BMC Medical Education最新文献

{"title":"Treatment-focused clinical reasoning in medical students: relationship with academic success and professional commitment.","authors":"Ender Tekes, Murat Tekin","doi":"10.1186/s12909-025-07989-9","DOIUrl":"10.1186/s12909-025-07989-9","url":null,"abstract":"<p><strong>Background: </strong>Clinical reasoning is a fundamental skill for medical students, enabling them to integrate knowledge and make informed treatment decisions. While previous studies have primarily focused on diagnostic reasoning, this study examines the relationship between treatment-focused clinical reasoning, academic performance, and professional commitment.</p><p><strong>Methods: </strong>A cross-sectional study was conducted with final-year medical students (n = 53). Clinical reasoning skills were assessed using a structured case-based evaluation involving diabetes mellitus and hypertension management scenarios. Professional commitment was measured using the commitment to the profession of medicine scale, and academic performance was determined by cumulative grade point average. Correlation and multiple regression analyses were conducted to examine relationships among these variables.</p><p><strong>Results: </strong>The mean clinical reasoning score was 13.06 out of 54, indicating substantial challenges in treatment-based reasoning. Students performed better in the hypertension case (7.15/28) compared to the diabetes mellitus case (5.91/26). The most frequent difficulties included identifying hypoglycaemia-inducing drugs, recognizing contraindicated medications in renal impairment and heart failure, and selecting appropriate individualized therapies. While academic performance did not show a significant correlation with clinical reasoning scores (p > .05), a strong positive relationship was observed between professional commitment and clinical reasoning ability (r = .722, p < .05). Regression analysis indicated that both professional commitment and academic achievement significantly predicted clinical reasoning performance (R² = 0.560, p < .05), collectively explaining 56% of the variance.</p><p><strong>Conclusion: </strong>These findings highlight the need for enhancing treatment-based reasoning education in medical curricula, as students exhibited difficulties in pharmacotherapy decision-making, especially in integrating contraindications and individualized treatment considerations. Professional commitment appears to be a stronger predictor of clinical reasoning than academic performance alone. Medical education strategies that reinforce patient-centred reasoning and professional engagement may improve preparedness for real-world therapeutic decision-making.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1370"},"PeriodicalIF":3.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12505623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245719","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":"Dentists' knowledge, attitudes, and practices regarding antithrombotic drugs: pre-post test study.","authors":"Fatıma Ulya Yürük, Songül Tezcan, Ayşenur Cengiz, Mesut Sancar","doi":"10.1186/s12909-025-07087-w","DOIUrl":"10.1186/s12909-025-07087-w","url":null,"abstract":"<p><strong>Background: </strong>Dentists often treat patients taking antithrombotic medications. It's important to manage these medications carefully in dental clinics to reduce the risk of bleeding or blood clots. This study aimed to evaluate the effect of training by a clinical pharmacist on dentists' knowledge, attitudes, and practices regarding antithrombotic drugs.</p><p><strong>Method: </strong>This pre-post test study was conducted in Oral and Dental Health Centers (Istanbul/Turkey). A self-structured questionnaire consisting of 49 questions prepared by the researchers was used. This questionnaire was administered twice in a face-to-face setting, before (pre-test) and after (post-test) the 45-minute training given by the clinical pharmacist.</p><p><strong>Results: </strong>The median age of 238 dentists was 37.9 (27-58) years and 76% were female. The participants' knowledge of antithrombotic drugs was low (13.2%) but increased significantly after the training (91.7%) and Cronbach alpha value of this section was found to be 0.684. Before the training, only 13.2% of the participants believed that aspirin treatment should not be stopped before dental procedures. After the training, this percentage increased significantly to 89.3%. Similarly, the number of participants who correctly answered the question \"Should warfarin be stopped before dental treatment?\" also increased significantly from 13.2% before the training to 55.6% after the training (p < 0.05).</p><p><strong>Conclusion: </strong>The data obtained in our study showed that dentists' knowledge and attitudes toward antithrombotic drugs improved significantly after receiving training from the clinical pharmacist.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1373"},"PeriodicalIF":3.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12506064/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253508","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":"Undergraduate dental students' knowledge, attitudes, and satisfaction following a step-by-step course in microscopic dentistry.","authors":"Zimeng Li, Guang Yang, Hailin Zhang, Cui Huang, Shanshan Liang","doi":"10.1186/s12909-025-07947-5","DOIUrl":"10.1186/s12909-025-07947-5","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1376"},"PeriodicalIF":3.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12505878/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253670","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":"Designing, using and evaluating the effects of nursing clinical skills training software on the clinical skill level and satisfaction of nursing students.","authors":"Alizamen Salehifard Joneghani, Ahmad Fatahi-Vanani, Ataallah Salehian, Fatemeh Aliakbari","doi":"10.1186/s12909-025-07945-7","DOIUrl":"10.1186/s12909-025-07945-7","url":null,"abstract":"<p><strong>Introduction: </strong>The integration of new educational tools and technologies has the potential to enhance nursing students' motivation and engagement. However, existing training often fails to ensure retention and timely application of clinical skills in real, high-stress hospital settings, leading to gaps between what is taught and what is performed in practice. This study proposes the design and use of educational software targeted at nursing clinical skills, aligned with the current level of clinical proficiency of nursing interns, with the aim of bridging the gap between theoretical knowledge and practical performance in clinical environments.</p><p><strong>Method: </strong>This semi experimental study focused on 60 6th-semester students and 60 8th-semester interns who were Bachelor of Nursing students at Shahrekord University of Medical Sciences in 2024. The samples were selected via a simple sampling method and divided into two control and intervention groups through the random allocation (even-odd) assignment). The designed software was then installed on the mobile phones of the students in the intervention group, and the level of clinical skill and stress of the students was measured through a questionnaire, their performance was observed, and the skill evaluation checklist was completed.</p><p><strong>Results: </strong>Of the 60 samples in the study group, the majority were 51 (85%) who said that the information provided in the software was properly categorized (51 (85%)), that the software met the individual's information needs, that the methods were performed correctly (56 (93%)). The types of skills that were examined in this study included checking vital signs, changing dressings, preparing serum, drawing medicine, inserting IV line, injecting, suctioning, performing heart auscultation, and inserting a gastric tube. The intervention group achieved a higher average score across all skills compared with the control group after training with the software (p < 0.05).</p><p><strong>Conclusion: </strong>This study indicates that incorporating educational simulation software as a supplement to traditional lectures and to hospital-based clinical practice may enhance students' knowledge and skill. However, limitations such as single-site sample and the potential variability in implementation across instructors and clinical settings; reliance on self-reported outcomes could have influenced responses. Future research should employ examine long-term retention and impact on patient care outcomes and explore stakeholder experiences to identify best practices for integrating educational simulation into nursing curricula.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1374"},"PeriodicalIF":3.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12505655/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253659","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":"Peer education versus traditional education on psychomotor skills and self-efficacy in nursing students: a single-blind randomized controlled trial.","authors":"Leyla Baran, Handan Özdemir","doi":"10.1186/s12909-025-08038-1","DOIUrl":"10.1186/s12909-025-08038-1","url":null,"abstract":"<p><strong>Background: </strong>Peer education (PE) refers to the process of individuals being educated by their peers, that is, people with similar experiences or statuses. This study aimed to evaluate the effects of PE on the psychomotor skills and self-efficacy of nursing students.</p><p><strong>Methods: </strong>This single-blind randomized controlled trial was conducted with 63 undergraduate nursing students. Data were collected using the \"Individual Descriptive Information Form\", \"Intramuscular Injection Knowledge Level Assessment Form\", \"Intramuscular Injection Psychomotor Skills Assessment Form\", and the \"General Self-Efficacy Scale\". Descriptive statistics (numbers, percentages, means, standard deviations, and min-max values) were used. The independent samples t-test and Mann-Whitney U test were used to analyze differences between groups.</p><p><strong>Results: </strong>The mean age of the participants was 21.22 ± 0.85 years (range: 20 - 23), and 52.4% were female. No statistically significant differences were found between the groups in pretest, posttest, or self-efficacy scores (p > 0.05). However, the psychomotor skill levels differed significantly between the groups (p < 0.001), with the intervention group scoring higher than the control group.</p><p><strong>Conclusions: </strong>Nursing students who received PE demonstrated significantly better psychomotor skills than those taught using traditional methods. It is recommended to integrate interactive learning strategies such as PE, where students can express themselves more freely and actively engage in the learning process, especially in nursing education areas requiring the development of psychomotor skills.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1371"},"PeriodicalIF":3.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12505785/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245656","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":"In love with medical humanities! A survey on medical students' opinions and satisfaction with an integrated elective course.","authors":"Francesca Tusoni, Vincenza Ferrara, Alessandro Franceschini, Vincenza Cofini, Laura Giusti, Annalisa Iagnemma, Silvio Romano, Stefano Necozione, Leila Fabiani","doi":"10.1186/s12909-025-07983-1","DOIUrl":"10.1186/s12909-025-07983-1","url":null,"abstract":"<p><strong>Introduction: </strong>Internationally, the teaching of medical humanities (MH) in medical schools is often limited to elective courses. It is therefore important to understand students' views in order to increase their participation in these courses. Three elective courses in medical humanities have been activated at the University of L'Aquila, which constitute a single educational pathway for medical students: a course in Visual thinking strategies, a course in Narrative medicine and a course in Reflective practices. This study aims to investigate medical students' opinions and satisfaction with these three medical humanities courses.</p><p><strong>Materials and methods: </strong>We administered a questionnaire to all medical students who took a medical humanities course in the academic year 2023-2024 at the University of L'Aquila. The questionnaire aimed to assess students' opinions on the content and usefulness of the course and to gather suggestions for improving it. The data collected were analysed both quantitatively and qualitatively, by using various qualitative analysis techniques.</p><p><strong>Results: </strong>Thirty-eight students took an MH course during the selected academic year and were recruited for the survey. The survey revealed higher course participation among female students. The courses proved to be important opportunities for students to compare themselves with their colleagues. The students were very satisfied with the three courses (especially the VTS and RP courses), considering them useful for their personal, professional and social growth. They reported improving their observational, reasoning and communication skills (VTS course), developing an empathic attitude towards patients (VTS and NM courses), and learning to work in groups (RP course). They appreciated more workshops than theoretical lectures and suggested increasing the chances to practice what they learnt, also in real life.</p><p><strong>Conclusions: </strong>Although some aspects can still be improved, medical humanities courses have been very successful among medical students due to their educational and social value.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1372"},"PeriodicalIF":3.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12506386/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253693","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 dental students' tooth preparation skills using conventional phantom labs versus advanced simulation technologies: a comparative study.","authors":"Burcu Kızılırmak, Mehmet Gözen, Neslihan Güntekin","doi":"10.1186/s12909-025-08020-x","DOIUrl":"10.1186/s12909-025-08020-x","url":null,"abstract":"<p><strong>Background: </strong>Preclinical training is essential in dental education for developing psychomotor and clinical skills. Conventional phantom models are widely used, though they lack real-time tactile feedback. This study aimed to compare the effectiveness of conventional phantom training with that of advanced simulation-based systems in improving dental students' tooth preparation skills.  METHODS: This randomized controlled trial included 40 s-year dental students (N = 40) with no prior experience in simulation. Participants were randomly assigned to either conventional phantom training or virtual reality (VR) based simulation. Both groups received 10 h of training. Pre- and post-tests involved preparing tooth 46 with a chamfer finish line. Performances were assessed using five criteria: parallelism, occlusal reduction, taper angle, finish line standardization, and presence of undercuts. Each was scored on a 0-10 scale by a blinded evaluator. Statistical analyses were performed using ANOVA with post hoc tests at a significance level of p < .05.</p><p><strong>Results: </strong>Both groups showed improvement in post-test scores The simulation group's post-test performance was found to be significantly higher than that of the other groups. Post hoc analysis confirmed that the simulation group outperformed both its own pre-test and the conventional group's post-test results.</p><p><strong>Conclusions: </strong>Simulation-based training led to significantly higher outcomes in tooth preparation compared to conventional methods. The integration of digital simulation into dental education may enhance clinical readiness by providing individualized, repeatable, and measurable learning environments.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1365"},"PeriodicalIF":3.2,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12502474/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245704","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 flipped classroom improves medical students' skills how to manage medical emergencies-an intervention-control study.","authors":"M Ruesseler, V Britz, A Herrmann-Werner, T Festl-Wietek, C Weckwerth, L Bepler, Y Beaugé, J Sterz","doi":"10.1186/s12909-025-07898-x","DOIUrl":"10.1186/s12909-025-07898-x","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1362"},"PeriodicalIF":3.2,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12502129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245461","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":"Analyzing the relationship between psychometric indices of item analysis with attainment of course learning outcomes: cross-sectional study in integrated outcome-based dental curriculum courses.","authors":"Kiran Kumar Ganji, Nilakantan Ananthakrishnan, Shivasakthy Manivasakan, Mohammed Katib Alruwaili, Meshal Aber Alonazi, Hmoud Ali Algarni","doi":"10.1186/s12909-025-07871-8","DOIUrl":"10.1186/s12909-025-07871-8","url":null,"abstract":"<p><strong>Background: </strong>Assessment plays a crucial role in evaluating student learning and achieving educational goals. This study investigates the relationship between various psychometric properties of assessment items: Discrimination Index, Difficulty Index, KR-20, and KR-21 and the percentage of attainment of Course Learning Outcomes (CLOs) in an integrated, outcome-based dental undergraduate program.</p><p><strong>Methods: </strong>A quantitative, correlational research design was employed at the College of Dentistry, Jouf University, Saudi Arabia, from January to July 2024. Data were collected from three distinct undergraduate courses in the Bachelor of Dental & Oral Surgery program. A total of 425 assessment items were analyzed, ensuring representation across different courses. Psychometric indices were computed using item analysis tool of Blackboard Learning Management System, and CLO attainment was determined based on student performance in mid-block and final block assessments. Pearson correlation analysis examined relationships between CLO attainment and psychometric indices, while multiple linear regression identified significant predictors.</p><p><strong>Results: </strong>The mean CLO attainment was 71.40% (SD = 7.19). A strong positive correlation was found between CLO attainment and the Difficulty Index (r = 0.906, p < 0.01), indicating that as the Difficulty Index increases, CLO attainment improves. CLO attainment also showed a moderate positive correlation with KR-21 (r = 0.701, p < 0.05). Multiple regression analysis identified the Difficulty Index as the most significant predictor of CLO attainment, while other indices, including the Discrimination Index and reliability estimates (KR-20, KR-21), did not show significant predictive power.</p><p><strong>Conclusion: </strong>This study underscores the pivotal role of the Difficulty Index in predicting CLO attainment in dental education. While reliability indices and Discrimination Index contribute to test evaluation, the Difficulty Index is the strongest determinant of student success. These findings provide valuable insights for optimizing assessment strategies to enhance student learning outcomes.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1366"},"PeriodicalIF":3.2,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12502189/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245639","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":"How to use curriculum mapping to ensure a coherent and coordinated learning spiral in a competency-based medical curriculum across two medical universities.","authors":"Tuija Eeva Elisabeth Waldvogel, Monika Link, Giovanni Pedrazzini, Jacqueline Jennebach, Jörg Goldhahn, Olaf Ahlers","doi":"10.1186/s12909-025-07837-w","DOIUrl":"10.1186/s12909-025-07837-w","url":null,"abstract":"<p><strong>Background: </strong>Evaluation of competency-based medical curricula is still a challenge. Curriculum mapping comprises all learning objectives for the learning events which are (usually) mapped to a national framework. This study evaluates coherence within the learning spiral across two consecutive competency-based curricula by usage of curricular maps.</p><p><strong>Methods: </strong>Curriculum mapping data of two undergraduate medical curricula (Bachelor and consecutive Master) from two different Swiss universities was used to evaluate a given topic (in our case cardiology) related to continuity and increasing complexity. In addition, coverage of the Swiss national framework ('PROFILES') was assessed.</p><p><strong>Results: </strong>A continuous exposure to cardiovascular content across the two programs as well as an increasing complexity was found. The analysis further showed that most parts of the national Swiss framework ('PROFILES') are covered to some extent and revealed missing coverage of some parts of the first chapter ('General Objectives') and second chapter ('Entrustable Professional activities').</p><p><strong>Conclusion: </strong>The results support the implicit notion that the medical curriculum across two universities can be coherent and provide the necessary structure to enable a coordinated learning spiral. The approach can be used for any curriculum which has been mapped to a framework to evaluate the coherence and coordination of a learning spiral in each field. This approach can be very valuable especially for medical programs where students change from one institution to another.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1364"},"PeriodicalIF":3.2,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12502588/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245693","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}