BMC Medical Education最新文献

{"title":"Production and educational value of anatomical megamoulages.","authors":"Homayoon Bana Derakhshan, Hamed Shoorei, Gholamreza Hassanzadeh, Mohammad Reza Mansoorian, Jalil Moshari, Moosa Sajjadi, Mehrnaz Ghaffari, Sajed Khaledi, Jamal Majidpoor","doi":"10.1186/s12909-025-07058-1","DOIUrl":"10.1186/s12909-025-07058-1","url":null,"abstract":"<p><strong>Background: </strong>Anatomy is a crucial aspect of biological sciences and medical education, playing a pivotal role in various clinical practices. To enhance the existing curriculum and improve students' spatial understanding of anatomy, educators have explored the use of moulages. In a groundbreaking study conducted in 2022-2023, the effectiveness of megamoulages in enhancing the comprehensive understanding of anatomy among medical students at Gonabad and Kurdistan University of Medical Sciences was thoroughly assessed. The produced megamoulages are not simply larger than conventional moulages; rather, they present anatomical details more clearly, including maximum anatomical points, structures, and neuro-vascular relationships as described in reference books and articles, which were not adequately represented in previous models, and they are also hand-painted.</p><p><strong>Methods: </strong>The production of megamoulages involved a comprehensive 20-month sequential process. Initially, a needs assessment questionnaire was administered to medical students, residents, medical faculty surgeons, and anatomists to evaluate the project's feasibility and significance. Results revealed that the majority of respondents (88%) believed the production of megamoulages would facilitate anatomy education. Anatomical models were strategically selected based on their complexity and the unavailability of similar models from foreign companies. Megamoulages (two groups of megamoulages: the first includes unique models, such as a sectional megamoulage of the brainstem that displays all structures in detail, while the second group (cerebellum and mandible) as improved quality models, which are similar to existing ones) were designed using 3D software, printed in sections, and assembled with magnets. The completed moulages were subjected to thorough evaluations following Kirkpatrick's model, which included methods such as smile sheets and scientific tests administered to randomly divided third-semester medical students in the mentioned universities.</p><p><strong>Results: </strong>In both universities, student satisfaction with the use of megamoulages was significantly higher compared to conventional moulages (P < 0.05). Additionally, in a written test, students who utilized megamoulages achieved an average score that was about 2.73 points higher than those who used conventional moulages (P < 0.05).</p><p><strong>Conclusion: </strong>The implementation of megamoulages significantly enhanced the scores of anatomy learners. This study underscores the importance of innovative teaching tools, such as megamoulages, in improving anatomical education and increasing student satisfaction.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"485"},"PeriodicalIF":2.7,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11971873/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789268","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":"Game-based educational experience in clinical simulation and academic achievement in medical students: a retrospective study.","authors":"Maria Amalia Salafia, María Elena Perez-Ochoa","doi":"10.1186/s12909-025-07070-5","DOIUrl":"10.1186/s12909-025-07070-5","url":null,"abstract":"<p><strong>Background: </strong>In recent years, medical education has increasingly embraced gamification as a method for teaching clinical skills. In Peru, social isolation resulting from the COVID-19 pandemic forced universities and academic institutions to restructure their teaching methods, while there are no reports about the impact of this strategies in Peruvian students. In this study we evaluated the feasibility and patterns of use of a novel video game based didactic activity in undergraduate students from a School of Medicine in Peru.</p><p><strong>Method: </strong>We conducted a retrospective pilot study in medical students who used the Full Code Medical Simulation platform. We retrieved scoring data obtained from this platform for selected cases of clinical courses with an appropriate number of users [clinical medicine (CM) I (7 cases), CM II (17 cases), surgery I (6 cases) and surgery II (6 cases)]. cases)]. We also evaluated patterns of use and the association between academic performance and the Full Code scores.</p><p><strong>Results: </strong>A total of 590 students were included in the study. We found a direct correlation between the student's course grade and Full Code score in all courses (CM I: p < 0.001, CM II: p < 0.05, Surgery I: p < 0.05 and Surgery II: p < 0.05). CM II course students who dedicated more time to completing cases received better grades (p < 0.05). The pattern of use of Full code were similar in students regardless their academic performance. In addition, students with higher academic performance were more likely to have higher scores in the platform (p < 0.001).</p><p><strong>Conclusion: </strong>The use of gamification in clinical simulation was highly feasible in students of medicine regardless their academic performance. Prospective and interventional studies are needed to assess if the Full Code platform directly affect the learning outcomes.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"482"},"PeriodicalIF":2.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11970024/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781812","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":"Investigating assessment standards and fixed passing marks in dental undergraduate finals: a mixed-methods approach.","authors":"Ting Khee Ho, Lucy O'Malley, Reza Vahid Roudsari","doi":"10.1186/s12909-025-06944-y","DOIUrl":"10.1186/s12909-025-06944-y","url":null,"abstract":"<p><strong>Background: </strong>Standard setting is widely practised in healthcare education programmes and specialty examinations in many countries. However, Malaysian dental institutions still arbitrarily set a fixed 50% pass-fail assessment threshold. The purpose of this mixed-methods study was to explore faculty members' experiences and practices in student assessment, their perceptions of the assessment standards employed by the faculty, and their views on the fixed passing standard of 50% in the dental undergraduate final professional examination.</p><p><strong>Methods: </strong>A mixed-methods study was conducted at a single dental school in Malaysia. An online questionnaire was administered to eligible lecturers, followed by in-depth interviews with volunteer respondents. Quantitative data were analysed descriptively using the statistical software Jamovi; qualitative data was analysed with inductive thematic analysis process in Microsoft Excel.</p><p><strong>Results: </strong>A total of 26 lecturers responded to the questionnaire (55% response rate), and 12 of these respondents also completed interviews. All respondents had experience in writing and developing assessments for students and reported that post-hoc assessment analysis and standard setting were not routinely carried out. The questionnaire analysis revealed that 13 respondents (50%) felt that the passing marks for the final exam were fair, 9(34.6%) were neutral, and 4(15.4%) strongly disagreed/disagreed. Four themes emerged from the qualitative data: (1) Trust in the institutional quality assurance processes (2) Reflections on the passing mark as passing standard (3) Potential barriers to standard setting (4) Future faculty development strategies.</p><p><strong>Conclusion: </strong>Arbitrary passing marks are common practise in dental education in this region. Our research revealed mixed confidence among participants in using an arbitrary fixed passing marks to make pass-fail decisions for dental high-stakes examinations. Low level of exposure and knowledge about educational measurement has restricted the application of post-hoc assessment analysis and standard-setting practices at the institute. Most participants were positive about exploring and learning methods to improve assessment practices and ensure fair passing standards. Any implementation of standard setting in similar contexts will need careful thought around training, support and infrastructure.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"481"},"PeriodicalIF":2.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11969796/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781813","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":"Exploring pedagogical approaches in crown preparation: a randomized controlled trial comparing the efficacy of instructional videos and live demonstrations.","authors":"Maria Shakoor Abbasi, Ayesha Anis, Sarah Billoo, Sara Altamash, Ambreen Afzal Ehsan, Syed Ahmed Omer, Duygu Ilhan, Zarak Khan, Naseer Ahmed, Gotam Das, Seyed Ali Mosaddad","doi":"10.1186/s12909-025-07060-7","DOIUrl":"10.1186/s12909-025-07060-7","url":null,"abstract":"<p><strong>Background: </strong>This study aimed to compare the efficacy of instructional videos and live demonstrations in crown preparation training for preclinical dental students.</p><p><strong>Methods: </strong>A randomized controlled trial was conducted over 12 months with 96 final-year Bachelor of Dental Surgery (BDS) students. Participants were randomly allocated into three groups: Group A (instructional video), Group B (live demonstrations), and Group C (hybrid approach). Each group underwent training in porcelain-fused-to-metal tooth preparation through their respective methods. Performance was assessed using a standardized scoring chart, while satisfaction and perceptions were evaluated using a 5-point Likert scale. Data were analyzed using Chi-square and paired t-tests, with statistical significance set at p < 0.05.</p><p><strong>Results: </strong>The group comparisons revealed significant differences in perceptions between Group A and Group B regarding stress levels during crown preparation (p = 0.013) and the adequacy of preclinical training (p = 0.034), with Group B showing higher satisfaction. However, no significant differences were found between Groups A and C or between Groups B and C (p > 0.05). Exercise scores across all groups showed no significant variation (p > 0.05), indicating comparable performance. Knowledge assessment revealed that while a majority of students correctly identified key concepts such as finish line depth, bur choices, and cusp reduction, 10-16% of students held misconceptions in areas like margin design and reduction ranges.</p><p><strong>Conclusion: </strong>This study demonstrates that instructional videos, live demonstrations, and a hybrid approach are all effective methods for teaching crown preparation skills to preclinical dental students. The slight advantage of the hybrid approach suggests that combining different teaching methods may provide the most comprehensive learning experience. Future studies should explore the long-term impact of these methods on clinical performance.</p><p><strong>Trial registration: </strong>The study was registered at clinicaltrials.gov, identifier NCT06426095.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"480"},"PeriodicalIF":2.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11969757/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781858","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":"Investigation of the relationship between learning preferences and information acquisition and processing processes of physiotherapy and rehabilitation department students.","authors":"Esra Sude Akin, Göksel Çilga, Duygu Ilgin Gunduz, Müseddin Muratoglu","doi":"10.1186/s12909-025-07072-3","DOIUrl":"10.1186/s12909-025-07072-3","url":null,"abstract":"<p><strong>Background: </strong>The Department of Physiotherapy and Rehabilitation (DPR) provides both theoretical and practical education, requiring students to engage in diverse learning processes. While learning preferences and information processing have been studied separately in health sciences, their relationship in DPR students remains unexplored. This study investigates this relationship by assessing learning preferences with the Grasha-Riechmann Learning Style Survey (GRLSS) and measuring information acquisition and processing with the Felder and Soloman Index of Learning Styles (ILS).</p><p><strong>Objective: </strong>The aim of this study is to investigate the relationship between the learning preferences of physiotherapy and rehabilitation students and their processes of information acquisition and processing.</p><p><strong>Methods: </strong>In this descriptive cross-sectional study, 377 students from the DPR were evaluated. A data recording form was used to collect information on the students' age, gender, and year of study/program. Their cumulative grade point average (CGPA) was recorded as a measure of academic performance. Learning preferences were evaluated using the GRLSS, while information acquisition and processing were measured using the Felder and Soloman ILS.</p><p><strong>Results: </strong>A weak positive correlation was found between the collaborative sub-dimension of GRLSS and the active-reflective dimension of ILS (r = 0.228, p < 0.05). Gender-based analysis revealed a negative correlation between the avoidant sub-dimension of GRLSS and the sensing-intuitive of ILS dimension in females (r=-0.216, p < 0.05). In males, CGPA showed a weak correlation with the sensing-intuitive dimension (r = 0.200, p < 0.05). Students with low CGPA scored higher in the avoidant sub-dimension than those with high and very high CGPA (p = 0.011, p < 0.001). No significant differences were found in ILS scores across CGPA groups.</p><p><strong>Conclusions: </strong>This study investigated the relationship between DPR students' learning preferences and their processes of information acquisition and processing. While significant differences were found in GRLSS sub-dimensions among CGPA groups, no significant correlation was observed between GRLSS and ILS scores. Academic performance was associated with the avoidant sub-dimension of the GRLSS. These findings indicate that other factors may influence this interaction. To gain deeper insight into the complexity of learning preferences and information processing, further research with diverse methodologies is needed.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"483"},"PeriodicalIF":2.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11969762/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781814","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":"A pilot intervention to reduce burnout and enhance resilience through transcendental meditation among Georgetown University medical students.","authors":"Chloé Jammes, Isaac Heiman, Hakima Amri","doi":"10.1186/s12909-025-07004-1","DOIUrl":"10.1186/s12909-025-07004-1","url":null,"abstract":"<p><strong>Background: </strong>Rates of burnout, depression, and anxiety among healthcare workers are at historically high levels and have remained high in the aftermath of the COVID-19 pandemic. As aspiring physicians, medical students are the future of the healthcare profession. The practice of Transcendental Meditation (TM) has been shown to reduce burnout and stress in diverse populations, including healthcare professionals. To date, no data have been published on the benefits of TM for medical students. Our objective was to assess the efficacy of TM practice in reducing burnout and increasing resilience among medical students at Georgetown University School of Medicine (GUSoM) over three months between October 2022 and May 2023.</p><p><strong>Methods: </strong>Forty-two GUSoM medical students qualified for and enrolled in the study. Thirty-nine students completed three months of TM training and practice, with the recommended regimen of meditating for 20 min twice a day. The students were assessed at baseline, one month, and three months using measures of burnout, depression, anxiety, insomnia, well-being, and resilience, of which burnout (emotional exhaustion) and resilience were the primary outcomes. Two-tailed paired-sample t-tests were used to determine the significance of changes in outcome measures over time.</p><p><strong>Results: </strong>In the three-month post-test, significant changes were found for both primary outcomes, emotional exhaustion (p = 0.001, Cohen's d effect size = -0.61) and resilience (p = 0.002, d = 0.53), as well as for anxiety (p < 0.001, d = -0.71), insomnia (p = 0.002, d = -0.53), depersonalization (p = 0.017, d = -0.40), depression (p = 0.006, d = -0.47), and mental wellbeing (p = 0.031, d = 0.36). TM practice compliance was high at 85%. Additionally, there were significant relationships between frequency of TM home practice and improvements in emotional exhaustion (p = 0.005), anxiety (p = 0.008), and insomnia (p < 0.001), and a marginally significant relationship with depression (p = 0.088).</p><p><strong>Conclusions: </strong>These findings suggest that TM practice is an accessible, achievable, and effective intervention to decrease burnout and increase resilience for medical students. This study paves the way for future initiatives to evaluate a broad range of benefits of TM for medical students.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"478"},"PeriodicalIF":2.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11966909/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774681","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":"From communication to action: using ordered network analysis to model team performance in clinical simulation.","authors":"Vitaliy Popov, Lauryn R Rochlen","doi":"10.1186/s12909-025-07062-5","DOIUrl":"10.1186/s12909-025-07062-5","url":null,"abstract":"<p><strong>Background: </strong>Effective team communication is crucial for managing medical emergencies like malignant hyperthermia (MH), but current assessment methods fail to capture the dynamic and temporal nature of teamwork processes. The lack of reliable measures to inform feedback to teams is likely limiting the overall effectiveness of simulation training. This study demonstrates the application of ordered network analysis (ONA) to model communication sequences during the simulated MH scenario.</p><p><strong>Methods: </strong>Twenty-two anesthesiologists participated in video-recorded MH simulations. Each scenario involved one participant as the primary anesthesiologist with confederates in supporting roles. Team communication was coded using the Team Reflection Behavioral Observation (TuRBO) framework, capturing behaviors related to information gathering, evaluation, planning, and implementation. ONA modeled the sequences of these coded behaviors as dynamic networks. Teams were classified as high- or low-performing based on timely dantrolene administration and appropriate MH treatment actions. Network visualizations and statistical tests compared communication patterns between groups.</p><p><strong>Results: </strong>Five of 22 teams (23%) were high-performing. ONA revealed high-performers transitioned more effectively from situation assessment (information seeking/evaluation) to planning and implementation, while low-performers cycled between assessment behaviors without progressing (p = 0.04, Cohen's d = 1.72). High-performers demonstrated stronger associations between invited input, explicitly assessing the situation, stating plans, and implementation.</p><p><strong>Conclusions: </strong>Integrating video coding with ONA provides an innovative approach for examining team behaviors. Leveraging ONA can uncover patterns in communication timing and sequences, guiding targeted interventions to improve team coordination in various real-world clinical and simulated settings (e.g., operating room, EMS, ICU).</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"479"},"PeriodicalIF":2.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11967124/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774711","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":"Incorporating a dynamic extraocular muscle simulation model into the undergraduate ophthalmic curriculum.","authors":"Erqian Wang, Qianyi Yu, Haiyan Xu, Shuang Geng, Enhua Shao, Zhikun Yang, Meifen Zhang, Hui Li","doi":"10.1186/s12909-025-07039-4","DOIUrl":"10.1186/s12909-025-07039-4","url":null,"abstract":"<p><strong>Background: </strong>Learning the anatomy of extraocular muscles and their coordination in eye movements is challenging for undergraduate medical students. We developed a dynamic extraocular muscle simulation model and integrated it into the undergraduate ophthalmic curriculum to evaluate its educational impact.</p><p><strong>Methods: </strong>A custom simulation model of binocular muscles was developed and assessed for educational effectiveness in undergraduate education. In a comparative study, 84 students from Peking Union Medical College were assigned to either the simulation group (one-hour didactic lecture followed by a half-hour simulator practice) or the traditional teaching group (one-hour didactic teaching followed by a half-hour video review). All students were given 5-point quizzes on the anatomical and functional basics of extraocular muscles before the lecture(Q1), after the lecture(Q2), and after simulator practice/video-review(Q3). Within each group, the scores of Q2 were compared with Q1, and the scores of Q3 were compared with Q2. The effectiveness of the simulation model was evaluated by comparing the improvements in scores from Q2 to Q3 between the two groups. Nonparametric tests were used for statistical analysis.</p><p><strong>Results: </strong>The simulation and traditional teaching groups were well-matched in terms of age, gender, Grade Point Average (GPA), and average Q1 and Q2 scores. The simulation group demonstrated significant improvements after both the didactic lecture and simulator practice. In contrast, the traditional teaching group showed significant improvement only after the lecture, not after the video review. The simulation model led to greater learning improvements compared to video review (mean(standard deviation)): 0.64(1.23) vs 0.05(0.79), P = 0.006.</p><p><strong>Conclusions: </strong>The extraocular muscle simulation model is a valuable adjunct to traditional teaching methods in undergraduate medical education. Simulation-based education should be encouraged for teaching complex anatomical topics.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"474"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11966873/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774715","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":"Effectiveness of a new basic course incorporating medical trainer simulator for HEMS education in Japan: a pre-post intervention study.","authors":"Kazuhiko Omori, Jiro Takahashi, Noriko Watanabe, Hiroko Iwasaki, Sachiko Mineyama, Kumiko Sakata, Kentaro Yamada, Susumu Ichikawa, Manabu Takamatsu, Ryukoh Ogino, Tatsuya Hayakawa","doi":"10.1186/s12909-025-07047-4","DOIUrl":"10.1186/s12909-025-07047-4","url":null,"abstract":"<p><strong>Background: </strong>Japan's HEMS (Helicopter Emergency Medical Services) has recently shifted from quantitative expansion to qualitative improvement, highlighting the need for standardizing training and enhancing safety. This study aimed to evaluate a newly developed basic training course that integrates a Medical Trainer (MeTra) simulator, addressing the need for standardized education and improved safety in HEMS operations.</p><p><strong>Methods: </strong>In total, 208 HEMS professionals (83 doctors, 49 nurses, and 76 operational staff) participated in the revamped course, which combines e-learning, practical discussions, and MeTra simulation. Self-reported questionnaires assessing non-technical (4 items) and technical skills (6 items) using a 5-point Likert scale were administered pre- and post-course. Wilcoxon signed-rank tests evaluated changes in perceived competence. We also measured the MeTra simulator's fidelity and overall course satisfaction.</p><p><strong>Results: </strong>All non-technical and technical skills items improved significantly (p < 0.05), with notable gains in patient management during aircraft malfunction (average increase of 1.49 points) and fire extinguisher use (average increase of 1.11 points). Participants rated the MeTra simulator highly, especially for its enclosed environment, with 91% rating it four or higher, and for its communication system fidelity, with 96% rating it four or higher. Overall course satisfaction was high, with 96% rating it four or higher. Nonetheless, in line with Cook's caution on Kirkpatrick Level 2 data, these findings primarily reflect participants' perceptions rather than objective performance, and no control group was included.</p><p><strong>Conclusions: </strong>The new basic course incorporating the MeTra simulator may enhance self-reported competencies for diverse HEMS professionals. This standardized education program marks a significant step towards aligning Japan's HEMS training with international standards.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"477"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11966801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774690","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":"Qualitative insights into empathy in medical education: perspectives from students, doctors, and educators.","authors":"Fan Yang, Fuhao Lei, Yong Li, Tao Yang","doi":"10.1186/s12909-025-06882-9","DOIUrl":"10.1186/s12909-025-06882-9","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Empathy is the cornerstone of high-quality medical education and clinical practice. It not only serves as a vital link for establishing trust-based doctor-patient relationships but also significantly impacts patients' treatment compliance and recovery outcomes. In medical education, an empathetic approach can cultivate future medical professionals' humanistic care awareness, enabling them to better understand patients' physical and mental sufferings.However, the understanding and cultivation of empathy vary remarkably across different cultural backgrounds.Thus, there is an urgent need to conduct in-depth research to clarify these issues and promote the better development of empathy-based medical education.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;A total of 24 participants, including medical students, practicing doctors, and medical teachers, were recruited for this study. Semi-structured interviews were employed as the data-collection method. Each interview lasted approximately 30-60 min, and all interviews were audio-recorded and then transcribed verbatim.For data analysis, a three-level coding approach was adopted. The analysis was independently conducted by two members of the research team to ensure reliability and consistency.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;This study delves into empathy ability within medical education. The theme analysis yields significant results: the definition of empathy involves basic understanding with distinct emotional and cognitive emphases, multi-dimensional attributes showcasing empathy's roles in clinical scenarios, and the need for regulation due to its contradictoriness. Expression of empathy hinges on establishing doctor-patient trust and communication, with diverse expression ways and impacts on treatment and relationships. Influencing factors encompass educational background, clinical environment, and individual differences. Strategies for cultivation include teacher guidance, varied methods, and curriculum integration in the first classroom, and activity practice and values guidance in the second. These findings offer valuable insights and practical implications for enhancing empathy in medical education.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;This study's core findings from cross-group analysis of medical students, doctors, and teachers show empathy in medical education is complex and multi-dimensional, involving emotional and cognitive empathy. Empathy abilities change dynamically during medical education, with students initially having high emotional empathy and later developing stronger cognitive empathy. Cultural differences in empathy, like between Western and traditional Chinese medicine, offer new perspectives. Practical implications include: designing curricula to cover both empathy types and adding cross-cultural content; using diverse teaching methods and optimizing clinical internships; organizing teacher training and improving teaching skills; establishing a comprehensive ","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"473"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11967146/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774728","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}