BMC Medical Education最新文献

{"title":"How best to train kids in basic life support: a literature review.","authors":"Valentine Baert, Hizia Benkerrou, Marguerite Lockhart, Gérard Helft, Christian Vilhelm, Morgan Recher, Hervé Hubert","doi":"10.1186/s12909-025-07331-3","DOIUrl":"10.1186/s12909-025-07331-3","url":null,"abstract":"<p><strong>Background: </strong>Bystander intervention is known to be the most important factor in the survival chain for out-of-hospital cardiac arrest. However, bystander cardiopulmonary resuscitation (CPR) rates remain low-mainly due to a lack of training. Implementing basic life support (BLS) training in schools is a key aspect of increasing bystander intervention. We reviewed the literature on BLS training methods for schoolchildren and sought to identify the methodological elements that appeared to be the most effective in terms of the acquisition and retention of knowledge, practical skills, and attitudinal skills.</p><p><strong>Methods: </strong>We searched the MEDLINE database (via PubMed) for relevant articles published between from January 2015 to January 2022. Articles on BLS training in children were selected if the primary objective was determine the effectiveness of the training method(s) used.</p><p><strong>Results: </strong>Of the 1,098 publications identified, 28 were selected and reviewed. Half of the studies had a randomized, controlled design, the study sample size ranged from 57 to 1,917. Hands-on practice was included in 26 of the 28 studies, and the main training session lasted for 75 to 120 min. Hands-on practice gave better results than no practice. Learning tools promoted acquisition, and refresher training sessions appeared to be of value.</p><p><strong>Conclusions: </strong>The results of our literature review showed that the conventional training pattern used with adults (i.e. theory, demonstration, and practice) is applicable to children if all the components are adapted for this population. Further studies of the development and evaluation of BLS training for young children are required.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"842"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142893/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235854","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":"Environmental sustainability in the dental curriculum: a scoping review.","authors":"Omar Bamedhaf, Hira Salman, Shakeel Ahmed Tegginmani, Shaista Salman Guraya","doi":"10.1186/s12909-025-07441-y","DOIUrl":"10.1186/s12909-025-07441-y","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Environmental sustainability (ES) is an essential consideration in modern healthcare, including dentistry, due to the industry's significant ecological footprint. The dental sector generates considerable waste, consumes high levels of energy and water, and contributes to pollution through materials such as dental amalgam. In response, integrating ES principles into dental curricula has emerged as a vital strategy to foster environmentally responsible practitioners. Despite various initiatives and frameworks, including the United Nations Sustainable Development Goals (SDGs), the extent and effectiveness of ES education in dental programs remain inconsistent. This scoping review aims to map the global landscape of ES integration within dental education, identifying existing practices, barriers, and opportunities for improvement.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This scoping review followed Arksey and O'Malley's framework to systematically identify and analyze studies on ES in dental curricula. A structured literature search was conducted across PubMed, SCOPUS, and Embase using predefined MeSH terms and keywords related to dental education and sustainability. Studies published within the last ten years were included, with a final selection of 23 studies meeting the inclusion criteria. The extracted data were analyzed using Braun and Clarke's thematic analysis framework, ensuring a structured and systematic categorization of emerging themes. The thematic analysis involved familiarization with the data, generation of initial codes, searching for themes, reviewing themes for coherence, defining and naming them, and finally reporting the results.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The review identified six major themes using a deductive approach, guided by David Cook's educational research framework, to categorize findings into three key levels: (1) Descriptive studies, which assessed awareness and knowledge levels among students and faculty; (2) Justification studies, which evaluated the effectiveness of ES focused educational interventions; and (3) Clarification studies, which explored systemic barriers, best practices, and policy-level implications. Through this structured classification, the themes that emerged included (1) awareness and perceptions of ES, (2) barriers to implementation, (3) gaps in ES education, (4) best practices for integrating ES, (5) trends and future directions, and (6) the effectiveness of educational interventions. While structured training programs demonstrated positive impacts on student engagement and knowledge, ES education in dental curricula remains inconsistent, lacking standardized learning objectives, institutional policies, and faculty training.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;This review underscores the urgent need for a structured and comprehensive integration of ES within dental education. While ES awareness is increasing, significant gaps remain in faculty preparedness, curriculum","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"844"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12143048/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235852","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":"Teaching mass casualty incident management to senior medical students by three-dimensional tabletop exercise without lecture.","authors":"Wei-Kuo Chou, Ming-Tai Cheng, Chien-Hao Lin","doi":"10.1186/s12909-025-07434-x","DOIUrl":"10.1186/s12909-025-07434-x","url":null,"abstract":"<p><strong>Background: </strong>Traditional methods of teaching mass casualty incident (MCI) management often lack engagement, particularly for senior medical students. Lectures may be uninspiring, and tabletop exercises (TTX) may not fully captivate participants. This study proposes the use of three-dimensional (3D) models in TTX as a solution to these challenges.</p><p><strong>Methods: </strong>A TTX focusing on MCI in the emergency room was developed for senior medical students, centered on five core competencies of MCI management. 3D models representing the emergency room, hospital staff, patients, and other personnel were utilized. No lectures were given; instead, students engaged in discussions and demonstrated responses using 3D models. Immediate feedback was provided by the instructor, and knowledge was tested through multiple-choice questions and questionnaires.</p><p><strong>Results: </strong>Between September 2018 and May 2022, 326 students completed pre- and post-exercise evaluations. Significant improvements were observed in test scores for all core competencies, as well as increased interest in learning and willingness to participate. Students found the exercise engaging and expressed a desire for further training.</p><p><strong>Conclusions: </strong>A TTX using 3D models is proving to be an effective alternative of teaching MCI management and disaster medicine to senior medical students, while increasing interest and participation.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"846"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142820/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235856","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":"What is the predictive validity of clinical placement sign-off forms for medical students?","authors":"Patrick J McGown, Molly M Nichols, Jennifer A Forshaw, Antonia Rich, David Harrison, Celia Brown, Amir H Sam","doi":"10.1186/s12909-025-07237-0","DOIUrl":"10.1186/s12909-025-07237-0","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"840"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12143069/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235857","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":"Iteratively refined ChatGPT outperforms clinical mentors in generating high-quality interprofessional education clinical scenarios: a comparative study.","authors":"Tian Qingquan, Ren Feng, Zou Bin, Zhou Jingyu, Liu Ganglei, Zheng Yanwen, Zhang Zequn, Wang Qiyuan, Wang Shalong","doi":"10.1186/s12909-025-07414-1","DOIUrl":"10.1186/s12909-025-07414-1","url":null,"abstract":"<p><strong>Background: </strong>Interprofessional education (IPE) is essential for promoting teamwork among healthcare professionals. However, its implementation is often hindered by the limited availability of interprofessional faculty and scheduling challenges in creating high-quality IPE scenarios. While AI tools like ChatGPT are increasingly being explored for this purpose, they have yet to demonstrate the ability to generate high-quality IPE scenarios, which remains a significant challenge. This study examines the effectiveness of GPT-4o, an advanced version of ChatGPT enhanced by novel methodologies, in overcoming these obstacles.</p><p><strong>Methods: </strong>This comparative study assessed clinical scenarios generated by GPT-4o using two strategies-standard prompt (a single-step scenario generation without iterative feedback) and iterative refinement (a multi-step, feedback-driven process)-against those crafted by clinical mentors. The iterative refinement method, inspired by actual clinical scenario development, employs a cyclical process of evaluation and refinement, closely mimicking discussions among professionals. Scenarios were evaluated for time efficiency and quality using the Interprofessional Quality Score (IQS), defined as the mean score assigned by multidisciplinary evaluators across five interprofessional criteria: clinical authenticity, team collaboration, educational alignment, appropriate challenge, and student engagement.</p><p><strong>Results: </strong>Scenarios developed using the iterative refinement strategy were completed significantly faster than those by clinical mentors and achieved higher or equivalent IQS. Notably, these scenarios matched or exceeded the quality of those created by humans, particularly in areas such as appropriate challenge and student engagement. Conversely, scenarios generated via the standard prompt method exhibited lower accuracy and various other deficiencies. Blinded attribution assessments by students further demonstrated that scenarios developed through iterative refinement were often indistinguishable from those created by human mentors.</p><p><strong>Conclusions: </strong>Employing GPT-4o with iterative refinement and role-playing strategies produces clinical scenarios that, in some areas, exceed those developed by clinical mentors. This approach reduces the need for extensive faculty involvement, highlighting AI's potential to closely align with established educational frameworks and substantially enhance IPE, particularly in resource-constrained settings.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"845"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12143027/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235855","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":"Comparative evaluation of Turkish dentists' knowledge, attitudes, and practices in caries management according to specialty education.","authors":"Busra Ozdemir, Seyit Bilal Ozdemir, Fatma Kaplan","doi":"10.1186/s12909-025-07447-6","DOIUrl":"10.1186/s12909-025-07447-6","url":null,"abstract":"<p><strong>Background: </strong>The professional knowledge, attitudes, and practices of dentists in managing dental caries in high-risk adult individuals can significantly impact the prevention of caries. This study aims to compare the oral hygiene recommendations and preventive treatment practices of general dentists and dental specialists in Turkey for patients at high caries risk.</p><p><strong>Methods: </strong>A study was conducted using a questionnaire consisting of 16 questions, both open and closed-ended, directed at dentists in Turkey. The questionnaire presented a scenario of an adult patient with high caries risk. Dentists were asked questions about the oral hygiene recommendations and preventive treatments they would provide to the patient. The responses regarding preventive treatments were structured according to an evidence-based guideline. The responses of general and specialist dentists were compared. Descriptive statistics were provided in terms of numbers and percentages. Cross-tabulations were created, and chi-square analyses were performed on the data.</p><p><strong>Results: </strong>A total of 354 dentists responded to the survey, including 205 general dentists and 149 dental specialists. Dental specialists (82.6%) were more likely than general dentists (68.8%) to recommend fluoride-containing toothpaste (p < 0.05). Dental specialists (36.9%) applied fluoride varnish more frequently than general dentists (23.9%) (p < 0.05). On the other hand, general dentists (13.7%) recommended chlorhexidine more frequently than dental specialists (4.7%) (p < 0.05). Additionally, 15.5% of the dentists agreed that preventing caries in adults is not as effective as in children.</p><p><strong>Conclusions: </strong>This study highlights the significant role of specialty education training in shaping dentists' preventive practices. It is suggested that the role of fluoride in general dentistry education in Turkey should be reconsidered. Additionally, caries management should be more strongly emphasized in specialty education.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"839"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12139135/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235913","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 construct validity of virtual osces in exceptional conditions.","authors":"Nadia Asmar, Nazih Y Youssef, Sandrella Bou Malhab, Sola Bahous, Vanda G Yazbeck Karam","doi":"10.1186/s12909-025-07383-5","DOIUrl":"10.1186/s12909-025-07383-5","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic posed significant challenges to medical education, requiring adaptations in assessment methodologies to maintain academic rigor and safety. Traditional in-person Objective Structured Clinical Examinations (OSCEs) posed challenges due to social distancing requirements, leading to the emergence of virtual OSCEs as viable alternatives. This study evaluates the construct validity of a virtual OSCE with a focus on its applicability during extraordinary circumstances.</p><p><strong>Methods: </strong>The study involved 27 third-year medical students participating in a virtual OSCE comprising seven stations, each designed to assess critical clinical competencies such as history-taking, differential diagnosis, and communication skills. The OSCE's validity was assessed across four dimensions: content, response process, internal structure, and consequences, using psychometric and qualitative analyses.</p><p><strong>Results: </strong>Content validity was ensured through alignment with a predefined blueprint and expert review of clinical scenarios. The response process was supported by comprehensive training for faculty and simulated patients (SPs), contributing to consistent scoring and comfort with the virtual format. Psychometric analysis showed a Cronbach's alpha of 0.67 across stations, indicating acceptable internal consistency. Consequential validity, assessed via the Borderline Regression Method (BRM) for setting cut-scores, highlighted fair and defensible decision-making. Despite technical challenges, no students failed the OSCE or their clerkship.</p><p><strong>Conclusion: </strong>The virtual OSCE has proven to be a valid, reliable, and feasible tool for assessing clinical competencies. Virtual OSCEs offer a scalable solution to sustain medical education continuity in resource-limited and geographically dispersed settings, paving the way for advancements in global competency-based assessments.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"841"},"PeriodicalIF":2.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142897/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235853","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":"Two decades of development in medical functional experimental science in China: faculty perspectives from a cross-sectional study.","authors":"Zonglin He, Haixiao Feng, Jialin Zhang, Huadong Wang, Xiuxiu Lv, Yuechun Wang","doi":"10.1186/s12909-025-07382-6","DOIUrl":"10.1186/s12909-025-07382-6","url":null,"abstract":"<p><p>Medical Functional Experimental Science (MFES) integrates physiology, pathophysiology, and pharmacology laboratory courses into a cohesive laboratory curriculum in China's medical education. However, limited research exists on its implementation and evolution over the past two decades. This cross-sectional study surveyed experienced teachers from China's top 100 medical schools. A total of 89 valid responses were received. A decline in technician numbers was reported by 62.9% of schools, potentially due to equipment automation and resource reallocation. The majority of the schools accommodated fewer than 30 students per laboratory. Over the past 20 years, laboratory sizes increased in 40.5% of the schools. Regarding the ratio of human experiments to animal experiments, of the schools surveyed, 60% reported less than 1 to 6, and 12% showed 1 to 5. The study also highlights the adoption of advanced teaching equipment, such as integrated signal acquisition systems and wireless human experiment systems, which have enhanced laboratory efficiency and student engagement. Furthermore, the integration of innovative and comprehensive experiments has been instrumental in fostering critical thinking and problem-solving skills among students. Despite progress, challenges remain, including technician shortages and uneven regional resource distribution, requiring policy interventions and global benchmarking.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"832"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12139115/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227500","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":"Nursing students' motivation for, and experiences from, participating in a blended intensive programme on mass casualty incidents: a qualitative study.","authors":"Andreas Kvam Sletnes, Cathrine Stranden, Alessandro Girotto, Elena Bandiera, Harald Geerts, Emanuele Galli, Jordy Kone, Malvin Torsvik","doi":"10.1186/s12909-025-07425-y","DOIUrl":"10.1186/s12909-025-07425-y","url":null,"abstract":"<p><strong>Background: </strong>Student mobility programmes aim to enhance academic competence and personal growth. However, non-academic reasons are decisive for students' decisions not to participate in exchange programmes abroad. Short exchange programmes are becoming increasingly popular among both institutions and students, addressing some of the non-academic reasons to not participate in exchange programmes. The aim of the study was to gain insight into nursing students' motivation for, and experiences from, participating in a short-term exchange programme focused on mass casualty incidents.</p><p><strong>Method: </strong>A qualitative study was conducted using focus group interviews with 30 nursing students from Norway, the Netherlands, Spain, and Italy. The data were analysed using content analysis.</p><p><strong>Results: </strong>Three main categories were identified. These were \"motivation\", \"learning experiences\" and \"barriers and coping\". The two main motivational factors identified were the academic subject of mass casualty and the opportunity to experience international encounters. The learning experiences encompassed perspectives on nursing, cooperation and teamwork along with measurable academic outcomes related to the learning outcomes of the blended intensive programme. The participants expressed language and communication challenges and professional discrepancies as barriers in the learning process. Nevertheless, they also reported a feeling of coping and achievement after completing the programme and provided insights into various aspects of the learning climate during the blended intensive programme.</p><p><strong>Conclusions: </strong>Driven by students' academic interest and motivation for international encountering, the BIP demonstrated educational and personal benefits, emphasizing the potential value of short-term international programmes in nursing education. The programme fostered important competencies such as emergency preparedness, intercultural communication and interprofessional collaboration. Coping with language barriers and professional discrepancies contributed to personal and professional growth.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"836"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12139066/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227495","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 educational intervention study on mandatory reporting of intimate partner violence: changes in knowledge and attitudes among healthcare providers.","authors":"Thea Beate Brevik, Petter Laake, Stål Bjørkly, Kjartan Leer-Salvesen, Solveig Karin Bø Vatnar","doi":"10.1186/s12909-025-07442-x","DOIUrl":"10.1186/s12909-025-07442-x","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"834"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12139173/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227492","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}