BMC Medical Education最新文献

{"title":"Medical education and health professional training during the Syrian conflict: a cross-sectional study.","authors":"Ibrahim Antoun, Osama Barakat, Jameel Soqia, Batoul Sultana, Mohammed Al-Shafie, Batoul Ali, Amal Mahfoud, Georgia R Layton, Mustafa Zakkar","doi":"10.1186/s12909-025-07953-7","DOIUrl":"10.1186/s12909-025-07953-7","url":null,"abstract":"<p><strong>Background: </strong>Prolonged conflict can severely impact medical education systems. In Syria, the effects on students' research training and academic development remain poorly explored. The study examines how the Syrian conflict affected research training, educational barriers, and career intentions among medical students and recent graduates.</p><p><strong>Methods: </strong>An online, English-language questionnaire was distributed to students and trainees from Syrian medical universities. Domains included research exposure, institutional barriers, psychological well-being, and emigration intent.</p><p><strong>Results: </strong>Of 211 individuals who accessed the survey, 208 responded (98.5%). Among them, 87 (42%) were males. Only 80 participants (38%) had received formal research training. Prior research experience was higher in males (53%) than females (40%, p = 0.09; 95% CI: 0.3-3.3). Graduate-level participation was more common in females (61%) than males (30%, p = 0.04; 95% CI: 1.1-4.2). Motivation for research was higher among males (74% vs. 60% strongly agreed, p = 0.05; 95% CI: 0.9-2.8), and males reported more confidence interpreting statistics (mean 2.3 vs. 2.0, p = 0.01; 95% CI: 1.9-5.9). Psychological distress was reported by 160 respondents (77%). 147 (71%) respondents perceived career migration in future, estimating peer emigration intent over 40%.</p><p><strong>Conclusions: </strong>The Syrian conflict has negatively affected medical students' research training and academic confidence, particularly through infrastructure disruption and limited mentorship. Targeted support and international collaboration will be essential to rebuilding capacity in conflict-impacted medical education systems, for the benefit of both the healthcare professionals of the future, and their patients.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1387"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512843/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"One-week training evaluation in hospital palliative care service for advanced nurses: a mixed method study.","authors":"Autelitano Cristina, Alquati Sara, Artioli Giovanna, Bertocchi Elisabetta, Sassi Francesca, Braglia Luca, Tanzi Silvia","doi":"10.1186/s12909-025-08000-1","DOIUrl":"10.1186/s12909-025-08000-1","url":null,"abstract":"<p><strong>Background: </strong>The educational role of a specialist palliative care team is crucial for the growth of nursing students attending a second-level course in palliative care. To our knowledge, the literature on the impact evaluation of clinical training in palliative care is scarce. This study aims to describe and evaluate a one-week training program in a Hospital Palliative Care Unit, specifically designed for nurses who have completed a post-degree university course. The nurse trainees were involved in various activities alongside the specialist team, including clinical, teaching, and research tasks.</p><p><strong>Methods: </strong>The program was evaluated through a retrospective, observational, mixed-method study incorporating before-after training evaluation and consequent concurrent data triangulation. Two tools, reflective writing, and the portfolio, were used for training and research purposes. They have been analyzed qualitatively and quantitatively, respectively.</p><p><strong>Results: </strong>Qualitative analysis of 107 pre-post reflexive writings on students' expectations and desires led us to identify three general themes: (1) Palliative care between present and future, (2) Inpatient palliative care, (3) Metamorphosis of the trainee. Quantitative analysis of the 110 portfolios shows a statistically significant increase in perceived knowledge and skills regarding the meaning of modern palliative care, management of end-of-life, and advanced communication. Concurrent triangulation of data shows a consistency between qualitative and quantitative data.</p><p><strong>Conclusions: </strong>Enabling trainees to work with a specialist hospital palliative care team transfers knowledge relating to the goals of early palliative care and specialist palliative care skills. This study underscores the need for further studies to confirm the structure and the elements of a palliative care internship for post-degree nurses, emphasizing the importance of ongoing research in this field.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1381"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12513095/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does preoperative anxiety influence endodontic skill performance and students' subjective perceptions in an observational simulation-based study?","authors":"Eren Var, Yaren Cam, Eren Pektas, Cihan Kuden","doi":"10.1186/s12909-025-07957-3","DOIUrl":"10.1186/s12909-025-07957-3","url":null,"abstract":"<p><strong>Background: </strong>Preoperative state anxiety is known to influence student performance across diverse dental educational contexts. Yet, its specific impact on root canal treatment outcomes in simulation-based environments remains insufficiently explored. This study investigated the association between preoperative anxiety and students' technical performance and subjective outcomes during their first root canal treatment on extracted molars.</p><p><strong>Methods: </strong>Ninety-three dental students performed root canal treatments on extracted permanent mandibular and maxillary molars. Prior to each procedure, students completed the State-Trait Anxiety Inventory-State (STAI-S) to assess preoperative state anxiety levels. Scores were recorded before the procedure and grouped during the analysis as low (< 44) or high (≥ 45) anxiety. Preclinical performance was evaluated based on total procedure score (access, shaping, obturation, apical accuracy, and cleanliness), treatment duration, distance to the apex, and occurrence of procedural errors. Post-procedure measures included STAI-S, perceived procedural difficulty, self-confidence, and self-reported comprehension. Statistical comparisons were conducted using appropriate parametric or nonparametric tests (t-test, Mann-Whitney U, Wilcoxon signed-rank, chi-square/Fisher's exact), correlations were examined with Spearman's rank test, and inter-rater reliability was assessed with Cohen's Kappa (α = 0.05).</p><p><strong>Results: </strong>No statistically significant differences were observed between low- and high-anxiety groups in total root canal treatment performance scores for either mandibular or maxillary molars (p > 0.05). Treatment duration also showed no meaningful variation between groups (p > 0.05). However, during mandibular procedures, the incidence of over-instrumentation was higher in the low-anxiety group (p = 0.040), whereas a non-significant trend toward increased instrument separation was noted in the high-anxiety group (p = 0.060). High-anxiety groups showed a significant post-procedure decline in anxiety, though scores stayed above the clinical threshold. For subjective outcomes, high-anxiety students reported lower self-confidence during mandibular procedures and lower comprehension ratings during maxillary procedures (p < 0.05). Correlation analyses further indicated that higher anxiety was weakly associated with lower self-confidence in mandibular procedures, and with reduced comprehension and greater perceived obturation difficulty in maxillary procedures.</p><p><strong>Conclusion: </strong>Preoperative state anxiety did not compromise technical performance outcomes, though limited associations were noted in subjective measures. Anxiety at the preclinical stage may influence perceptions more than procedural skills.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1382"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512825/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Performance of multimodal large language models in the Japanese surgical specialist examination.","authors":"Yuji Miyamoto, Takeshi Nakaura, Hiro Nakamura, Toshinori Hirai, Masaaki Iwatsuki","doi":"10.1186/s12909-025-07938-6","DOIUrl":"10.1186/s12909-025-07938-6","url":null,"abstract":"<p><strong>Background: </strong>Multimodal large language models (LLMs) have the capability to process and integrate both text and image data, offering promising applications in the medical field. This study aimed to evaluate the performance of representative multimodal LLMs in the 2023 Japanese Surgical Specialist Examination, with a focus on image-based questions across various surgical subspecialties.  METHODS: A total of 98 examination questions, including 43 image-based questions, from the 2023 Japanese Surgical Specialist Examination were administered to three multimodal LLMs: GPT-4 Omni, Claude 3.5 Sonnet, and Gemini Pro 1.5. Each model's performance was assessed under two conditions: with and without images. Statistical analysis was conducted using McNemar's test to evaluate the significance of accuracy differences between the two conditions.  RESULTS: Among the three LLMs, Claude 3.5 Sonnet achieved the highest overall accuracy at 84.69%, exceeding the passing threshold of 80%, which is consistent with the standard set by the Japan Surgical Society for board certification. GPT-4 Omni closely approached the threshold with an accuracy of 79.59%, while Gemini Pro 1.5 scored 61.22%. Claude 3.5 Sonnet demonstrated the highest accuracy in four of six subspecialties for image-based questions and was the only model to show a statistically significant improvement with image inclusion (76.74% with images vs. 62.79% without images, p = 0.041). By contrast, GPT-4 Omni and Gemini Pro 1.5 did not exhibit significant performance changes with image inclusion.</p><p><strong>Conclusion: </strong>Claude 3.5 Sonnet outperformed the other models in most surgical subspecialties for image-based questions and was the only model to benefit significantly from image inclusion. These findings suggest that multimodal LLMs, particularly Claude 3.5 Sonnet, hold promise as diagnostic and educational support tools in surgical domains, and that variation in visual reasoning capabilities may account for model-level differences in image-based performance.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1379"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12513120/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of the flipped classroom combined with BOPPPS model in standardized residency training for gastrointestinal surgery‌.","authors":"Bin Luo, Fangyao Zhou, Jiabin Zheng, Weixian Hu, Zejian Lv, Zifeng Yang, Xingyu Feng","doi":"10.1186/s12909-025-07855-8","DOIUrl":"10.1186/s12909-025-07855-8","url":null,"abstract":"<p><strong>Background: </strong>Studies demonstrate that both the flipped classroom and the bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary model (the BOPPPS model) work well in medical education. However, limited research has systematically integrated these two approaches into standardized residency training program. This study explores the effectiveness of this combined teaching model in the standardized residency training for gastrointestinal surgery.</p><p><strong>Methods: </strong>68 trainees in the standardized residency training program at the Department of Gastrointestinal Surgery, Guangdong Provincial People's Hospital, were split into two groups: a control group receiving traditional rotation-based training and an experimental group undergoing the flipped classroom approach combined with the BOPPPS model. The two groups of trainees underwent theoretical and practical assessments at the end of rotation. The instructors also evaluated the trainees' performance through a 10-item questionnaire. Additionally, the trainees in the experimental group received a pre-quiz before entering the department, and completed a questionnaire to evaluate the new teaching model at the end of rotation.</p><p><strong>Results: </strong>Both the theoretical and practical assessment scores of the experimental group were superior to those of the control group. The experimental group demonstrated superior performance in several key areas, clinical reasoning, emergency response, and surgical compliance. 97.0% of the trainees believed that the new teaching model was scientific. Furthermore, all trainees agreed that the new teaching model was worthy of promotion.</p><p><strong>Conclusion: </strong>The combined application of the flipped classroom and the BOPPPS model can improve the rotation experience of trainees, enhance their performance, and boost their final grades.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1383"},"PeriodicalIF":3.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512716/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual reality vs. Manikin based training on emergency life saving basic rescue skills: a summative evaluation.","authors":"Saud Al Turki, Diana Skaff, Gadah Mujlli, Burhanettin Ozdemir, Nisreen Maghraby, Leenah Iskandarani, Chady Diab, Mohammad Nimnim Ashour, Afnan Almass, Amal Othman, Abdulmajeed Alghosen, Ibrahim Alsalamah, Maha Alotaibi, Najd Alqahtani, Dua Alguhaimi, Adwa Turki Al-Dawoud, Abdulhakeem Alobaid","doi":"10.1186/s12909-025-07971-5","DOIUrl":"10.1186/s12909-025-07971-5","url":null,"abstract":"<p><p>Ongoing professional development constitutes an essential and necessary process for healthcare practitioners, thereby ensuring their proficiency and relevance within the field. This quantitative summative program evaluation compared the effectiveness of Virtual Reality (VR) technology versus traditional manikin-based simulation in teaching basic rescue skills to first responders in Saudi Arabia. The study, conducted through the Academy of Sciences (AOS), addressed the growing need for innovative, engaging, and efficient healthcare education methods, particularly in the context of the post-COVID-19 landscape. The research evaluated the \"Mongeth\" VR program against conventional manikin simulation training, focusing on key rescue skills including CPR, AED usage, stop the bleed, and choking management. Participants (N = 98) were divided into VR (n = 58) and Manikin (n = 40) groups. Performance was assessed using standardized checklists for various rescue skills. Results demonstrated significantly higher performance scores in the VR group for AED usage (p < 0.001), adult choking management (p = 0.009), infant choking management (p = 0.009), and CPR (p < 0.001). Only the Stop the Bleed assessment showed no significant difference between groups (p = 0.096). Through the lens of Social Cognitive Theory, the study revealed that VR training enhanced learner engagement and self-efficacy while reducing time investment. The findings suggest that VR technology provides a more time-efficient and engaging alternative to traditional manikin-based training, with significant improvements in skills like CPR and choking management, particularly beneficial for busy healthcare professionals and community members requiring basic rescue skills certification. This research contributes to the growing body of evidence supporting the integration of VR technology in healthcare education and has implications for improving population health through more accessible and effective training methodologies.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1375"},"PeriodicalIF":3.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12506426/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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}