeriodicalIF":2.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152787","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}