BMC Medical Education最新文献

{"title":"Developing a program logic model for evaluation and research of a rural medical training stream.","authors":"Lara Fuller, Jessica Beattie, Vivienne Ramsbottom, Brendan Condon, Thomas Majer, Erik Martin, Nicole Mercer, Kellie Britt, Deborah Baldi, Tim Walker, Laura Gray, Janet McLeod, Gary D Roger","doi":"10.1186/s12909-025-07315-3","DOIUrl":"10.1186/s12909-025-07315-3","url":null,"abstract":"<p><strong>Background: </strong>In response to rural medical workforce shortages in Western and Southwestern Victoria, Australia, Deakin University's School of Medicine established a dedicated Rural Training Stream (RTS) within its graduate entry Doctor of Medicine course in 2022. Consistent with the school's intention to promote social accountability, the RTS embodies a place-based approach, aiming to recruit 30 local applicants annually and train them in situ, thereby maximising opportunities for deeper connections with their communities and enhancing the likelihood of future local workforce retention. To underpin and facilitate collaborative program evaluation and research conceptually, a Program Logic Model (PLM) was developed. A PLM was chosen as the basis of this evaluation framework due to its foundations in systems and complexity theory and its amenity to collaborative development.</p><p><strong>Methods: </strong>The PLM was developed using a stepwise, participatory approach, incorporating the contributions of a broad range of educators involved in the RTS program. Over a period of three months, participant input was provided through individual submissions and group workshops, sequentially developing each component of the model. Data gathered were summarised, reviewed and validated by the group periodically.</p><p><strong>Results: </strong>The development of the PLM brought together a diverse group of academic and professional educators during the early stages of delivery of a new program, providing an opportunity for consensus building and the development of a shared understanding of the goals and objectives of the program. The developed PLM provides three clear objectives related to recruitment, training and professional identity formation. Short, medium and long-term outcomes aligned with each of these areas provide key reference points for the design of a comprehensive program of evaluation and research that is clearly linked to the program's goals.</p><p><strong>Conclusion: </strong>The development of a PLM for Deakin's new RTS has provided an accessible roadmap that transparently communicates the design of the program to enhance local workforce outcomes for the rural communities that Deakin serves. The PLM provides a shared foundation for program-related evaluation and research, that is aligned with the strategic goals and desired outcomes.</p><p><strong>Trial registration: </strong>Clinical trial number: not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"749"},"PeriodicalIF":2.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128404","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":"Enhancing medication error reporting through interprofessional education: analysis of Medwatch reporting accuracy and completion rates between teams and individuals.","authors":"Aline H Saad, Rehab Bondok, Farah Sayeg, Brian J Barnes, Caitlin E Rukat, Candice Garwood, Diane L Levine","doi":"10.1186/s12909-025-07349-7","DOIUrl":"10.1186/s12909-025-07349-7","url":null,"abstract":"<p><strong>Background: </strong>Each year, the Food and Drug Administration receives over 2 million adverse event and medication error reports, which are likely underreported. Interprofessional education (IPE) is well positioned to provide team-based training regarding medication safety and related reporting tools. This study evaluated the effectiveness of a single IPE session designed to improve the completion and accuracy of healthcare professional students' reporting of medication errors.</p><p><strong>Methods: </strong>An IPE session, with medical and pharmacy students, presented a case report involving a medication dispensing error that resulted in a patient's death. The session included three components: the case presentation; a discussion of the implications of the medication error on the patient, family, and care providers; and a hands-on activity where students practiced error reporting using a simulated MedWatch platform. The students' reports were analyzed for completeness and accuracy, based on data available from the case presentation. Individual versus team submissions across disciplines were compared.</p><p><strong>Results: </strong>Of the 701 participants who completed the session between 2021 and 2024, 225 submitted the simulated MedWatch report (32% response rate). This final sample included 111 medical students, 53 pharmacy students, and 61 interprofessional teams. The median form completion rate for teams was 88.9% compared to 55.6% for individuals. Teams demonstrated higher form accuracy rates (66.7%) compared with individuals (38.9%). Students agreed that practicing the reporting of an adverse drug event was a useful activity, while pharmacy students (p = 0.014) and teams (p = 0.043) felt more confident reporting an adverse drug event than medical students after this activity.</p><p><strong>Conclusion: </strong>Following an IPE training session focused on error reporting, we observed that team-based submission of MedWatch forms resulted in improved completion and accuracy rates. Integrating an interprofessional training session focused on medication safety and error reporting in health professionals' curricula appeared to be effective in the short term. Longer term studies are necessary to determine the impact and durability of this training.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"756"},"PeriodicalIF":2.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12100788/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128750","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":"Impact of video-based educational intervention on knowledge and perception of polycystic ovarian syndrome among pharmacy students: a pre-post interventional study.","authors":"Chibueze Anosike, Christabel Ogechukwu Okoye, Nnanyelugo Ogechukwu Isiogugu, Chigozie Gloria Anene-Okeke, Ezinwanne Jane Ugochukwu, Vanessa Chinweike Okonkwo, Japhet Percy Udoh, Maureen Chiamaka Ukpaka, Sonna Ausla Nebonta, Onyinyechi Gift Okpe","doi":"10.1186/s12909-025-07373-7","DOIUrl":"10.1186/s12909-025-07373-7","url":null,"abstract":"<p><strong>Background: </strong>Polycystic ovarian syndrome (PCOS) is the leading cause of anovulatory infertility among women of reproductive age. Pharmacy students and other healthcare trainees have been shown to have limited knowledge of PCOS. Therefore, this study aimed to investigate the impact of video-based educational intervention on knowledge and perception of PCOS among final-year undergraduate pharmacy students in a Nigerian public university.</p><p><strong>Methods: </strong>A pre-post video-based interventional study was conducted among all final-year undergraduate pharmacy students in a Nigerian public university. Informed consent was obtained from all eligible participants. Data were collected using a validated self-administered questionnaire before and after administering the intervention. Descriptive statistics, paired t-tests, and independent t-tests were used for data analysis. The level of significance was set as p < 0.05.</p><p><strong>Results: </strong>Of the 306 pharmacy students who participated in the study, more than half were female (n = 168, 54.9%), aged 20 to 24 years (n = 166, 54.2%), and had one to three female siblings (n = 189, 61.8%). About 82% of the pharmacy students had heard of PCOS (n = 250). Video-based educational intervention significantly improved pharmacy students' knowledge of PCOS (90.42 ± 12.85 vs. 47.51 ± 25.97, t = -25.494, p = 0.001). However, there was no significant difference in the students' perception towards PCOS before and after the intervention (18.35 ± 5.50 vs. 18.33 ± 5.36, t = 0.045, p = 0.965).</p><p><strong>Conclusion: </strong>Video-based intervention improved the knowledge of pharmacy students about PCOS, but had no significant impact on their perception towards the disorder. Being a female student was associated with a better understanding and a more positive perception towards PCOS.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"758"},"PeriodicalIF":2.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12100836/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128700","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 three different techniques used to improve vein prominence on the first peripheral venous catheterization experience in nursing students: a randomized controlled study.","authors":"Hülya Yılmaz, Dilek Yılmaz, Hava Gökdere Çinar","doi":"10.1186/s12909-025-07350-0","DOIUrl":"10.1186/s12909-025-07350-0","url":null,"abstract":"<p><strong>Background: </strong>Peripheral venous catheterization (PVC) insertion is a complex sensory-motor skill that can be difficult for nursing students to acquire.</p><p><strong>Objectives: </strong>The authors aimed to examine the effect of three techniques used to improve vein prominence on achievement, knowledge, and psychomotor skills in the first PVC experience in nursing students.</p><p><strong>Methods: </strong>A single-center, parallel-group, randomized control study. Near-infrared light visualization (n = 49) and isometric exercise (n = 50) techniques were used in the intervention group, while the standard technique was used in the control group (n = 48). Data was collected using Prominence of the Veins, PVC Knowledge Evaluation Form, and Checklist for PVC.</p><p><strong>Results: </strong>In intra-group comparisons, participants in all three groups showed statistically significant improvements in their pre-and post-test knowledge scores. Regarding PVC psychomotor skills, no differences were seen between the groups in this study. A statistically significant difference was found between the groups in their success rate in acquiring the skill of PVC at the first attempt. It was seen that the most successful group was the infrared light visualization group.</p><p><strong>Conclusions: </strong>This study highlighted the significant effect of isometric exercise and NIR vascular imaging in increasing vein prominence in nursing PVC training. The findings support the importance of using NIR light visualization technology and isometric exercise training tools for successful PVC placement.</p><p><strong>Registration: </strong>The trial was retrospectively registered at the ClinicalTrials.gov Protocol Registration and Results System (PRS) (ClinicalTrials.gov ID: NCT06056531).</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"757"},"PeriodicalIF":2.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12100816/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129085","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":"Correction: The impact of hidden curriculum factors on professional adaptability.","authors":"Danial Behmanesh, Shahram Jalilian, Akbar Babaei Heydarabadi, Mehrnaz Ahmadi, Nasrin Khajeali","doi":"10.1186/s12909-025-07376-4","DOIUrl":"10.1186/s12909-025-07376-4","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"753"},"PeriodicalIF":2.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12100963/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128058","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":"Training academic staff for effective feedback in workplace-based assessment: a study in Bhutan.","authors":"Sontosh Mukhia, Karma Tenzin","doi":"10.1186/s12909-025-07314-4","DOIUrl":"10.1186/s12909-025-07314-4","url":null,"abstract":"<p><strong>Introduction: </strong>The feedback plays a critical role in competency-based education in both undergraduate and Postgraduate medical education. The study explores the impact of a faculty development program on feedback practices of residents and faculty of ENT and ER medicine at Gyalpo University of Medical Sciences of Bhutan (KGUMSB).</p><p><strong>Methods: </strong>This mixed method study was conducted in two departments with 14 faculty members participating in the study. The questionnaire was used to obtain the perception of feedback before and after a Faculty Development Training (FDT) on good feedback practices. Student \"t\" test was used to compare the feedback perception at day 0 and 6 months and the responses were qualitatively analyzed using thematic analysis.</p><p><strong>Results: </strong>(a) Quantitative: The confidence of faculty to provide feedback improved significantly after FDT as compared to before FDT and it persisted in the same for 6 months (p-value 0.041 and p-value 0.027 respectively). The overall perception of feedback as a tool significantly changed positively after FDT and at 6 months (p-value p-value = 0.000). (b) Qualitative: Two thematic areas of process and teaching-learning were analyzed. Faculty showed improved and more focused feedback after training, but signs of decline by 6 months highlighted the need for refresher training. Feedback initially improved for residents, as it became more constructive and useful, though by 6 months, it showed potential for further refinement and consistency. 55 -CONCLUSIONS: The findings from this study are suggestive that feedback may have excellent potential as a tool for enhanced student learning in WPBA encounters.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"748"},"PeriodicalIF":2.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096605/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129116","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":"Towards a more equitable future: development, implementation, and evaluation of a novel e-course on racial disparities in pain management for medical students.","authors":"Meredith Stensland, Natalie Maples, Elizabeth Sanford, Melissa Martinez","doi":"10.1186/s12909-025-07196-6","DOIUrl":"10.1186/s12909-025-07196-6","url":null,"abstract":"<p><strong>Background: </strong>Chronic pain is a major global public health concern, and racial minorities face significant challenges and inequity in receiving quality pain management. Implicit bias among healthcare providers contributes to these racial disparities. The purpose of this study was to develop, implement, and evaluate a brief online course, whereby the overall aim was to educate medical students about the reality of racial disparity in pain assessment and management, enhance empathy, and reduce implicit bias.</p><p><strong>Methods: </strong>This study evaluated a 90-min self-paced online e-course using a 20-item pre-post test design with a 5-point Likert scale, and six course-specific evaluative items. Data were analyzed using t-tests. Demographic differences in learning outcomes were also examined.</p><p><strong>Results: </strong>A total of N = 605 medical students (age 25.5 ± 3.6 years; 55.7% female) participated in this study. In within-subject analyses, 19 of the 20 test items pertaining to the existence of racial disparities and implicit bias in pain care demonstrated significant increase in agreement following course completion (Ps < .001). Male students were more likely than female students to endorse factually incorrect statements (Ps < .05), just as Doctor of Osteopathic Medicine (DO) students were more likely than Doctor of Medicine (MD) students to endorse factually incorrect statements (Ps < .001). Racially diverse students agreed more strongly than white students that more time should be devoted to pain in medical education (P = 0.011).</p><p><strong>Conclusions: </strong>Providing education to medical students about racial disparities and implicit bias in pain care is one approach to reducing disparities. This research underscores the need for more comprehensive and focused education on pain management and racial disparities within medical curricula to better prepare future physicians to deliver equitable care.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"752"},"PeriodicalIF":2.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12100820/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129079","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":"Development of entrustable professional activities framework for clinical microbiology residency: a national multi-step consensus using modified Delphi study.","authors":"Mennatallah H Rizk, Niveen Ghoraba, Hanaa S Elhoshy, Omayma Hamed","doi":"10.1186/s12909-025-07345-x","DOIUrl":"10.1186/s12909-025-07345-x","url":null,"abstract":"<p><strong>Background: </strong>While competency-based education has gained prominence in preparing professionals for practice, clinical microbiology residency programs face a challenge in defining specific, observable tasks that align with Entrustable Professional Activities (EPAs). The current lack of a standardized set of EPAs tailored to clinical microbiology creates a gap in assessing learner proficiency and educational outcomes.</p><p><strong>Objectives: </strong>This study aims to develop and validate a set of specific EPAs for clinical microbiology using a multi-step national expert consensus-building process.</p><p><strong>Methods: </strong>This study was conducted in Egypt, involving experts from various medical schools across the country. As the first step, a thorough literature review was undertaken to identify potential EPAs pertinent to clinical microbiology residency programs. Then, evaluation of EPAs for quality and structure using EQual rubric involved five experts in medical education and clinical microbiology, resulting in the confirmation of relevant EPAs. Subsequently, three rounds of the modified Delphi method were employed, engaging ten clinical microbiology experts from various medical schools. Simultaneously, content validity was assessed based on these ratings. Participants also determined the appropriate year of entrustment for each EPA item, and an 80% Validity index agreement threshold was calculated to ensure consensus among participant groups.</p><p><strong>Results: </strong>The use of the literature review and initial expert evaluation using EQual rubric confirmed 39 out of the initially identified 43 EPAs. Following the modified Delphi method rounds, 16 EPAs gained acceptance, signifying their relevance and appropriateness for clinical microbiology residency training. These EPAs were categorized into key areas, including preanalytical testing and quality assurance, microbiological techniques and diagnostics, infection control and safety practices, clinical leadership and teamwork, research and development, and laboratory management and communication.</p><p><strong>Conclusions: </strong>This study developed 16 EPAs for clinical microbiology residency programs. These EPAs were developed using a robust multi step validation study. This provides a further step towards competency-based postgraduate training in clinical microbiology.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"755"},"PeriodicalIF":2.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12100941/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128737","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 and effectiveness of blended learning in medical imaging via the technology acceptance model.","authors":"Xiaofen Sun, Jianghua Wan, Zhiqun Li, Rong Tu, Juan Lin, Xiaohua Li, Jianqiang Chen","doi":"10.1186/s12909-025-07293-6","DOIUrl":"10.1186/s12909-025-07293-6","url":null,"abstract":"<p><p>Blended learning, which integrates online education with face-to-face instruction, is becoming an increasingly vital component of higher education. While there is an extensive research on blended learning, studies specifically examining student perceptions in the field of medical imaging are limited. This study investigates the satisfaction and behavioral intentions of students enrolled in a blended \"Medical Imaging\" course at Hainan Medical University. We employed a quantitative research approach, using a modified Technology Acceptance Model (TAM) questionnaire to fit the specific context of blended learning. Data were collected from 145 valid responses and analyzed using SPSS 26 and Smart-PLS 3.3.3. The findings reveal that blended learning positively impacts student satisfaction and engagement, underscoring its value in higher education. Additionally, the study supports the integration of the TAM to enhance the effectiveness of blended learning for students.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"739"},"PeriodicalIF":2.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12093896/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121185","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":"Pay to win? Exploring medical students' use of, and access to, paid commercial educational resources.","authors":"Michaela Vernon, Nadin Hawwash, Enam Haque, Harish Thampy","doi":"10.1186/s12909-025-07233-4","DOIUrl":"10.1186/s12909-025-07233-4","url":null,"abstract":"<p><strong>Background: </strong>Medical students are often driven by assessment-focused outcomes, aiming not only to pass and progress but also to enhance their academic rankings and achieve awards that influence future recruitment in a highly competitive job market. Consequently, there is growing reliance on the rapidly expanding range of commercial educational resources. However, these resources typically require paid subscriptions, creating barriers for students, particularly those from widening participation backgrounds. This study examines the support medical schools provide for paid commercial educational resources and explores medical students' perceptions of these resources, with a focus on potential inequities.</p><p><strong>Methods: </strong>Two separate questionnaires were utilised. The first was distributed to assessment leads at all UK medical schools to determine whether formal guidance or funding for paid resources was provided. The second was sent to all 915 Year 3 and Year 4 students at our medical school to assess their annual expenditure on paid commercial resources, frequency of use, perceived impact on examination outcomes, and attitudes toward the integration of these resources into their studies.</p><p><strong>Results: </strong>Thirty out of 43 (70%) medical schools completed the first questionnaire. Half provided guidance on paid resources, and seven offered funding support. Schools expressed concern about the quality assurance process in place for commercial paid-for platforms and the risks this could pose for students' learning. Ninety-nine out of 915 (10.8%) medical students responded to the second questionnaire; 96% reported paying for online resources, on a background of 64% expressing general financial concerns. These resources were widely used, considered essential for success in summative assessments, and perceived as a cultural norm among medical students. Students also acutely recognised the inequities that use of these commercial resources created within their peer group.</p><p><strong>Conclusions: </strong>Medical schools should recognise the ubiquitous use of paid-for commercial resources among their students and the consequent inequities, which may disproportionately impact individuals from disadvantaged backgrounds. We recommend medical schools provide their students with guidance on the potential benefits and pitfalls of commercial resources, including the development of skills to appraise content critically. Additionally, institutions should explore strategies to mitigate disparities in access, ensuring that all students, irrespective of their socioeconomic status, are afforded equitable opportunities to succeed.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"738"},"PeriodicalIF":2.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12093721/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121291","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}