BMC Medical Education最新文献

{"title":"Automated grading of embroidery assignments: a multi-region deep learning framework with ResNet-50.","authors":"Nanzhen Lin, Yuyang Wang, Gaobo Jin, Jingyi Huang, Kedie Zhang, Chenyan Xie, Qing Han, Yueyuan Yu","doi":"10.1186/s12909-025-07828-x","DOIUrl":"https://doi.org/10.1186/s12909-025-07828-x","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1404"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276795","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":"Breaking the mould: stakeholder insights into the shift from 2 + 4 to a 6-Year continuous medical curriculum in South Korea.","authors":"Yoonjung Lee, Jwa-Seop Shin, Wan Beom Park, Hyun Bae Yoon","doi":"10.1186/s12909-025-07998-8","DOIUrl":"https://doi.org/10.1186/s12909-025-07998-8","url":null,"abstract":"<p><strong>Background: </strong>In response to global reforms emphasizing competency-based learning and integrated curricula, South Korea is transitioning from its traditional 2 + 4 medical education model to a 6-year continuous medical curriculum. This shift addresses challenges such as fragmented learning pathways and insufficient integration between foundational and clinical training, which have limited the development of professional competencies and holistic student engagement. However, empirical evidence on stakeholder perspectives regarding this transition remains limited. This study aimed to examine faculty and student views on the proposed reform to inform its implementation and contribute to broader discussions on medical education transformation.</p><p><strong>Methods: </strong>A mixed-method study was conducted at Seoul National University College of Medicine. Quantitative data were collected from an online survey completed by 142 faculty members and 133 medical students. Qualitative data were gathered from two focus group interviews with fifteen students from both pre-medical and clinical phases. Survey responses were analyzed using Welch's t-tests, and thematic analysis was applied to focus group interview data.</p><p><strong>Results: </strong>Quantitative analysis revealed significant differences between faculty and student perceptions of the proposed 6-year continuous medical curriculum. Faculty reported higher scores for perceived needs (M = 4.05 vs. 2.79, p < .001), continuity, motivation, and curriculum supplementation (all p < .01). Students expressed greater concerns about curriculum overcrowding, academic burden, reduced interdisciplinary learning, and stress (all p < .01), and prioritized vacation time (M = 4.39 vs. 3.82, p < .01), extracurricular support (M = 4.14 vs. 3.52, p < .01), and pass/fail grading (M = 4.09 vs. 3.36, p < .01). Faculty emphasized integration of spiral and repetitive curriculum (M = 3.55 vs. 3.49, p = .02) and new content such as data science and health systems science (all p < .01). Thematic analysis identified student expectations for early integration of clinical and foundational subjects, balanced workload, and structured support systems, alongside concerns about marginalization of the pre-medical phase and prolonged stress.</p><p><strong>Conclusion: </strong>The transition to a 6-year continuous medical curriculum requires a comprehensive approach that engages key stakeholders, particularly students. Balancing educational innovation with curriculum manageability and student well-being is essential. Participatory design, phased implementation, and robust support systems are needed to ensure sustainable and adaptive curriculum reform.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1399"},"PeriodicalIF":3.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276777","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":"Doctors' life stories in undergraduate medical education: definition, key concepts and uses - a scoping review.","authors":"James Nixon, Helen West","doi":"10.1186/s12909-025-07960-8","DOIUrl":"10.1186/s12909-025-07960-8","url":null,"abstract":"<p><strong>Background: </strong>Stories are an integral aspect of everyday life, and within medicine and medical education a wide range of stories are told every day. These stories include patients' stories or stories from those who care for patients. Doctors share stories and do so for many reasons. This includes doctors' life stories, which we have defined for the purposes of this review as non-fiction stories told first-hand by doctors about their own experiences. When used in undergraduate medical education, these doctors' life stories allow students to explore, reflect on, and learn from aspects of clinical life they may not yet have experienced. The evidence on doctors' life stories is sparse however, and this review aimed to explore doctors' life stories within the context of undergraduate medical education.</p><p><strong>Methods: </strong>A scoping review methodology was utilised, informed by established methodological guidance and recommendations. A search of five databases, the grey literature, and a hand search of the references of the included articles was carried out. Data from included articles were then collated and analysed using descriptive numerical summary analysis and qualitative content analysis.</p><p><strong>Results: </strong>A total of 4,978 articles were screened, and 48 articles were included. Included articles were published over a 33-year period, with a significant increase in the number of articles published in the last 10 years. The findings from this review show that doctors' life stories have been used in multiple key areas of undergraduate medical education and to achieve a variety of intended educational outcomes. The findings highlight a lack of conceptual clarity, evidenced by the range of terms used to describe doctors' life stories and the lack of a clear definition being described within the literature. To address this, the authors propose a definition to enhance conceptual clarity, complemented by a conceptual framework that provides a structured representation of the phenomenon.</p><p><strong>Conclusion: </strong>Doctors' life stories are an emerging topic area within undergraduate medical education and are used in areas that are crucial in supporting the development of medical students into doctors. This scoping review acts as a foundation to guide teaching practice and future research within this area.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1390"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512262/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259909","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 relationship between perceptions of the quality of the learning environment and stress related to academic burnout among dental students: a structural equation modeling approach.","authors":"Hajar Shekarchizadeh, Simin Z Mohebbi, Somayeh Abbasi, Faranak Karimi Behjatabadi, Fatemeh Shojaii, Shima Golban","doi":"10.1186/s12909-025-08003-y","DOIUrl":"10.1186/s12909-025-08003-y","url":null,"abstract":"<p><strong>Background: </strong>Academic burnout is a significant concern for dental students, often resulting from prolonged stress and a lack of support in the learning environment. This study investigates academic burnout among dental students, focusing on its relationship with their perceptions of the quality of the learning environment and the mediating role of dental environmental stress.</p><p><strong>Methods: </strong>In this cross-sectional study, 300 undergraduate dental students were recruited using a convenience sampling method in Isfahan, Iran, in 2022. Data were collected online via WhatsApp and Telegram platforms. In addition to demographic data, the Burnout Clinical Subtype Questionnaire, the Dental School Learning Environment Survey, and the Dental Environmental Stress Questionnaire were employed. Structural equation modeling was conducted using the Partial Least Squares approach to analyze the relationships among variables (p < 0.05).</p><p><strong>Results: </strong>The study indicated moderate levels of academic burnout (2.61/5), perceived quality of the learning environment (2.92/5), and dental environmental stress (2.80/4). The quality of the learning environment accounted for 2.8% of the variance in the dental environmental stress. The combined quality of the learning environment and dental stress accounted for 22.1% of the variance in academic burnout. Statistically significant relationships were found between the quality of the learning environment and dental environmental stress (p = 0.001), the quality of the learning environment and academic burnout (p = 0.026), and dental environmental stress and academic burnout (p < 0.001). Furthermore, dental environmental stress significantly mediated the relationship between the quality of the learning environment and academic burnout (p = 0.003).</p><p><strong>Conclusions: </strong>The results highlighted the pivotal role of the learning environment in shaping dental students' academic experiences, particularly concerning stress and burnout. Considering the mediating role of dental environmental stress, the findings emphasize the need for supportive, well-structured, and engaging learning environments.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1384"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512685/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259920","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 influence of learning styles on the efficacy of flipped classroom in dental education.","authors":"Tahereh Baherimoghadam, Navid Naseri, Amir Tabesh, Shahram Hamedani, Seyedeh Fatemeh Mousavi","doi":"10.1186/s12909-025-07916-y","DOIUrl":"10.1186/s12909-025-07916-y","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1385"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512301/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259961","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":"Impact of the OSCE on anxiety levels and perceptions of dental students: a cross-sectional study.","authors":"Aurora Saiz Rodríguez, Ana Antoranz, Gema Cidoncha, Maria Jesús Pardo Monedero, Marta Muñoz-Corcuera","doi":"10.1186/s12909-025-08012-x","DOIUrl":"10.1186/s12909-025-08012-x","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1391"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512387/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259891","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":"Adaptation of the basic resuscitation skills self-efficacy scale in nursing students to Turkish : a validity and reliability study.","authors":"Halil Ibrahim Gules, Gulten Sucu Dag","doi":"10.1186/s12909-025-08011-y","DOIUrl":"10.1186/s12909-025-08011-y","url":null,"abstract":"<p><strong>Background: </strong>Nurses' resuscitation self-efficacy levels are a key component in the acquisition of basic resuscitation skills. However, there is no measurement tool to determine nursing students' resuscitation self-efficacy in our country. This study was conducted to adapt in the nursing students the Basic Resuscitation Skills Self-Efficacy scale to Turkish and determine its validity and reliability.</p><p><strong>Methods: </strong>A descriptive, cross-sectional, and methodological design was used. The study was conducted with nursing students from two universities in Northern Cyprus between August 2023 and November 2023. The study included 605, second, third, and fourth-year nursing students. The data were collected using descriptive characteristics form and the basic resuscitation skills self-efficacy scale.</p><p><strong>Results: </strong>The scale showed a 2-factor structure, namely CPR and OED use, Casualty Recognition and Safety and consisted of 18 items. In confirmatory analysis, all factor loads were found to be between 0.50 and 0.87. The fit indexes of the inventory were χ2/df = 3.647, GFI = 0.906, NFI = 0.908, CFI = 0.921, RMSEA = 0.079. Cronbach's alpha of the total scale was 0.887.</p><p><strong>Conclusions: </strong>The Turkish version of the Basic Resuscitation Skills Self-Efficacy Scale was valid and reliable and could be used to determine the students resuscitation self-efficacy.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1388"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512955/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259940","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":"Attitudes and perceptions of dental students towards artificial intelligence.","authors":"Oadi N Shrateh, Siwar Al-Batat, Ahmad R Al-Qudimat, Lara I Ghannam, Lina J Abuhanoud","doi":"10.1186/s12909-025-07854-9","DOIUrl":"10.1186/s12909-025-07854-9","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) is rapidly transforming healthcare, including dentistry, through its applications in diagnosis, prosthetic planning, and oral disease detection. As future professionals, dental students play a vital role in integrating AI into clinical practice. However, little is known about their attitudes toward AI, particularly in low-resource settings such as Palestine.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among 305 dental students from four Palestinian universities using a validated 22-item questionnaire. Data were analyzed using descriptive statistics and chi-square tests (p < 0.05).</p><p><strong>Results: </strong>Among the 305 participants (232 females, 73 males), 77% reported basic knowledge of AI, with social media being the most common source (66.2%). Female students were significantly more likely than males to believe that AI will bring major advancements to dentistry (p = 0.04), and that it can be used for diagnostic (p = 0.030), prognostic (p = 0.045), and treatment planning purposes (p = 0.015), as well as in postgraduate training (p = 0.017). Those with prior AI knowledge or awareness of its dental applications showed greater enthusiasm for its diagnostic use (p = 0.004) and integration into dental education (p = 0.004 and p = 0.009, respectively).</p><p><strong>Conclusion: </strong>Palestinian dental students demonstrate strong awareness and positive attitudes toward the use of AI in dentistry. Gender-based differences and ethical concerns emphasize the need for structured, inclusive, and responsible AI training within dental curricula.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1386"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512535/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259930","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":"Nurses' attitudes towards communication with patients: a hybrid concept analysis.","authors":"Meng Yue, Chunjuan Yao, Qi Zhang, Dengfen Zeng","doi":"10.1186/s12909-025-07914-0","DOIUrl":"10.1186/s12909-025-07914-0","url":null,"abstract":"<p><strong>Background: </strong>Nurses' attitudes towards communication with patients plays a crucial role in determining the effectiveness of these interactions and is central to the nurse-patient relationship. However, a standardized definition of nurses' attitudes towards communication with patients is required. This study aims to theoretically define nurses' attitudes towards communication with patients, providing a theoretical foundation for developing measurement tools and nurse-patient communication training programs.</p><p><strong>Methods: </strong>A mixed method design was applied in the concept analysis to explore the meaning of nurses' attitudes towards communication with patients in clinical settings. The analysis followed the three-phase procedure of the hybrid concept analysis approach. In the theoretical phase, systematic Literature searches were performed across Chinese and English databases, and the included Literature was reviewed to identify the attributes, antecedents, and consequences of the concept. For the fieldwork phase, semi-structured interviews were conducted with 18 nurses, and the data were analyzed using content analysis with Nvivo software. During the final analytic phase, the results of the two previous phases were integrated. The reporting of qualitative findings was guided by the Consolidated Criteria for Reporting Qualitative Research checklist.</p><p><strong>Results: </strong>Five conceptual attributes were identified: based on professional values and norms, emotional responses and evaluations, expression through language and expression, polarity, and predictive of communicative behaviors. Nurses' attitudes towards communication with patients are influenced by factors related to the nurses themselves, their work environment, and the patients. It impacts patients' psychological status and health outcomes, nursing service quality, nurses' professional fulfillment, career advancement and personal well-being, while also influencing the evolution of nurse-patient relationships.</p><p><strong>Conclusion: </strong>Nurses' attitudes towards communication with patients exhibit a three-dimensional attribute characteristic. These attitudes are influenced by factors related to nurses themselves, patients, and the environment, while simultaneously impacting patients, nurses, nursing practice, and nurse-patient relationships. The findings of this study provide a theoretical basis for the development of measurement tools assessing nurses' attitudes towards communication with patients, as well as guidance for nurse-patient communication training.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1377"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512926/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259950","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":"Awareness and attitudes toward digital technologies in orthodontics among dental students in Turkey: a cross-sectional study.","authors":"Rumeysa Bilici Geçer, Buse Elburus","doi":"10.1186/s12909-025-08017-6","DOIUrl":"10.1186/s12909-025-08017-6","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Digital technologies have become increasingly integrated into orthodontic practice for diagnosis, treatment planning, and appliance manufacturing. This study aimed to assess undergraduate dental students' awareness and attitudes toward the use of digital technologies in orthodontics and to explore the potential influence of academic year and intended specialization on these perceptions.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This cross-sectional study was conducted among third-, fourth-, and fifth-year undergraduate students at Istanbul Aydin University, Faculty of Dentistry, during the 2023-2024 academic year. A structured online questionnaire was developed to evaluate students' awareness and attitudes regarding the use of digital technologies in orthodontics. The questionnaire comprised three sections: demographic information, binary (yes/no) questions assessing awareness, and seven attitude statements evaluated on a 5-point Likert scale. Group comparisons were performed using the Pearson Chi-square test or the Fisher-Freeman-Halton exact test for categorical variables, and the Kruskal-Wallis test for ordinal data. Explanatory factor analysis using principal component analysis with Varimax rotation was applied to assess the construct validity of the attitude scale. Statistical significance was set at p &lt; 0.05.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;A total of 278 dental students participated in the study, including 179 females (64.4%) and 99 males (35.6%), with representation from the third (37.4%), fourth (34.9%), and fifth (27.7%) academic years. The most commonly recognized digital orthodontic applications were the fabrication of clear aligners using three-dimensional (3D) printing (91.7%) and the use of intraoral scanners for digital impressions (87.1%). Awareness of cone-beam computed tomography (CBCT) increased significantly with academic year (third: 36.5%, fifth: 71.4%, p &lt; 0.05), while awareness of digital treatment planning tools declined (third: 43.3%, fifth: 24.7%, p = 0.025). Similarly, knowledge of 3D-printed appliances (third: 43.3%, fourth: 15.5%, p &lt; 0.05) and in-office aligner production (third: 36.5%, fourth: 67%, p &lt; 0.05) varied significantly across years. Attitudinal responses indicated generally positive views toward the integration of digital technologies into orthodontic practice and education. Significant differences were also observed in selected attitude items according to academic year and intended specialization (p &lt; 0.05).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;This study demonstrated that dental students were more familiar with commonly used technologies such as intraoral scanners and 3D-printed clear aligners, whereas their awareness of other digital applications in orthodontics remained limited. Overall, attitudes toward digital integration were positive across all academic years. Interestingly, despite having more clinical experience, final-year students reported lower awareness in certain areas,","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1380"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512987/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259958","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}