BMC Medical Education最新文献

{"title":"The organization of breast health and diseases topics in undergraduate medical education programs: a model proposal.","authors":"Beyza Ozcinar, Ayse Hilal Bati","doi":"10.1186/s12909-025-07034-9","DOIUrl":"10.1186/s12909-025-07034-9","url":null,"abstract":"<p><strong>Background: </strong>In Türkiye, over 100 medical faculties implement integrated medical education, but integration levels vary and are often at initial stages of the integration ladder. Istanbul University Istanbul Faculty of Medicine (IU-ITF), as the first medical faculty in Türkiye, has been a pioneer and leader in many aspects. As faculty of IU-ITF, we have identified certain shortcomings in our program and are committed to improving it. This study aims to analyse how breast health and diseases are integrated into the undergraduate medical education (UGME) program at IU-ITF, identifying its strengths and weaknesses. Additionally, it seeks to evaluate the program's alignment with the National Core Education Program (UÇEP) and propose a new model for integrating \"breast health and diseases\" into medical education. This model will also be adaptable to other organ systems, serving as a template for incorporating similar topics that address significant and priority health concerns into educational programs.</p><p><strong>Methods: </strong>This descriptive cross-sectional study was conducted in three stages: [] analysis of the IU-ITF UGME program using a literature-based framework [], an online survey assessing intern physicians' self-competency in breast health and diseases, and [] a faculty workshop to gather feedback and propose amendments for improvement.</p><p><strong>Results: </strong>Program analysis revealed the absence of structured breast examination skills training, multidisciplinary integrated sessions, and problem-based learning (PBL) sessions, as well as a lack of objective structured practical exams for breast examination. Interns highlighted the need for greater emphasis on symptoms, treatment approaches, practical application of theoretical knowledge and the need for more integrated sessions. The workshop concluded that, breast health and diseases are addressed at a post graduate medical education level, surpassing the UÇEP 2020 guidelines. Students have limited exposure to patients with benign breast conditions, primary care education is insufficient, and structured training in breast examination skills is lacking.</p><p><strong>Conclusions: </strong>Challenges such as high student numbers, inadequate educational environments, low motivation, cultural and religious taboos limiting male participation, and resistance from some faculty members are common barriers. Addressing these issues will enhance medical education, ensuring future healthcare professionals are better equipped to manage breast health and diseases effectively.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"472"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11963368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of prosocial modelling on medical students' professional identity in China: a PSM-DID analysis.","authors":"Dan Wang, Di Wang, Zehua Shi, Hongbin Wu","doi":"10.1186/s12909-025-07035-8","DOIUrl":"10.1186/s12909-025-07035-8","url":null,"abstract":"<p><strong>Background: </strong>Although role models significantly impact medical students' professional identity, empirical evidence is relatively scarce, and our understanding of the mechanisms behind this influence is limited. Through the lens of prosocial modelling, we explored the effects of role models on medical students' professional identity and attempted to elucidate the underlying reasons.</p><p><strong>Methods: </strong>By leveraging the varying number of personnel dispatched by various provinces across China to combat the COVID-19 pandemic, we established indicators for different intensities of prosocial modelling. Using data from the two years before and after the COVID-19 pandemic, we conducted a quasi-experimental study. Employing the propensity score matching difference-in-differences method, we explored the effects of prosocial modelling on medical students' professional identity.</p><p><strong>Results: </strong>Prosocial modelling significantly enhanced medical students' professional identity (β = 0.087, p < 0.01), and the effect remained significant even after controlling for economic factors and the pandemic's severity (β = 0.067, p < 0.001). Notably, prosocial modelling more significantly impacted the professional identity of female students, those under economic pressure, those uncertain about becoming doctors during high school, and those ranked in the bottom 50% academically.</p><p><strong>Conclusions: </strong>Prosocial modeling enhances medical students' professional identity, especially among females, economically disadvantaged students, those initially hesitant about a medical career, and lower-performing students. This highlights the need for role models in medical education to prioritize support for these disadvantaged groups to foster professional identities.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"476"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11966844/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adaptation and modification of the professional identity formation scale for postgraduate trainees in basic health science: a mixed method study.","authors":"Uzma Siddique, Usman Mahboob, Naheed Mahsood, Bushra Mehboob, Ayesha S Abdullah, Munazza Baseer","doi":"10.1186/s12909-025-07025-w","DOIUrl":"10.1186/s12909-025-07025-w","url":null,"abstract":"<p><strong>Background: </strong>The professional identity formation (PIF) of postgraduate trainees in basic health sciences is critical to their educational journey. Yet, appropriate measurement tools are lacking. This research aimed to adapt and modify an existing PIF scale to assess the professional identities of postgraduate basic health sciences trainees.</p><p><strong>Methods: </strong>A mixed-method study was conducted to validate a modified PIF scale. An instrument was developed following AMEE Guide 87 (A. R. Artino et al.) (1). Seven medical educationalists and basic health science postgraduate supervisors established its content validity and reliability. Cognitive interviews were conducted with 15 participants, and the tool was validated through the Delphi technique. Piloting was undertaken on a simple random sample of 500 postgraduate trainees. Psychometric analyses, including structure factor analysis, internal consistency testing, and qualitative content analysis, were used to evaluate the modified scale.</p><p><strong>Results: </strong>Five factors related to professional identity formation were identified: \"Commitment to Professional Identity, belonging and Values,\" \"Pursuit of Knowledge and Excellence,\" \"Professional Growth and Collaboration,\" Personal Growth and Reflection,\" and \"Confidence and impact.\" The modified PIF scale demonstrated robust psychometric properties, including a well-defined factor structure, significant reliability, and high internal consistency. With a Cronbach alpha 0.97, the PIF scale's five kept variables accounted for 99.99% of the variance.</p><p><strong>Conclusions: </strong>The study found the modified PIF scale to be a reliable tool for assessing the professional identities of postgraduate trainees in basic health sciences. It developed a 50-item tool with five valid factors to evaluate professional identity for postgraduate trainees.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"475"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11966918/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774687","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":"Geriatric and gerontological physiotherapy in focus: a cross-sectional survey of education, clinical practice, and service availability across world physiotherapy member nations.","authors":"Ogochukwu Kelechi Onyeso, Chiedozie James Alumona, Augustine Chukwuebuka Okoh, Michael Ibekaku, Soroush Shirazi, Michael Ebe Kalu","doi":"10.1186/s12909-025-07045-6","DOIUrl":"10.1186/s12909-025-07045-6","url":null,"abstract":"<p><strong>Background: </strong>The ageing global population necessitates specialised geriatric/gerontological physiotherapy services (GPTS) to address age-related conditions. We explored the current state of geriatric/gerontological physiotherapy (GPT) academic programmes and clinical practice among World Physiotherapy member nations (WPMNs) and identified factors, including socioeconomic indicators, that predicted the GPTS globally.</p><p><strong>Methods: </strong>We conducted an online cross-sectional survey between April 1 and September 19, 2024, inviting official representatives of the 128 WPMNs to answer questions relating to GPT academic programmes and clinical services and practices. We also extracted the Human Development Index (HDI), life expectancy, and Gross National Income (GNI) per capita for each WPMN from the United Nations Development and World Bank databases. Data was analysed using descriptive statistics, a map, bubble charts, and logistic regression models.</p><p><strong>Results: </strong>Sixty-seven countries (67/128, 52.3% response rate) completed the survey. Among them, 34 (50.7%) and 19 (28.4%) reported having geriatric/gerontology modules in their entry-level and graduate-level physiotherapy programmes, respectively. Additionally, 20 (29.9%) and 13 (19.4%) reported having entry-level geriatric/gerontology clinical placement and graduate-level clinical training, respectively. Physiotherapists were members of interdisciplinary geriatric/gerontological teams in Africa (9/11, 81.8%), Asia Western Pacific (10/16, 62.5%), Europe (15/27, 55.6%), North America Caribbean (4/7, 57.1%), and South America (5/6, 83.3%), but they can only lead the teams in few countries: Africa (1/11, 9.1%), Asia Western Pacific (4/16, 25.0%), Europe (5/27, 18.5%), North America Caribbean (2/7, 28.6%), and South America (2/6, 33.3%). GPTS were more common in countries with graduate-level geriatric physiotherapy academic programmes (OR = 33.47, 95% CI: 1.36, 822.39, p = 0.032) GPT Availability in Practice Act (OR = 41.93, 95% CI: 1.66, 1059.78, p = 0.023), and higher HDI (OR = 5.32e + 07, 95% CI: 49.78, 5.67e + 12, p = 0.003). Europe and North America Caribbean regions had lower older-adult-to-physiotherapist ratios and a higher life expectancy, HDI, and GPTS availability than other World Physiotherapy regions.</p><p><strong>Conclusion: </strong>Geriatric/gerontological PT education and clinical practice are evolving, especially at the entry-level training across WPMNs; however, extra effort is required to enhance graduate specialization to cater to the emerging ageing population.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"471"},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11963515/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of training and education for enhancing empathy among healthcare students: a systematic review of randomised controlled trials.","authors":"Caroline Teggi Schwartzkopf, Renata Tolêdo Alves, Pedro C Lopes, Julien Braux, Filomena Capucho, Célia Ribeiro","doi":"10.1186/s12909-025-07038-5","DOIUrl":"10.1186/s12909-025-07038-5","url":null,"abstract":"<p><strong>Background: </strong>Empathy can lead to a better patient-professional relationship, and this skill that can be learned and trained, and the university is the ideal place to start this training. The aim of this systematic review is to assess whether training and education interventions have an impact on increasing empathy in health students.</p><p><strong>Methods: </strong>The acronym PICOS was used to formulate the research question. A high-sensitivity search was made combining indexed terms, entry terms, and Boolean OR/AND in 9 databases, including grey literature and manual search of retrieved articles. Two researchers selected the studies based on previously established eligibility criteria. The risk of bias was verified using the RoB2 tool and a meta-analysis was performed using RevMan 5.4.</p><p><strong>Results: </strong>The analysis included 30 studies in the qualitative synthesis and 20 studies that presented adequate data for the meta-analysis. An overall moderate effect on participants' empathy was found after the intervention (standardized mean difference 0.45, 95% CI 0.25 to 0.65). However, heterogeneity was high (I2 = 79%). More than half of the studies were considered at high risk of bias. The results suggests that interventions can be effective in increasing empathy.</p><p><strong>Conclusion: </strong>This topic has been in the spotlight in the area of health education in recent years. And more quality studies will be needed, as well as long-term evaluation of interventions to ensure the durability of empathy enhancement.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"469"},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11959860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765762","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":"Bridging the gap: empowering physiotherapy students to cultivate patient engagement.","authors":"James Roberts, Bradley Stephen Neal, Adrian Mallows","doi":"10.1186/s12909-025-06955-9","DOIUrl":"10.1186/s12909-025-06955-9","url":null,"abstract":"<p><p>This comment article highlights the often-overlooked voices of patients in healthcare and students in education. It advocates for co-creation in physiotherapy education to help students develop the skills and confidence needed to support greater patient involvement in healthcare, as outlined in the NHS long-term plan.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"468"},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11959949/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765759","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":"Comparing the seminar-case learning and lecture-based learning models in medical education: a meta-analysis of randomized controlled trials.","authors":"Jicheng Lou, Feng Guo","doi":"10.1186/s12909-025-07041-w","DOIUrl":"10.1186/s12909-025-07041-w","url":null,"abstract":"<p><strong>Background: </strong>The seminar-case learning (SCL) model is a case-oriented teaching model, characterized by communication, interaction and mutual inspiration. This study aimed to investigate the impact of SCL versus lecture-based learning (LBL) on medical education outcomes.</p><p><strong>Methods: </strong>A comprehensive search was conducted across seven distinct databases, covering the period from their inception until June 2024. Article selection was independently performed by two authors, adhering to predefined inclusion and exclusion criteria. Randomized controlled trials (RCTs) that evaluated the effects of the SCL model in comparison to the LBL model were included. The meta-analysis was executed using RevMan 5.4 software.</p><p><strong>Results: </strong>Sixteen RCTs involving 956 medical students were included in the meta-analysis. The implementation of the SCL model significantly improved theoretical knowledge scores (MD 5.21, 95% CI 3.27-7.16; p < 0.00001), case analysis scores (MD 4.12, 95% CI 2.13-6.11; p < 0.0001) and skill scores (MD 5.37, 95% CI 3.53-7.21; p < 0.00001). Furthermore, the SCL model significantly improved teaching ability, including learning interest, self-learning ability and clinical thinking ability. Despite experiencing a heightened sense of burden, students in the SCL group reported greater satisfaction compared to their counterparts in the LBL group.</p><p><strong>Conclusions: </strong>In comparison to the LBL model, the SCL model significantly improved students' outcomes. In addition, the SCL model could promote the cultivation of the clinical thinking and assist students in bridging the gap between theoretical knowledge and clinical practice.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"470"},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11963456/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765760","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 unconsciously biased to bias awareness: a single site case study of the effectiveness of community-based implicit bias education amongst medical students.","authors":"Janique Oudbier, Tobias Boerboom, Saskia Peerdeman, Jeanine Suurmond","doi":"10.1186/s12909-025-06897-2","DOIUrl":"10.1186/s12909-025-06897-2","url":null,"abstract":"<p><strong>Objective: </strong>Community-based education places students' education in a community context and exposes students to patients' social and environmental circumstances. Studies that evaluate the effectiveness of community-based education on bias awareness regarding migrants are limited. This study answered the following questions: (1) How do students' knowledge, attitude, and skills regarding their cultural competencies, including ethnocultural empathy and implicit biases, change during community-based implicit bias education? (2) What is the perception of students towards this type of education?</p><p><strong>Method: </strong>This single site case study used a pre-survey and post-survey consisting of the psychometric instrument Implicit Association Test and the questionnaire Scale of Ethnocultural Empathy as quantitative methods. These were combined with focus group interviews and qualitative analysis of reflection reports as qualitative methods. This study was conducted amongst third-year students of the bachelor of medicine at a medical faculty in the Netherlands. Thirty-five students completed the pre-survey and twenty-one students completed the post-survey. Thirty-eight students gave consent to analyze their reflection report. Twenty-three students took part in the group interviews.</p><p><strong>Results and conclusion: </strong>The quantitative analysis showed that the students' scores on the ethnocultural empathy scale decreased. The biases for skin color and ethnicity reduced after the educational intervention based on the Implicit Association Test. The qualitative analysis showed that community-based implicit bias education increased students' knowledge about the network of non-profit governmental organizations in the domain of migrant health in the Netherlands, the needs of migrants, and the barriers migrants face in the healthcare system. Students' self-reported attitudes changed after the educational intervention, since their awareness increased of, for instance, the factors that play a role in migrant healthcare and the differences in epidemiology between patients with and without a migration background.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"464"},"PeriodicalIF":2.7,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11960030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755899","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 classroom to clinic: innovating radiotherapy treatment planning education through real-world end-to-end case study simulation with an anthropomorphic phantom.","authors":"Ioannis Genitsarios, Robin Jhagra, Clive Warn, Jesrina Ann Xavier","doi":"10.1186/s12909-025-06695-w","DOIUrl":"10.1186/s12909-025-06695-w","url":null,"abstract":"<p><strong>Background: </strong>The incorporation of simulation-based learning in healthcare education, particularly in radiotherapy, is necessary for enhancing training and professional competencies to serve patient safety and treatment accuracy. This study aimed to incorporate an innovative end-to-end case study methodology, utilizing an anthropomorphic head phantom, into an undergraduate radiotherapy program at a United Kingdom (UK) based university. The objective was to enhance students' practical learning and theoretical understanding in radiotherapy treatment planning, a field where precision and accuracy are paramount.</p><p><strong>Methods: </strong>The study began with an exploratory literature review to identify key educational challenges and opportunities in radiotherapy treatment planning. A qualitative approach was employed, using a focus group methodology to gather in-depth insights from subject experts, including educational and clinical professionals involved in undergraduate radiotherapy teaching. The focus group discussions explored the integration of an anthropomorphic head phantom within a simulated, case study-based training framework. This innovative approach combined practical skills development with theoretical learning, promoting active engagement and mirroring real-world clinical scenarios.</p><p><strong>Results: </strong>Focus group discussions showed favorability towards the end-to-end case study method in simulation-based learning. Participants emphasized evaluating plans through assessments and using supplementary tools like video guides and workbooks to enhance learning. Incorporating the anthropomorphic phantom marked a notable advancement, offering authentic training possibilities in radiotherapy undergraduate education.</p><p><strong>Conclusions: </strong>The study demonstrates the potential of integrating an end-to-end teaching concept in radiotherapy education. By providing a realistic and comprehensive training experience, the approach can further enhance student engagement and learning outcomes. While real-world testing is pending, this innovative methodology shows promise in shaping proficient future radiotherapy graduates, highlighting the need for continuous evolution in educational strategies to meet the demands of modern healthcare training.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"465"},"PeriodicalIF":2.7,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11959824/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755898","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":"Redesigning online research methodology education: insights from undergraduate rehabilitation students' experiences in South Africa.","authors":"Quinette Abegail Louw, Karina Berner, Alida De Beer, Maria Yvonne Charumbira, Conran Joseph","doi":"10.1186/s12909-025-06934-0","DOIUrl":"10.1186/s12909-025-06934-0","url":null,"abstract":"<p><strong>Background: </strong>Online education has become increasingly prevalent in higher education. However, there are insufficient research-led pedagogies to inform faculty aspiring to develop an online rehabilitation research methodology curriculum. This study aimed to explore a South African university's undergraduate rehabilitation students' experiences with a newly developed online research methodology module.</p><p><strong>Methods: </strong>A cross-sectional mixed-methods survey was conducted using a questionnaire with a mix of Likert scales and open-ended questions. This paper reports qualitative feedback from three undergraduate rehabilitation student cohorts. Thematic analysis in Atlas.ti.22.2.4 used an abductive approach.</p><p><strong>Results: </strong>Forty-seven third-year Physiotherapy students in 2021 (response rate = 100%), 46 fourth-year Physiotherapy students in 2022 (response rate = 43%), and 26 third-year Speech-Language and Hearing Therapy students in 2023 (response rate = 38%) provided feedback. Key themes related to engagement and communication, content, and online user interfaces emerged. The findings highlighted the importance of dedicated support, clear communication about feedback, structured peer interactions, a clear and structured presentation of content aligned with explicit outcomes and explicit links between course components and professional practice in online research methodology courses. A well-organised, intuitive user interface and timely availability of engaging learning materials are crucial.</p><p><strong>Conclusion: </strong>The findings underscore several critical aspects of effective online rehabilitation research methodology education. Addressing identified gaps, such as improving systematic feedback and clarifying task integration, can enhance the online research methodology learning experience for undergraduate rehabilitation students. The insights provided may be considered in the design of similar online medical courses.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"463"},"PeriodicalIF":2.7,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11956173/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755326","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}