BMC Medical Education最新文献

{"title":"Temporomandibular disorder clinical practice teaching through case-based learning with the symptom \"limited mouth opening\": a pilot study.","authors":"Pan Jiang, Haixiang Chen, Jing Li, Hangtian Zhou","doi":"10.1186/s12909-025-07429-8","DOIUrl":"10.1186/s12909-025-07429-8","url":null,"abstract":"<p><strong>Objective: </strong>The aim of this study is to evaluate efficacy of case-based learning (CBL) focusing on the limited mouth opening temporomandibular disorder (TMD) symptom.</p><p><strong>Methods: </strong>Thirty dental resident trainees from the First Affiliated Hospital of the University of Science and Technology of China (USTC) were enrolled in the study. The control group (n = 15; 2021-2022) received conventional CBL sessions focusing on TMD while completing standard clinical rotations. The experimental group (n = 15, 2023-2024) experienced CBL that focused exclusively on Limited Mouth Opening integrated with clinical training. Post-intervention assessments at 2 months included: (1) theoretical exams, (2) clinical competency evaluations (history-taking, imaging interpretation), and (3) validated satisfaction surveys. Analyses utilized SPSS 26.0 with χ²/Mann-Whitney U tests (α = 0.05).</p><p><strong>Results: </strong>Both groups exhibited comparable theoretical knowledge (P = 0.35). The experimental group demonstrated superior clinical performance in history synthesis and temporomandibular joint imaging analysis. Post-training satisfaction surveys administered to both groups revealed that the experimental cohort demonstrated significantly higher mean scores (all p < 0.05) than controls across four core competencies: clinical reasoning, literature utilization, clinical documentation quality, and interdisciplinary collaboration.</p><p><strong>Conclusion: </strong>Integrating \"Limited Mouth Opening\" CBL with clinical training in the practical teaching of temporomandibular disorder (TMD) can enhance residents' diagnostic acumen, cultivate multidisciplinary competencies in TMD management, and optimise evidence-based pedagogical outcomes through structured clinical reasoning development.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"837"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12139153/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227498","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 impact of doctor-patient communication on patient satisfaction in outpatient settings: implications for medical training and practice.","authors":"Xinyi Chen, Chang Liu, Pengpeng Yan, Hanle Wang, Jingjie Xu, Ke Yao","doi":"10.1186/s12909-025-07433-y","DOIUrl":"10.1186/s12909-025-07433-y","url":null,"abstract":"<p><p>Poor doctor-patient communication significantly contributes to patient dissatisfaction. This study investigates the impact of doctor-patient communication quality on patient satisfaction to guide medical education, clinical training, and hospital management improvements. Using validated questionnaires, we found a significant positive correlation between overall communication quality and patient satisfaction (r = 0.539, p < 0.001). Specifically, dimensions of medical information communication (r = 0.530, p < 0.001) and communication skills (r = 0.417, p < 0.001) were significantly correlated with patient satisfaction, whereas cognitive and emotional communication dimensions were not significantly correlated. Regression analysis further demonstrated communication satisfaction as a reliable predictor of patient satisfaction (R² = 0.287, p < 0.001). We recommend enhancing healthcare providers' communication skills and detailed medical information disclosure through targeted training programs. Emphasizing patient-centered communication strategies can substantially improve patient satisfaction and reduce doctor-patient disputes.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"830"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12135588/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing medical assessment strategies: a comparative study between structured, traditional and hybrid viva-voce assessment.","authors":"Kavita Rasalkar, Sunita Tripathy, Sulekha Sinha, Bikramaditya Mukherjee, Nagamma Takkella, Elvis Vishal Dadel, Monit Sundriyal, Swetanka Prasad","doi":"10.1186/s12909-025-07428-9","DOIUrl":"10.1186/s12909-025-07428-9","url":null,"abstract":"<p><strong>Background: </strong>Medical students' skills and knowledge have traditionally been assessed through written and oral examinations (viva-voce). Structured viva-voce is an objective structured method to assess students orally. As an assessment tool it was used informally since 1989, however it was described separately by Oakley and Hencken in 2005. Hybrid method is a combination of both structured and traditional viva-voce methods. This study aims to assess the methods for inter-examiner consistency to minimize variations in scoring during viva-voce. It further investigates medical students' perceptions regarding the fairness, transparency, and overall experience of the assessment formats: structured viva-voce, traditional viva-voce, and hybrid method. By examining these perspectives, the study seeks to provide insights into optimizing viva-voce methods for improved reliability and student satisfaction.</p><p><strong>Methods: </strong>Oral assessment was scheduled. Validated structured viva-voce cards, based on Bloom's taxonomy and reviewed by the experts were prepared. Each student underwent a 5-minute structured viva using two different card sets, followed by a 5-minute traditional viva conducted by both examiners. A hybrid format included combining both methods. Feedback was obtained through a mixed questionnaire with quantitative (Likert scale) and qualitative (open-ended) items on the examination methods.</p><p><strong>Results and conclusion: </strong>The study evaluated variation in scoring between 2 examiners for three viva-voce formats: structured, traditional, and hybrid (a combination of both traditional and structured) among 151 students with 53.6% females and 46.3% males. The Wilcoxon signed rank test revealed significant inter-examiner variability in structured viva-voce and Set 2 of traditional viva-voce (p < 0.05), while the hybrid method showed better consistency between examiners. Pearson correlation and reliability analyses indicated that the hybrid viva-voce demonstrated higher inter-examiner consistency, correlation coefficients, and reliability (ICC and Cronbach's α = 0.663) compared to structured and traditional formats, suggesting it may be a more effective assessment method. Feedback revealed that 56% of students preferred the hybrid format for its balance of objectivity and flexibility. While structured viva-voces excelled in fairness and coverage, traditional viva-voces were appreciated for flexibility but suffered from inconsistency. Overall, the hybrid format emerged as the effective assessment method, offering enhanced reliability and student satisfaction by addressing the shortcomings of both individual formats. These findings suggest the potential of hybrid viva-voce in fostering a consistent and comprehensive evaluation framework.</p><p><strong>Clinical trail number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"835"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12139079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227493","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":"Status and perceptions of ChatGPT utilization among medical students: a survey-based study.","authors":"Na Hu, Xiao Qin Jiang, Yi Da Wang, Yan Ming Kang, Zhen Xia, Hao Hui Chen, Sai Nan Duan, Dong Xu Chen","doi":"10.1186/s12909-025-07438-7","DOIUrl":"10.1186/s12909-025-07438-7","url":null,"abstract":"<p><strong>Background: </strong>The integration of ChatGPT with educational settings is happening at an unprecedented rate, and there is a growing trend for students to use ChatGPT for various academic work. Although numerous studies have evaluated the knowledge, attitudes, and practices related to ChatGPT among students in diverse medical fields, there remains a notable absence of such research within the Chinese context.</p><p><strong>Methods: </strong>The questionnaire survey was conducted to a sample of 1,133 medical students from various medical colleges across Sichuan Province, China, between May 2024 and November 2024 to explore the awareness and attitudes of medical students towards ChatGPT. Descriptive statistics were used to tabulate the frequency of each variable. A chi-square test and multiple regression analysis were employed to investigate the factors influencing participants' positive attitudes toward the prospective use of ChatGPT.</p><p><strong>Results: </strong>The findings revealed that 62.9% of participants had employed ChatGPT in their medical studies, with 16.5% having utilized the tool in a published article. Participants primarily used ChatGPT for searching information (84.4%) and completing academic assignments (60.4%). However, concerns were expressed regarding the potential for ChatGPT to disseminate misinformation (76.9%) and facilitate plagiarism or complicate its detection (65.4%). Despite these concerns, 64.4% of respondents indicated a willingness to use ChatGPT to seek assistance with learning problems. Overall, a majority of participants (60.7%) maintained a positive attitude on the future use of ChatGPT in the medical field.</p><p><strong>Conclusion: </strong>Our research showed that while most medical students perceived ChatGPT as a valuable tool for academic study and research, they remained cautious about its potential risks, particularly regarding misinformation and plagiarism concerns. Despite these reservations, a majority participants indicated a willingness to incorporate ChatGPT into their academic workflow, specifically for problem-solving tasks, and maintained optimistic perspectives regarding its potential integration into medical education and clinical practice. It is therefore essential to improve student literacy about AI, develop clear guidelines for its acceptable use, and implement support systems to ensure that medical students are fully prepared for the upcoming integration of AI into medical education.</p><p><strong>Trial registration: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"831"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12135314/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227496","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":"Examining the perception of undergraduate pharmacy students towards their leadership competencies: a mixed-methods study.","authors":"Aaliah Aly, Fatima Mraiche, Esraa Maklad, Raja Ali, Alla El-Awaisi, Maguy Saffouh El Hajj, Banan Mukhalalati","doi":"10.1186/s12909-025-07266-9","DOIUrl":"10.1186/s12909-025-07266-9","url":null,"abstract":"<p><strong>Background: </strong>Leadership development is crucial for pharmacy students to meet the evolving demands of healthcare. However, research on pharmacy students' perceptions of their leadership competencies and development opportunities remains limited. This study explores students' perceptions at the College of Pharmacy at Qatar University (CPH-QU), regarding their leadership knowledge, skills, attitudes, and available opportunities for leadership development.</p><p><strong>Methods: </strong>An explanatory mixed-methods approach was employed. The quantitative phase involved the development, validation and administration of a questionnaire to all undergraduate CPH-QU students (N = 187), with a minimum required sample size of 126 students. Data were analyzed using SPSS^®, incorporating both descriptive and inferential analysis. In the qualitative phase, four virtual focus groups (FGs) were conducted via Microsoft Teams^®, guided by a topic guide based on the Medical Leadership Competency Framework. The FGs were transcribed verbatim and analyzed thematically using NVivo^®.</p><p><strong>Results: </strong>The questionnaire response rate was 98.4% (184 responses out of 187), with a usability rate of 70.1% (129 responses out of 184) after excluding students who only completed the demographic section. The study indicated a fair level of leadership knowledge (Median [IQR] = 59.0 [7.0]), skills (Mean [SD] = 109.9 [11.9]), and attitude toward leadership (Median [IQR] = 38.0 [7.0]) among students. Qualitative data further confirmed that the CPH-QU supports the development of students' leadership knowledge, skills and positive attitudes through various curricular and extracurricular opportunities. Key opportunities highlighted by students included interprofessional education (IPE), clinical rotations, and the integration of leadership concepts within various courses. To further enhance leadership development, students recommended expanding IPE to be implemented in clinical rotations, standalone leadership courses and establishing exchange programs with international institutions.</p><p><strong>Conclusions: </strong>Students exhibit a fair level of leadership knowledge and skills, acknowledging their importance for their future professional roles as pharmacists. The importance of practical experience was particularly emphasized, with those having prior leadership experience showing a notably more positive attitude toward leadership. These findings highlight the need for a structured, comprehensive approach to leadership development in pharmacy education to more effectively prepare students for their professional careers.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"833"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12139051/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227494","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":"Student satisfaction of a dementia education intervention: a cross-sectional study of the time for dementia programme.","authors":"Stephanie Daley, Molly Hebditch, Georgia Towson, Yvonne Feeney, Sube Banerjee","doi":"10.1186/s12909-025-07218-3","DOIUrl":"10.1186/s12909-025-07218-3","url":null,"abstract":"<p><strong>Background: </strong>Over the last decade there has been a recognition of the need for better dementia education for undergraduate healthcare professionals. Time for Dementia is an innovative educational programme in the UK whereby students learn about the condition directly from a two-year longitudinal contact with a person living with dementia and their families. There is evidence that such programmes have positive outcomes for students in terms of improved attitudes and knowledge, however, students' evaluations of these programmes are scarce.</p><p><strong>Objectives: </strong>To understand the satisfaction of the students taking part in Time for Dementia and their perceptions of the programme.</p><p><strong>Methods: </strong>A cross-sectional survey, with Likert responses, was completed to assess overall levels of satisfaction for students enrolled in Time for Dementia. 1,225 students consented and completed the satisfaction survey at five universities in England. Factors that might predict satisfaction were explored using multiple regression analysis. A qualitative framework thematic analysis explored the best aspects of the programme and possible improvements, as recorded by student responses to open text questions.</p><p><strong>Results: </strong>78% of students agreed or strongly agreed that Time for Dementia had increased their knowledge of psychosocial issues, and 69% enjoyed the programme. The multiple regression analysis found satisfaction was statistically significantly higher for students who completed more visits; took part after the onset of the COVID-19 pandemic; were of Black or Asian ethnicities (compared to White British/European); and were relatively older. The themes related to the best aspects of the programme were that Time for Dementia provides relational learning, understanding the impact of dementia on family and thinking psychosocially. Improvements include preferred programme structure, the need for clarity of expectations and addressing barriers to learning.</p><p><strong>Conclusions: </strong>This study supports the value of Time for Dementia as assessed by students. Key considerations to ensure satisfaction include the fidelity of programme experience and clear expectations.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"838"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12139129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227497","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":"Fostering collaboration: a controlled pilot study of interprofessional education for medical and pharmacy students.","authors":"Maike Petersen, Sabine Gehrke-Beck, Nicole Zimmermann, Amrei-Pauline Konrad, Ronja Behrend, Harm Peters, Martin Schulz, Charlotte Kloft, Wolfram J Herrmann","doi":"10.1186/s12909-025-07424-z","DOIUrl":"10.1186/s12909-025-07424-z","url":null,"abstract":"<p><strong>Background: </strong>An increasingly ageing population and the resulting multimorbidity is a growing challenge for healthcare systems. A solution to tackle this problem is interprofessional collaboration. Interprofessional education, as an early meeting point, could foster a future successful interprofessional collaboration. So, the aim of our pilot study was to assess whether the \"interprofessional collaboration between medical and pharmacy students to improve medication safety in polypharmacy\" (PILLE) project changed the perception of medical and pharmacy students towards interprofessional collaboration.</p><p><strong>Methods: </strong>PILLE consisted of three parts: (1) A mandatory 90-minutes interprofessional seminar; (2) A voluntary 120-minutes practical training; (3) A voluntary half-day interprofessional tandem work shadowing at a General Practitioner's (GP) office. We used a controlled study design. Medical and pharmacy students from the intervention group attended the seminar (1). Medical students of the control group attended an interactive 90-minutes monoprofessional seminar only. Working together on cases was the similarity of both seminars. The students from the intervention group could attend (2) and (3). The outcome of interest was the change in students' perception towards interprofessional collaboration after participating in PILLE, using pre- and post-questionnaires with the validated German version of Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE-2D) instrument. Descriptive and statistical evaluation was conducted. To assess if there is a significant pre-post-difference in the SPICE-2D overall score within the individual groups, paired t-tests were executed. To investigate if there is a significant change in SPICE-2D overall score difference between the medical students control and intervention group, an unpaired t-test was performed.</p><p><strong>Results: </strong>In total, 436 students participated: 96 medical students and 116 pharmacy students in the intervention group, and 224 medical students in the control group. The participating students from both professions already had a pronounced positive perception at baseline. All pre-post-mean-differences within the individual groups and between the medical students control and intervention group were not statistically significant.</p><p><strong>Conclusion: </strong>Participating medical and pharmacy students already had a positive perception at baseline. A one-time and short-term mandatory seminar of 90-minutes seems not to be sufficient to measure a change in perception. Future interprofessional education projects should focus on frequent meeting points between students.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"828"},"PeriodicalIF":2.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12135329/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217475","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":"Unveiling the perceptions of medical and allied health students towards cadaveric dissection and virtual resources in anatomy education: a cross sectional study.","authors":"Rana Elbeshbeishy, Rasha Salama, B K Manjunatha Goud, Rasha Babiker, Malay Jhancy, Nour Hamed, Farah Oraby, Tarig Merghani","doi":"10.1186/s12909-025-07432-z","DOIUrl":"10.1186/s12909-025-07432-z","url":null,"abstract":"<p><strong>Background: </strong>Cadaveric dissection has long been a cornerstone of anatomy education, offering unparalleled hands-on experience that fosters both intellectual and emotional growth in medical students. It plays a crucial role in shaping professional identity while enhancing anatomical understanding. However, the emergence of digital platforms, including virtual reality (VR), augmented reality (AR), and 3D modeling, presents new opportunities to transform anatomy education.</p><p><strong>Objectives: </strong>This study explores the perceptions of medical and health sciences students at Ras Al Khaimah Medical and Health Sciences University (RAKMHSU) regarding the integration of digital tools alongside traditional cadaveric dissection. By comparing attitudes toward these approaches, the study aims to identify strategies like using 3D models, animations, and interactive apps to familiarize students with anatomical structures before entering the dissection lab for harmonizing traditional and digital learning methods to optimize anatomy education.</p><p><strong>Methods: </strong>This cross-sectional study was conducted over seven months using an anonymous, structured 20-item questionnaire administered to 454 students from various health disciplines at Ras Al Khaimah Medical and Health Sciences University. A convenience sampling method was used. The questionnaire assessed sociodemographic data, attitudes toward cadaveric dissection, its significance in practical learning, comparisons with digital resources, and its role in professional development. Institutional approval was obtained, and informed written consent was secured from all participants before the study commenced.</p><p><strong>Results: </strong>Medical students expressed significantly stronger support for cadaveric dissection compared to allied health students, particularly regarding emotional engagement (p < 0.05), perceived educational value (p < 0.001), and comfort with handling cadavers (p < 0.001). While both groups acknowledged the benefits of digital resources, medical students reported greater improvements in visualization, confidence, and interactive learning (p < 0.01).</p><p><strong>Conclusion: </strong>Cadaveric dissection remains an essential pillar of anatomy education, offering irreplaceable benefits in anatomical comprehension and psychomotor skill development. This study highlights its role in fostering professional attributes while demonstrating that digital platforms serve as valuable complementary tools. Rather than replacing cadaveric dissection, these digital innovations enhance learning by creating a synergistic educational environment.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"829"},"PeriodicalIF":2.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12135608/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217477","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 role of three-dimensional printing models in medical education: a systematic review and meta-analysis of randomized controlled trials.","authors":"Guanli Xie, Tao Wang, Han Fu, Duo Liu, Li Deng, Xia Zheng, Lvyu Li, Jianglong Liao","doi":"10.1186/s12909-025-07187-7","DOIUrl":"10.1186/s12909-025-07187-7","url":null,"abstract":"<p><strong>Objective: </strong>The objective of this study is to evaluate the role of three-dimensional printing models (3DPMs) in the medical education for undergrade students.</p><p><strong>Method: </strong>A comprehensive search was performed across three online databases including Medline, EMBASE, CINAHL, Web of SCI, and Scopus spanning from their inception to October 30, 2024. Studies that satisfied the predefined inclusion criteria were incorporated into the analysis. Data analysis was executed utilizing RevMan 5.4.1. Subgroup analyses were conducted based on various models, and overall effects were estimated using either the fixed effects model or the random effects model. The quality of evidence was evaluated using the Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) framework.</p><p><strong>Results: </strong>A total of 33 studies were included in this study, involving 2716 medical undergraduates. The findings indicate that 3DPMs demonstrated significant advantages over the control group in theory test of the skeletal system with a moderate effect size (N = 646, P < 0.00001, I² = 80%, SMD = 0.56, 95% CI 0.20-0.93, Random effect model).Moreover, 3DPMs showed a moderate effect size advantage over the control group in laboratory tests with moderate effect size (N = 299, P < 0.00001, I² = 0%, SMD = 0.57, 95% CI 0.34 - 0.80, Fixed effect model). Additionally, 3DP showed advantage over the control group in total tests with small effect size (N = 832, P = 0.20, I² = 84%, SMD = 0.26, 95% CI -0.14-0.66, Random effect model).</p><p><strong>Conclusion: </strong>3DPMs serve as a valuable adjunct to traditional teaching methodologies and have the potential to enhance both the theoretical understanding and practical laboratory skills of medical students. Nevertheless, caution must be exercised in interpreting the current findings due to variations in model types, low quality of included studies, and the limited number of studies with small sample sizes.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"826"},"PeriodicalIF":2.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131406/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217476","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":"Beyond traditional training: a comprehensive CIPP evaluation of medical internships: assessing program design, implementation, and clinical competency outcomes.","authors":"Nooshin Yoshany, Seyed Saeed Mazloomy Mahmoodabad, Leila Moradi, Manoj Sharma","doi":"10.1186/s12909-025-07404-3","DOIUrl":"10.1186/s12909-025-07404-3","url":null,"abstract":"<p><strong>Aim: </strong>Internship programs are important components of teaching and learning that provide medical students with opportunities for real-life learning. The study aimed at evaluating the internship program for students of xxx using the CIPP model (Context, Input, Process, and Product).</p><p><strong>Materials and methods: </strong>A cross-sectional descriptive analysis was performed on 305 students and 15 faculty members of xxx. Data were collected using a questionnaire based on the CIPP model that developed by researchers. The internship program was evaluated in four areas: input, context, process and product from the perspective of students and faculty members. The scores obtained for each domain were analyzed using SPSS v.21.</p><p><strong>Results: </strong>Context Evaluation: Significant stakeholder discrepancy (p < 0.001): 78% of students reported inadequate environmental needs assessment vs. 35% of faculty 72% students identified goal misalignment with clinical realities vs. 28% faculty. Input Evaluation: No significant difference (p = 0.32): Comparable ratings for resource adequacy (students: 4.1/6, faculty: 4.3/6) Similar perceptions of curriculum design quality. Process Evaluation: Major implementation gaps (p < 0.001): Supervision quality: Students 2.8/6 vs. Faculty 4.7/6 Feedback mechanisms: 65% student dissatisfaction. Product Evaluation: Strong CIPP domain correlations: Context→Input: r = 0.769 (p < 0.001). Context→Process: r = 0.733 (p < 0.001). Context→Product: r = 0.724 (p < 0.001).</p><p><strong>Conclusions: </strong>The design and implementation of evaluation programs based on the CIPP model may help improve internship programs and achieve students' professional competencies. The positive and negative findings in this study should be considered by decision makers and healthcare officials when designing and implementing internship programs. Further longitudinal studies may be required to confirm these findings.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"827"},"PeriodicalIF":2.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131652/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217474","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}