BMC Medical Education最新文献

{"title":"Adaptation and combination of two scales to measure dispositional gratitude in health sciences faculty: a psychometric analysis.","authors":"Jesus Alfonso Beltran-Sanchez, José Moral de la Rubia, Adrian Valle de la O, Josue Omar Nava-Manzo, Angeles Dominguez","doi":"10.1186/s12909-025-06773-z","DOIUrl":"10.1186/s12909-025-06773-z","url":null,"abstract":"<p><strong>Background: </strong>The study of gratitude has been a trending subject in psychology and emerging in health sciences education. For the past several years, interest has been aroused through various published contributions that still lack scientific support, so it is necessary to have instruments that obtain valid and reliable data about it. Gratitude has proven to be sensitive to different cultures. This research aims to determine the psychometric properties using a combined scale to measure dispositional gratitude in health sciences faculty.</p><p><strong>Method: </strong>A quantitative study was conducted with a non-experimental trans-sectional design with a correlational scope, with a sample of 216 professors of health sciences in a northeastern Mexico private university divided into subsamples for an Exploratory Factor Analysis (n = 113) and a Confirmatory Factor Analysis (n = 103). The Gratitude Questionnaire, Work Questionnaire and Brief Interactive Optimism-Garcia was applied to 110 women, 104 men and 2 who prefer not to specify their gender.</p><p><strong>Results: </strong>The result was a unifactorial measurement model composed of 10 items with evidence of construct validity (χ² = 59.83, df = 20, p < 0.001, χ²/df = 59.83/20 = 2.99, SRMR = 0.11, GFI = 0.96; NFI = 0.93, RFI = 0.91, AGFI = 0.93), PRATIO = 0.78, PNFI = 0.73; concurrent validity with interactive optimism (r = 0.45, p < 0.001); convergent validity (AVE = 0.42); and reliability (α = 0.88; ω = 0.88).</p><p><strong>Conclusions: </strong>This model measures dispositional gratitude in health sciences Mexican faculty and contributes a vital instrument to advance future educational innovations involving this construct. The validation of the one-factor model with convergent reliability and validity suggests that the total scale score serves as an adequate measure of gratitude. Finally, it represents a valuable contribution to the teaching of health sciences since it generates healthy environments with prosocial attitudes that facilitate flourishing in personal and academic life, and in the future, health professionals with humanism as their standard.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"175"},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11792218/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191215","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":"Overview of styles, content, learning effects and attitudes of students towards digitally enhanced physiotherapy education - a scoping review.","authors":"Larissa Pagels, Oskar Schindler, Kerstin Luedtke","doi":"10.1186/s12909-025-06750-6","DOIUrl":"10.1186/s12909-025-06750-6","url":null,"abstract":"<p><strong>Background: </strong>Digital competences are essential for lifelong learning, as highlighted by the European Commission and emphasized in the Digital Education Action Plan 2021-2027. The COVID-19 pandemic necessitated an unprecedented shift to online education, profoundly impacting fields like physiotherapy that heavily rely on practical skills. This scoping review aims to provide an overview of currently applied digitally enhanced learning methods, content, effect on knowledge gain and student perceptions in physiotherapy education.</p><p><strong>Methods: </strong>Following PRISMA guidelines for scoping reviews, a comprehensive search was conducted across multiple databases, including Medline, Web of Science, and ERIC, incorporating hand searches and expert consultations. Studies were included if they reported on any digitally enhanced educational methods in physiotherapy education, involving qualitative studies, clinical trials, observational studies, or case reports published in English or German from 2010 to February 2024. Data extraction focused on the digital tools that were used, the educational contents, individually measured outcomes, and the impact of digital education.</p><p><strong>Results: </strong>Out of 2988 screened studies, 67 met the inclusion criteria, encompassing 7160 participants. These sources of evidence primarily used quantitative methods (n = 51), with a minority using qualitative (n = 7) or mixed methods (n = 6). Nearly half employed hybrid educational approaches. Outcome measures included knowledge, performance, perception, satisfaction, and attitudes. Most sources of evidence reported positive impacts of digitally enhanced education, particularly in knowledge transfer and skill performance. Synchronous and asynchronous methods were used, with varying success across theoretical and practical courses. Gamification and virtual reality emerged as promising tools for enhancing engagement and learning outcomes. However, challenges included the limited direct interaction and perceived self-efficacy among students.</p><p><strong>Conclusion: </strong>Digitally enhanced learning formats in physiotherapy education can enhance learning experiences and is generally welcomed by students, especially when blended with traditional methods. The integration of innovative digital strategies holds promise for the future of physiotherapy training, contingent on comprehensive support and training for educators and students alike.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"176"},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11792568/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191248","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":"Evaluation of health care providers' ability to identify patient-ventilator triggering asynchrony in intensive care unit: a translational observational study in China.","authors":"Shengjun Liu, Zhangyi Zhao, Xiangyu Chen, Yi Chi, Siyi Yuan, Fuhong Cai, Zhangwei Song, Yue Ma, Huaiwu He, Longxiang Su, Yun Long","doi":"10.1186/s12909-025-06638-5","DOIUrl":"10.1186/s12909-025-06638-5","url":null,"abstract":"<p><strong>Background: </strong>Patient-ventilator asynchrony (PVA) can result in ventilator-induced lung injury (VILI), prolong mechanical ventilation, and ventilator withdrawal failure. The ability of healthcare providers in China to recognize patient-ventilator asynchrony is unknown. The aim of our study was to evaluate the ability and potential influencing factors to correctly identify patient-ventilator triggering asynchrony in tertiary hospitals in China.</p><p><strong>Methods: </strong>This was an observational study carried out in 53 tertiary hospitals in China. A total of 191 healthcare providers were asked to finish entry test and evaluation test sequentially. Entry test identified qualified professionals by matching concepts with its corresponding interpretations. Evaluation test assessed the ability in recognizing patient-ventilator asynchrony waveforms by matching asynchrony waveforms with corresponding concepts. A total of 109 qualified professionals were identified. Further analysis based on professional title, role in critical care team, years of experience in managing invasive mechanical ventilation, number of published articles in the field of clinical critical respiratory medicine and training in respiratory waveform/respiratory mechanics was carried out among qualified professionals. A self-innovate Remote-VentlateView platform was used to discriminate the patient-ventilator triggering asynchrony.</p><p><strong>Results: </strong>Among 109 qualified professionals, the average recognition accuracy was 3.45 out of 8 sets. Inconsistency of concept cognition and waveform recognition of patient-ventilator asynchrony was found among all types of asynchronies. The accuracy of the trained professionals was greater than that of the nontrained professionals for ineffective trigger [76.7% vs. 59.2% (p = 0.009)], auto-trigger [26.7% vs. 12.2% (p = 0.014)] and reverse triggers [30.8% vs. 12.2% (p = 0.002)]. Professionals who published more than 2 articles in the field of critical respiratory performed better on auto-triggers [41.7% vs. 15.9% (p = 0.001)] and reverse triggers [38.9% vs. 19.2% (p = 0.018)]. Neither experience in managing invasive mechanical ventilation nor professional title was associated with the ability of healthcare providers to identify asynchrony.</p><p><strong>Conclusions: </strong>Receiving training in mechanical ventilation and conducting critical respiratory clinical research may increase healthcare providers' ability to identify patient-ventilator asynchrony by using waveform analysis. The Remote-VentlateView platform may assist in identifying patient-ventilator asynchronies.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"182"},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11795993/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191235","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 transformative learning and whole patient care among teaching hospital staff through artistic creation: a qualitative study.","authors":"Kang-Ju Chou, Ying-Yao Cheng, Wen Cheng, Hsueh-Hua Chuang, Chun-Teng Tsai, Hua-Chang Fang","doi":"10.1186/s12909-025-06692-z","DOIUrl":"10.1186/s12909-025-06692-z","url":null,"abstract":"<p><strong>Background: </strong>The whole person care (WPC) model has become a core objective of medical education. In this model, transformative learning is employed to broaden health-care providers' (HCPs) perspectives. To explore how artistic creation influences HCPs' perceptions of the value of WPC, this study examined the content of artworks created by HCPs in teaching hospitals.</p><p><strong>Methods: </strong>In this study, using Mezirow's phases of perspective transformation as a theoretical framework, a retrospective qualitative analysis was conducted to investigate the content of HCPs' art projects presented at annual WPC-experience-sharing workshops held from 2019 to 2021 at a teaching hospital in Taiwan. A content analysis applying template analysis principles was employed. The data were categorized according to an iteratively refined template until a consensus was reached by the researchers regarding the identified themes and subthemes.</p><p><strong>Results: </strong>From 2019 to 2021, 226 art projects were presented in the annual week-long exhibition. Postgraduate-year physicians and other hospital staff created 140 and 86 artworks, respectively. The participants included 127 men and 99 women aged between 22 and 55 years. The researchers identified 4 themes and 12 subthemes of transformational learning concerning the meaning of life and the value of WPC across Mezirow's phases. The four themes were (1) deep reflection on the meaning of life and death, (2) connection, (3) deepening and valuing health-care professional identity, and (4) reaffirming the motivation to serve.</p><p><strong>Conclusions: </strong>Our results align with Mezirow's phases of TL, with art creation highlighting key phases such as self-examination and critical reflection. Physicians showed greater engagement in these phases than other professionals. The most commonly represented phase focused on connection, while themes related to life and death were less frequent among non-medical participants. Overall, our findings demonstrate how artistic expression facilitated TL among healthcare professionals, allowing them to reflect on their identities, relationships, and professional responsibilities. These cognitive exercises foster active learning, WPC, and promote an awareness of the meaning and value of life in teaching hospitals.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"179"},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11796164/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191244","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":"Physician associate (PA) students' perceptions of team-based learning (TBL) for teaching in Geriatric medicine.","authors":"Basaam Aweid, Natalie Parnis, David Harrison","doi":"10.1186/s12909-025-06787-7","DOIUrl":"10.1186/s12909-025-06787-7","url":null,"abstract":"<p><strong>Background: </strong>Physician Associates have recently been introduced to the UK healthcare workforce. Their curriculum includes important topics in Geriatric medicine. As they undertake a 2-year intensive postgraduate course we wanted to explore if Team-based Learning is an effective and efficient learning strategy. In addition, we wanted to know how this approach compares to their current learning methods, namely Problem-based learning and lectures.</p><p><strong>Methods: </strong>This was a qualitative study of Physician associate student perceptions of Team-Based Learning. After introducing four TBL sessions in the specialty of Geriatric medicine we sent students anonymous questionnaires asking them about their TBL experience and how it compared to PBL and lectures. We then undertook a thematic analysis of the responses.</p><p><strong>Results: </strong>Twenty students responded to our online questionnaire. The thematic analysis utilised themes from previous studies as well as emergent ones. The key themes were that TBL requires more preparation, TBL is effective, TBL is preferred to PBL and lectures, but students did not want TBL to replace all their teaching.</p><p><strong>Conclusions: </strong>TBL is an effective learning strategy that can be used alongside other teaching methods. While Physician Associate students preferred TBL over PBL and lectures, they wanted to have TBL alongside lectures at least. This information is important when planning teaching for an intensive 2-year course.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"173"},"PeriodicalIF":2.7,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11792404/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143124118","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":"Stereotypes and social representations associated with pediatric surgeons among medical students, residents and physicians: a cross-sectional study.","authors":"Coline Ducrot, Max Piffoux, Mathilde Payen, Sebastien Raux, Franck Rolland, Evan Gouy, Linh Nam Truong, Ariel Frajerman, Florent Vinchon, Nawale Hadouiri","doi":"10.1186/s12909-024-06193-5","DOIUrl":"10.1186/s12909-024-06193-5","url":null,"abstract":"<p><strong>Objectives: </strong>The social representation (SR) of pediatric surgeons (PSs) can influence the attractiveness of a specialty and the interaction between PSs and other physicians. This study aims to describe and understand the stereotypes and social representations (SRs) associated with PSs among medical students, residents, and physicians in France.</p><p><strong>Methods: </strong>This anonymous nationwide web-based survey was posted on social networks and disseminated by e-mail by medical students and residents' associations. It used hierarchical evocation methods. Qualitative analyses were performed using the Reinert method with factorial analyses. SR was graded from 1 to 5.</p><p><strong>Results: </strong>A total of 278 people responded to the survey. Pediatric surgery holds a rather neutral social representation (median 3/5 [IQR 3-4]) but only 3.6% of medical peers strongly considered practicing PS, ranking it 10th out of 12 surgical specialties. The specialty is considered as wide, intense, meticulous, and demanding surgical specialty but also as hyperspecialized and confined to academic centers with a unique parent-child-surgeon relationship, embodying traits such as \"empathy\", \"humanity\", \"passion\", \"beautiful[ness]\" and \"honorab[ility]\". The willingness to pursue a carreer in a PS was positively influenced not only by its social representation (p < 0.001) but also by completing an internship in pediatric surgery (p < 0.01) and having a family member practicing pediatric surgery (p < 0.05). Unexpectedly, attending to courses on pediatric surgery was not associated with willingness to become a PS.</p><p><strong>Conclusions: </strong>The SR of pediatric surgery is rather neutral although only a minority of responders consider practicing pediatric surgery. Efforts should be made to enhance the attractiveness of this specialty to medical students.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"171"},"PeriodicalIF":2.7,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11789375/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143124119","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":"Use of the measurement tools of TeamSTEPPS^®: a scoping review.","authors":"Hümeyra Dener, Melih Elçin","doi":"10.1186/s12909-025-06759-x","DOIUrl":"10.1186/s12909-025-06759-x","url":null,"abstract":"<p><strong>Background: </strong>TeamSTEPPS^® (Team Strategies and Tools to Enhance Performance and Patient Safety) is an evidence-based program developed to train healthcare professionals working in any environment where communication and teamwork are important. Two questionnaires have been developed for the program: Teamwork Attitudes Questionnaire (T-TAQ) and Teamwork Perceptions Questionnaire (T-TPQ). The aim of this scoping review is to explore and describe the current research regarding those measurement tools across the health sciences education continuum, and consider where, when, how and with whom these tools are being used.</p><p><strong>Methods: </strong>The study was conducted, planned, and reported according to the PRISMA-ScR checklist. PubMed and Web of Science databases were searched with the keyword, ″TeamSTEPPS″ in December 2023.</p><p><strong>Results: </strong>Forty-nine studies using any or both of T-TAQ and T-TPQ were considered eligible for this review. Twenty one of the studies were conducted with students, particularly nursing students; and twenty eight with health professionals, particularly nurses. TeamSTEPPS^® training was conducted for both students and health professionals in 30 of the studies. T-TAQ was used in 26 of the studies; and T-TPQ in 17 studies. Both tools were used together in six of the studies. These measurement tools were applied to the students just before and after the training in 15 studies; and to the health professionals in five of the studies.</p><p><strong>Conclusion: </strong>T-TAQ and T-TPQ were used in the studies involving the students and healthcare professionals with or without educational programs at all levels of healthcare education continuum and service, and were applied at various time intervals according to the aim of gathering data on the teamwork constructs seperately or holistically.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"172"},"PeriodicalIF":2.7,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11792722/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143124120","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":"Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia.","authors":"Reem Binsuwaidan, Najla A Altwaijry, Alnada A Ibrahim, Rawan A Alghamdi, Razan Bin Humaid, Alaa A AlSharif, Alaa A AlHubaishi, Elshaymaa I Elmongy, Lina I Alnajjar, Ghadah H Alshehri","doi":"10.1186/s12909-025-06723-9","DOIUrl":"10.1186/s12909-025-06723-9","url":null,"abstract":"<p><strong>Background: </strong>Simulation-based learning is a highly effective and increasingly popular method of teaching in medical education. The study aimed to evaluate student satisfaction and perceived learning outcome acquisition and to explore faculty perceptions of simulation-based learning.</p><p><strong>Methods: </strong>A mixed-method approach was employed, which used a cross-sectional survey and focus group discussion that solicited feedback from pharmacy students and academic faculty staff, respectively, about their experiences using simulation-based learning. This study gathered data on three simulation activity formats: computerized, mannequin, and standardized patient role-play simulations. The sample size was calculated with a 5% margin of error, 95% confidence interval for a target population.</p><p><strong>Results: </strong>A total of 295 students, including interns, participated in the surveys, which yielded 757 responses from the students collected following simulation-based learning activities, and 43 responses from the interns, with a response rate ranging from 71 to 93%. Student responses to computerized simulations were positive for perceived learning outcome acquisition (4.16 ± 0.844), preparedness (4.14 ± 0.892), and general perception (4.11 ± 0.951). Additionally, students reported positive perceived learning outcome acquisition (4.44 ± 0.680), preparedness (4.40 ± 0.717), and general perception (4.46 ± 0.676) for standardized patient role-play. After the mannequin simulation, students reported positive perceived learning outcome acquisition (4.62 ± 0.539), preparedness (4.65 ± 0.576), and general perception (4.65 ± 0.608). The average scores calculated for the intern surveys were positive across the same domains: perceived learning outcome acquisition (4.29 ± 0.584), preparedness (4.11 ± 0.239), and general perception (4.18 ± 0.742). The focus group findings identified expensive tools and limited time and resources as the main challenges associated with simulation-based learning.</p><p><strong>Conclusions: </strong>Pharmacy students and interns generally indicated positive attitudes toward all simulation activities. Faculty considered simulation to be a significant teaching tool that enhances information retention and sharpens students' skills. The study identified future targets of and main challenges to improving the integration of simulation in pharmacy education.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"170"},"PeriodicalIF":2.7,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11789292/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143124116","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":"An action research study on the needs and perspectives of medical students and junior residents on peer physical examination guidelines to respect medical students' autonomy and privacy in Japan.","authors":"Emily Suzuki, Nobutoshi Nawa, Eriko Okada, Yu Akaishi, Ayako Kashimada, Mitsuyuki Numasawa, Kumiko Yamaguchi, Kazuki Takada, Masanaga Yamawaki","doi":"10.1186/s12909-025-06649-2","DOIUrl":"10.1186/s12909-025-06649-2","url":null,"abstract":"<p><strong>Objectives: </strong>The purpose of this study is to develop and refine PPE guidelines that address students' needs and concerns for the Peer Physical Examination (PPE) guidelines and to assess the feasibility of a Japanese version of such guidelines for managing PPE classes.</p><p><strong>Method: </strong>An action research approach was employed. Firstly, we sent a Questionnaire Survey 1 to the 5th and 6th year undergraduate medical students and junior residents to gather participants' expectations and suggested improvements for PPEs and their opinion about having a set of PPE guidelines. We drafted a set of PPE guidelines with reference to PPE policies overseas by reflecting participants' needs as identified through Questionnaire Survey 1. We then conducted interviews of 16 participants and revised our guidelines accordingly. Finally, we asked 632 medical students and 191 junior residents to fill out the form for obtaining informed consent (Questionnaire Survey 2) in order to check the feasibility of our PPE guidelines.</p><p><strong>Result: </strong>The majority of the participants supported the development of the PPE guidelines. The interviews identified 5 themes relating to participants' needs and concerns. In a pilot survey, students' refusal rate for being a model patient varied depending on body region and 74.2% had a desire to be informed of any abnormal findings confidentially. Additionally, the need to take a balance between respecting students' autonomy and securing model patients was noted.</p><p><strong>Conclusion: </strong>Medical students and junior residents generally supported the PPE guidelines. The right to refuse the model patient role and management of incidental findings should be included in the guidelines. In addition, informing students of educational benefits in being a model patient may be necessary to address the shortage of model patients.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"174"},"PeriodicalIF":2.7,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11792672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143124105","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":"Feasibility and acceptability of a virtual learning module for navigating angry conversations in clinical encounters.","authors":"Valerie Shilling, Rachel Starkings, Lesley Fallowfield","doi":"10.1186/s12909-025-06726-6","DOIUrl":"10.1186/s12909-025-06726-6","url":null,"abstract":"<p><strong>Background: </strong>The use of technology in medical education has been increasing with more students exposed to some form of online learning or tutorials, under the umbrella of virtual learning (VL). Many programmes, particularly those involving virtual reality, have centred on practical skills, such as surgical techniques or anatomical knowledge, rather than communication. The study presented here examined the feasibility and acceptability of a VL module developed to aid communication when handling angry patients and their relatives.</p><p><strong>Methods: </strong>Participants were 4th and 5th year medical students at the Brighton and Sussex Medical School. Students were randomly allocated to receive training about having angry conversations in a clinical setting via virtual reality headset or desktop application. Prior to the intervention, everyone completed the SE12 self-efficacy questionnaire, a 5-item confidence measure, and free-response study specific survey. Following the module, they completed another study specific survey, with fixed and free responses, the confidence measure, along with the UTAUT2 questionnaire on acceptance and use of technology. Quantitative data was analysed descriptively, conceptual content analysis was applied to free responses. Participants received a £25 voucher for their time.</p><p><strong>Results: </strong>Twenty students took part in the project. Scores on the SE12 did not differ significantly between intervention arms. Confidence improved across all five categories - recognising responses that diffuse or exacerbate anger, identifying anger signals, remaining calm in hostile situations, moving forward with empathy, and applying techniques to different situations. Responses to the UTAUT2 indicated acceptance of VL, including the psychological safety it provides. Nineteen categories for free text responses were developed via content analysis. Participants spoke frequently about the challenges of navigating anger. There was initial apprehension VL would not feel realistic, though this was largely reversed post-intervention. Students expressed preference for a combination of VL, whichever modality, and face-to-face teaching, recognising benefits of both.</p><p><strong>Conclusion: </strong>Students found the training to be acceptable, providing them with tangible skills. There should be a consideration as to how to incorporate VL, with a mix of face-to-face practice for added realism.</p><p><strong>Trial registration: </strong>Clinical trial number not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"167"},"PeriodicalIF":2.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11786563/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076339","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}