BMC Medical Education最新文献

{"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":"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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 < 0.05.</p><p><strong>Results: </strong>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 < 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 < 0.05) and in-office aligner production (third: 36.5%, fourth: 67%, p < 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 < 0.05).</p><p><strong>Conclusion: </strong>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}

{"title":"Preparing graduate students for collaborative practice in chronic care: a mixed-methods evaluation of an interprofessional student-led education module.","authors":"Yaël Slaghmuylder, Gabriël Cantaert, Peter Pype, Pauline Boeckxstaens","doi":"10.1186/s12909-025-07961-7","DOIUrl":"10.1186/s12909-025-07961-7","url":null,"abstract":"<p><strong>Background: </strong>Interprofessional collaboration has become indispensable in chronic care. Embedding interprofessional education (IPE) in health-related curriculums can prepare students to be fit for practice in this interprofessional field. However, further research is required on the design of IPE to underpin and monitor modules. This study aimed to evaluate the effectiveness of a multi-day, student-led interprofessional module in enhancing interprofessional socialization and awareness concerning the benefits of IPC in chronic care among students with differing health-related backgrounds (i.e., Medicine, Pharmaceutical Sciences, Health Care Management and Policy, Nursing and Midwifery, Occupational Therapy, and Health Promotion).</p><p><strong>Methods: </strong>We applied a mixed-methods pre- and post-test design, using two questionnaires on awareness and interprofessional socialization and students' reflection reports about the team dynamics and their experiences with the module.</p><p><strong>Results: </strong>Overall, students with various backgrounds showed a significant improvement in interprofessional socialization, which was also represented in the reflection reports. Medicine and Pharmaceutical Sciences students showed the lowest baseline scores on awareness, but illustrated the most growth towards awareness and interprofessional socialization post-module, especially students with no prior experience in youth movements and health-related work. Nevertheless, lower awareness levels at baseline were predictive for lower levels of interprofessional socialization post-module. These findings imply the importance of building awareness early on in health-related curriculums as a catalyst for change towards interprofessional socialization.</p><p><strong>Conclusions: </strong>IPE should be provided on a continuum, ranging from early-on immersion in undergraduate programmes to graduate and continuing education. In this, student-led modules seem promising. However, possible awareness mismatches between different students and programmes and its effect on learning outcomes should be considered.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1389"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512292/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259912","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":"Effects of artificial intelligence based physiotherapy educational approach in developing clinical reasoning skills: a randomized controlled trial.","authors":"Gizem Ergezen Sahin, Gulay Aras Bayram, Alberto Sanchez Sierra, Simay Akdemir, Dogukan Kurc, Devrim Tarakci, Ayse Nur Tunali","doi":"10.1186/s12909-025-07926-w","DOIUrl":"10.1186/s12909-025-07926-w","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) tools such as ChatGPT are increasingly being integrated into health professions education, but evidence regarding their application in physiotherapy remains limited. This study aims to investigate the impact of AI-assisted problem-based learning (AI-PBL) on theoretical knowledge, clinical competence, AI self-efficacy, internet addiction, and reading motivation compared with traditional PBL.</p><p><strong>Methods: </strong>A randomized controlled trial was conducted with undergraduate physiotherapy students assigned to AI-PBL or PBL groups. Participants completed assessments before, immediately after, and two weeks after the group intervention. Outcome measures included a theoretical knowledge test, the Mini Clinical Evaluation Exercise (Mini-CEX), the AI ​​Self-Efficacy Scale (AI-SES), the Internet Addiction Test (IAT), and the Adult Reading Motivation Scale (ARMS).</p><p><strong>Results: </strong>Forty students were randomized equally into two groups: AI-PBL (n = 20) and traditional PBL (n = 20). Both groups showed significant improvements in knowledge and reading motivation. The AI-PBL group showed significantly greater improvement in knowledge retention at 2 weeks (Cohen's d = 3.14) and greater gains in AI self-efficacy. Although Mini-CEX scores were higher in the AI-PBL group, the differences between groups were not statistically significant. No significant increase in internet addiction was observed in the AI-PBL group.</p><p><strong>Conclusion: </strong>These findings emphasize that supervised, structured use of generative AI in education can enhance sustained learning and digital self-efficacy without posing behavioral risks. The AI-PBL approach appears to foster active reflection, self-directed learning, and deeper academic engagement offering a promising direction for digital innovation in physiotherapy education. Future studies should explore long-term outcomes, track behavioral engagement, and further validate the benefits of AI-enhanced instructional strategies.</p><p><strong>Trial registration: </strong>Prior to the initiation of the study, the protocol was registered on https//www.</p><p><strong>Clinicaltrials: </strong>gov/, and registration status was made publicly available (Identifier NCT07010991 Date 08.06.2025). ( https://clinicaltrials.gov/study/NCT07010991?term=NCT07010991&rank=1 ).</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1378"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512892/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259917","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":"Understanding the learning experience of Chinese nursing students in an English-medium instructional program: growth and challenges.","authors":"Qianyu Liang, Jiaqi Zheng, Weichen Zhang, Qingxian Liu, Xiaodan Lin, Miaolan Guo, Jing Su","doi":"10.1186/s12909-025-07966-2","DOIUrl":"10.1186/s12909-025-07966-2","url":null,"abstract":"<p><strong>Background: </strong>English has served as the predominant language for academic communication on a worldwide scale. There is a growing demand for nursing professionals that possess international competency. However, the experience of utilizing English as a medium of instruction (EMI) for teaching nursing academic courses in mainland China is inadequate.</p><p><strong>Purpose: </strong>In depth explore the Chinese nursing students' learning experience under EMI teaching mode.</p><p><strong>Methods: </strong>Thirty-two undergraduate students from Nursing EMI program were selected using convenience sampling to participate in Focus Group Discussion (FGD).</p><p><strong>Results: </strong>Three major themes have been extracted: advantages of English Medium Instruction, challenges encountered during the process of EMI learning, students' suggestions on Nursing EMI program. These three major themes encompass fifteen sub-themes.</p><p><strong>Conclusion: </strong>The Nursing EMI program has improved students' comprehensive professionalism and international competency, however, coping with using English as the medium of instruction in China's Nursing education remains in exploratory stage, and requires further educational reform.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1392"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512413/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259835","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":"Medical education and health professional training during the Syrian conflict: a cross-sectional study.","authors":"Ibrahim Antoun, Osama Barakat, Jameel Soqia, Batoul Sultana, Mohammed Al-Shafie, Batoul Ali, Amal Mahfoud, Georgia R Layton, Mustafa Zakkar","doi":"10.1186/s12909-025-07953-7","DOIUrl":"10.1186/s12909-025-07953-7","url":null,"abstract":"<p><strong>Background: </strong>Prolonged conflict can severely impact medical education systems. In Syria, the effects on students' research training and academic development remain poorly explored. The study examines how the Syrian conflict affected research training, educational barriers, and career intentions among medical students and recent graduates.</p><p><strong>Methods: </strong>An online, English-language questionnaire was distributed to students and trainees from Syrian medical universities. Domains included research exposure, institutional barriers, psychological well-being, and emigration intent.</p><p><strong>Results: </strong>Of 211 individuals who accessed the survey, 208 responded (98.5%). Among them, 87 (42%) were males. Only 80 participants (38%) had received formal research training. Prior research experience was higher in males (53%) than females (40%, p = 0.09; 95% CI: 0.3-3.3). Graduate-level participation was more common in females (61%) than males (30%, p = 0.04; 95% CI: 1.1-4.2). Motivation for research was higher among males (74% vs. 60% strongly agreed, p = 0.05; 95% CI: 0.9-2.8), and males reported more confidence interpreting statistics (mean 2.3 vs. 2.0, p = 0.01; 95% CI: 1.9-5.9). Psychological distress was reported by 160 respondents (77%). 147 (71%) respondents perceived career migration in future, estimating peer emigration intent over 40%.</p><p><strong>Conclusions: </strong>The Syrian conflict has negatively affected medical students' research training and academic confidence, particularly through infrastructure disruption and limited mentorship. Targeted support and international collaboration will be essential to rebuilding capacity in conflict-impacted medical education systems, for the benefit of both the healthcare professionals of the future, and their patients.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1387"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512843/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259886","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":"One-week training evaluation in hospital palliative care service for advanced nurses: a mixed method study.","authors":"Autelitano Cristina, Alquati Sara, Artioli Giovanna, Bertocchi Elisabetta, Sassi Francesca, Braglia Luca, Tanzi Silvia","doi":"10.1186/s12909-025-08000-1","DOIUrl":"10.1186/s12909-025-08000-1","url":null,"abstract":"<p><strong>Background: </strong>The educational role of a specialist palliative care team is crucial for the growth of nursing students attending a second-level course in palliative care. To our knowledge, the literature on the impact evaluation of clinical training in palliative care is scarce. This study aims to describe and evaluate a one-week training program in a Hospital Palliative Care Unit, specifically designed for nurses who have completed a post-degree university course. The nurse trainees were involved in various activities alongside the specialist team, including clinical, teaching, and research tasks.</p><p><strong>Methods: </strong>The program was evaluated through a retrospective, observational, mixed-method study incorporating before-after training evaluation and consequent concurrent data triangulation. Two tools, reflective writing, and the portfolio, were used for training and research purposes. They have been analyzed qualitatively and quantitatively, respectively.</p><p><strong>Results: </strong>Qualitative analysis of 107 pre-post reflexive writings on students' expectations and desires led us to identify three general themes: (1) Palliative care between present and future, (2) Inpatient palliative care, (3) Metamorphosis of the trainee. Quantitative analysis of the 110 portfolios shows a statistically significant increase in perceived knowledge and skills regarding the meaning of modern palliative care, management of end-of-life, and advanced communication. Concurrent triangulation of data shows a consistency between qualitative and quantitative data.</p><p><strong>Conclusions: </strong>Enabling trainees to work with a specialist hospital palliative care team transfers knowledge relating to the goals of early palliative care and specialist palliative care skills. This study underscores the need for further studies to confirm the structure and the elements of a palliative care internship for post-degree nurses, emphasizing the importance of ongoing research in this field.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1381"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12513095/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259947","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":"Does preoperative anxiety influence endodontic skill performance and students' subjective perceptions in an observational simulation-based study?","authors":"Eren Var, Yaren Cam, Eren Pektas, Cihan Kuden","doi":"10.1186/s12909-025-07957-3","DOIUrl":"10.1186/s12909-025-07957-3","url":null,"abstract":"<p><strong>Background: </strong>Preoperative state anxiety is known to influence student performance across diverse dental educational contexts. Yet, its specific impact on root canal treatment outcomes in simulation-based environments remains insufficiently explored. This study investigated the association between preoperative anxiety and students' technical performance and subjective outcomes during their first root canal treatment on extracted molars.</p><p><strong>Methods: </strong>Ninety-three dental students performed root canal treatments on extracted permanent mandibular and maxillary molars. Prior to each procedure, students completed the State-Trait Anxiety Inventory-State (STAI-S) to assess preoperative state anxiety levels. Scores were recorded before the procedure and grouped during the analysis as low (< 44) or high (≥ 45) anxiety. Preclinical performance was evaluated based on total procedure score (access, shaping, obturation, apical accuracy, and cleanliness), treatment duration, distance to the apex, and occurrence of procedural errors. Post-procedure measures included STAI-S, perceived procedural difficulty, self-confidence, and self-reported comprehension. Statistical comparisons were conducted using appropriate parametric or nonparametric tests (t-test, Mann-Whitney U, Wilcoxon signed-rank, chi-square/Fisher's exact), correlations were examined with Spearman's rank test, and inter-rater reliability was assessed with Cohen's Kappa (α = 0.05).</p><p><strong>Results: </strong>No statistically significant differences were observed between low- and high-anxiety groups in total root canal treatment performance scores for either mandibular or maxillary molars (p > 0.05). Treatment duration also showed no meaningful variation between groups (p > 0.05). However, during mandibular procedures, the incidence of over-instrumentation was higher in the low-anxiety group (p = 0.040), whereas a non-significant trend toward increased instrument separation was noted in the high-anxiety group (p = 0.060). High-anxiety groups showed a significant post-procedure decline in anxiety, though scores stayed above the clinical threshold. For subjective outcomes, high-anxiety students reported lower self-confidence during mandibular procedures and lower comprehension ratings during maxillary procedures (p < 0.05). Correlation analyses further indicated that higher anxiety was weakly associated with lower self-confidence in mandibular procedures, and with reduced comprehension and greater perceived obturation difficulty in maxillary procedures.</p><p><strong>Conclusion: </strong>Preoperative state anxiety did not compromise technical performance outcomes, though limited associations were noted in subjective measures. Anxiety at the preclinical stage may influence perceptions more than procedural skills.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1382"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512825/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259955","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":"Performance of multimodal large language models in the Japanese surgical specialist examination.","authors":"Yuji Miyamoto, Takeshi Nakaura, Hiro Nakamura, Toshinori Hirai, Masaaki Iwatsuki","doi":"10.1186/s12909-025-07938-6","DOIUrl":"10.1186/s12909-025-07938-6","url":null,"abstract":"<p><strong>Background: </strong>Multimodal large language models (LLMs) have the capability to process and integrate both text and image data, offering promising applications in the medical field. This study aimed to evaluate the performance of representative multimodal LLMs in the 2023 Japanese Surgical Specialist Examination, with a focus on image-based questions across various surgical subspecialties.  METHODS: A total of 98 examination questions, including 43 image-based questions, from the 2023 Japanese Surgical Specialist Examination were administered to three multimodal LLMs: GPT-4 Omni, Claude 3.5 Sonnet, and Gemini Pro 1.5. Each model's performance was assessed under two conditions: with and without images. Statistical analysis was conducted using McNemar's test to evaluate the significance of accuracy differences between the two conditions.  RESULTS: Among the three LLMs, Claude 3.5 Sonnet achieved the highest overall accuracy at 84.69%, exceeding the passing threshold of 80%, which is consistent with the standard set by the Japan Surgical Society for board certification. GPT-4 Omni closely approached the threshold with an accuracy of 79.59%, while Gemini Pro 1.5 scored 61.22%. Claude 3.5 Sonnet demonstrated the highest accuracy in four of six subspecialties for image-based questions and was the only model to show a statistically significant improvement with image inclusion (76.74% with images vs. 62.79% without images, p = 0.041). By contrast, GPT-4 Omni and Gemini Pro 1.5 did not exhibit significant performance changes with image inclusion.</p><p><strong>Conclusion: </strong>Claude 3.5 Sonnet outperformed the other models in most surgical subspecialties for image-based questions and was the only model to benefit significantly from image inclusion. These findings suggest that multimodal LLMs, particularly Claude 3.5 Sonnet, hold promise as diagnostic and educational support tools in surgical domains, and that variation in visual reasoning capabilities may account for model-level differences in image-based performance.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1379"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12513120/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259967","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":"Application of the flipped classroom combined with BOPPPS model in standardized residency training for gastrointestinal surgery‌.","authors":"Bin Luo, Fangyao Zhou, Jiabin Zheng, Weixian Hu, Zejian Lv, Zifeng Yang, Xingyu Feng","doi":"10.1186/s12909-025-07855-8","DOIUrl":"10.1186/s12909-025-07855-8","url":null,"abstract":"<p><strong>Background: </strong>Studies demonstrate that both the flipped classroom and the bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary model (the BOPPPS model) work well in medical education. However, limited research has systematically integrated these two approaches into standardized residency training program. This study explores the effectiveness of this combined teaching model in the standardized residency training for gastrointestinal surgery.</p><p><strong>Methods: </strong>68 trainees in the standardized residency training program at the Department of Gastrointestinal Surgery, Guangdong Provincial People's Hospital, were split into two groups: a control group receiving traditional rotation-based training and an experimental group undergoing the flipped classroom approach combined with the BOPPPS model. The two groups of trainees underwent theoretical and practical assessments at the end of rotation. The instructors also evaluated the trainees' performance through a 10-item questionnaire. Additionally, the trainees in the experimental group received a pre-quiz before entering the department, and completed a questionnaire to evaluate the new teaching model at the end of rotation.</p><p><strong>Results: </strong>Both the theoretical and practical assessment scores of the experimental group were superior to those of the control group. The experimental group demonstrated superior performance in several key areas, clinical reasoning, emergency response, and surgical compliance. 97.0% of the trainees believed that the new teaching model was scientific. Furthermore, all trainees agreed that the new teaching model was worthy of promotion.</p><p><strong>Conclusion: </strong>The combined application of the flipped classroom and the BOPPPS model can improve the rotation experience of trainees, enhance their performance, and boost their final grades.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1383"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512716/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259978","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":"Virtual reality vs. Manikin based training on emergency life saving basic rescue skills: a summative evaluation.","authors":"Saud Al Turki, Diana Skaff, Gadah Mujlli, Burhanettin Ozdemir, Nisreen Maghraby, Leenah Iskandarani, Chady Diab, Mohammad Nimnim Ashour, Afnan Almass, Amal Othman, Abdulmajeed Alghosen, Ibrahim Alsalamah, Maha Alotaibi, Najd Alqahtani, Dua Alguhaimi, Adwa Turki Al-Dawoud, Abdulhakeem Alobaid","doi":"10.1186/s12909-025-07971-5","DOIUrl":"10.1186/s12909-025-07971-5","url":null,"abstract":"<p><p>Ongoing professional development constitutes an essential and necessary process for healthcare practitioners, thereby ensuring their proficiency and relevance within the field. This quantitative summative program evaluation compared the effectiveness of Virtual Reality (VR) technology versus traditional manikin-based simulation in teaching basic rescue skills to first responders in Saudi Arabia. The study, conducted through the Academy of Sciences (AOS), addressed the growing need for innovative, engaging, and efficient healthcare education methods, particularly in the context of the post-COVID-19 landscape. The research evaluated the \"Mongeth\" VR program against conventional manikin simulation training, focusing on key rescue skills including CPR, AED usage, stop the bleed, and choking management. Participants (N = 98) were divided into VR (n = 58) and Manikin (n = 40) groups. Performance was assessed using standardized checklists for various rescue skills. Results demonstrated significantly higher performance scores in the VR group for AED usage (p < 0.001), adult choking management (p = 0.009), infant choking management (p = 0.009), and CPR (p < 0.001). Only the Stop the Bleed assessment showed no significant difference between groups (p = 0.096). Through the lens of Social Cognitive Theory, the study revealed that VR training enhanced learner engagement and self-efficacy while reducing time investment. The findings suggest that VR technology provides a more time-efficient and engaging alternative to traditional manikin-based training, with significant improvements in skills like CPR and choking management, particularly beneficial for busy healthcare professionals and community members requiring basic rescue skills certification. This research contributes to the growing body of evidence supporting the integration of VR technology in healthcare education and has implications for improving population health through more accessible and effective training methodologies.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1375"},"PeriodicalIF":3.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12506426/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253675","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}