BMC Medical Education最新文献

{"title":"Silent struggles: a qualitative study exploring mental health challenges of undergraduate healthcare students.","authors":"Shahd Al-Najdi, Abdulla Mansoor, Ola Al Hayk, Najah Al-Hashimi, Kamran Ali, Alaa Daud","doi":"10.1186/s12909-025-06740-8","DOIUrl":"10.1186/s12909-025-06740-8","url":null,"abstract":"<p><strong>Background: </strong>Mental health is a critical aspect of overall well-being, influencing how individuals think, feel, and perform. Mental health among healthcare students has become a major concern, drawing attention due to its profound impact on their welfare, academic performance, and ability to effectively interact with patients. This paper aimed to explore the experiences of undergraduate healthcare students facing mental health challenges at Qatar University. With a focus on understanding the factors contributing to mental health issues and exploring their coping mechanisms, the research also sought to identify students' recommendations for institutional support to improve their mental well-being.</p><p><strong>Methods: </strong>A qualitative approach using semi-structured face-to-face interviews was employed to collect data. A purposive sampling method was used to recruit students from five healthcare disciplines- Medicine, Dentistry, Pharmacy, Health Sciences and Nursing- who had self-reported mild to moderate depressive symptoms based on the Patient Health Questionnaire (PHQ-9) and Depression Anxiety and Stress Scale (DASS21). A total of 15 interviews were conducted, recorded, and transcribed verbatim, with thematic analysis used to identify key themes.</p><p><strong>Results: </strong>Several themes emerged from the interviews, including academic pressure, social isolation, anxiety, coping mechanisms, fear of failure, and stigma surrounding mental health support. Academic pressure was consistently reported as a major stressor, contributing to anxiety and emotional strain. Social isolation further exacerbated mental health challenges, while many students highlighted a lack of well-established coping strategies. Stigma related to seeking mental health support was a significant barrier, preventing students from accessing available services.</p><p><strong>Conclusion: </strong>The study highlights the mental health challenges faced by healthcare students, emphasizing the need for effective institutional mental health support. Addressing academic pressures, enhancing self-coping mechanisms and social support systems, and reducing the stigma around mental health care are essential steps toward improving student well-being.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"157"},"PeriodicalIF":2.7,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11783715/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076391","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":"Assessment of ABCDE approach knowledge among residents and interns in multiple Egyptian hospitals, a cross-sectional study.","authors":"Mohamed Saad Rakab, Ahmed B Zaid, Malak Abbas Hamadein, Salma Abbas Hamadein, Mahmoud Abd Elgawad Ashour, Alaa Samir El-Shamia, Dina Ayman Mostafa, Rahma Mogahed Rateb, Marwa Abdelrahman Elashry, Mennat-Allah Mostafa El-Badawy, Rehab Shaheen Bahram Shaheen","doi":"10.1186/s12909-025-06668-z","DOIUrl":"10.1186/s12909-025-06668-z","url":null,"abstract":"<p><strong>Background: </strong>The Airway, Breathing, Circulation, Disability, and Exposure (ABCDE) approach is crucial in emergency care, but there may be variability in adherence among healthcare professionals. Inconsistent application of this approach may lead to variations in patient care quality and outcomes. Identifying the factors influencing adherence can help improve training to ensure more effective application across emergency settings. This study explores the theoretical knowledge of the ABCDE approach among Egyptian resident doctors and medical interns.</p><p><strong>Methods: </strong>An online survey was conducted in Egypt targeting resident doctors and medical interns. Statistical analyses were performed using SPSS 26 and Excel, descriptive statistics and association tests were used to measure the relationship between knowledge and demographic factors.</p><p><strong>Results: </strong>The study included 422 medical residents and interns, with most in university hospitals. The average knowledge score of 59.1% exposed specific gaps in understanding, emphasizing deficiencies in 12 questions answered by less than 50%. Notably, 49.5% acquired ABCDE knowledge from medical school, while 28.2% had ALS/BLS courses. Encouragingly, 91.2% expressed willingness for life support training. Statistical analyses unveiled significant associations between knowledge scores and both medical practice settings and sources of ABCDE knowledge. Surgeons exhibited the lowest knowledge scores among participants, emphasizing the need for tailored interventions across specialties.</p><p><strong>Conclusion: </strong>This study addresses a critical gap in ABCDE approach knowledge among Egyptian resident doctors and medical interns. The study points to the need for focused education, especially for surgeons, to improve emergency care skills and patient outcomes through continued training.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"164"},"PeriodicalIF":2.7,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11786368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076456","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":"Design strategies for artificial intelligence based future learning centers in medical universities.","authors":"Yang Xiaowen, Ding Jingjing, Wang Biao, Zhang Shenzhong, Wu Yana","doi":"10.1186/s12909-025-06640-x","DOIUrl":"10.1186/s12909-025-06640-x","url":null,"abstract":"<p><strong>Background: </strong>This study explores the acceptance of artificial intelligence(AI) tools in medical students and its influencing factors, thus providing theoretical basis and practical guidance for the construction of future learning centers in medical universities.</p><p><strong>Methods: </strong>This study comprehensively applied the unified theory of acceptance and use of technology(UTAUT), expectancy confirmation theory (ECT), and innovation diffusion theory (IDT) to analyze the data through structural equation modeling.</p><p><strong>Results: </strong>Effort expectancy (EE), facilitating condition (FC), social influence (SI), and satisfaction (SA) significantly influence medical students' continuance intention (CI) to use artificial intelligence tools. Relative advantage (RA) has a significant impact on medical students' satisfaction (SA) with artificial intelligence tools. Personal innovativeness (PI) plays a significant positive moderating role in the relationships between facilitating condition (FC) and continuance intention (CI), as well as between satisfaction (SA) and continuance intention (CI).</p><p><strong>Conclusions: </strong>The construction of AI-based future learning centers in medical universities should attach importance to providing personalized learning paths, ensuring technical support and training, creating a collaborative and innovative environment, and showcasing the comparative advantage of tools.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"161"},"PeriodicalIF":2.7,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11786482/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076098","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":"Medical student experiences of Case-Based Learning (CBL) at a multicultural medical school.","authors":"Catherine Bruen, Jan Illing, Ronan Daly, Frances Meagher, Caroline Delany, Gozie Offiah, Sally Doherty, Ellen Stuart, Martina Crehan, Helen Kelly","doi":"10.1186/s12909-024-06585-7","DOIUrl":"10.1186/s12909-024-06585-7","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Educational research highlights active approaches to learning are more effective in knowledge retention and problem-solving. It has long been acknowledged that adapting to more active ways of learning form part of the challenge for new university students as the pedagogical distance between the didactical approach largely followed by secondary school systems the world over differs quite significantly from the often more student-led, critical approach taken by universities. University students encounter various learning challenges, particularly during the transition from secondary school to university. Poor adaptation and low performance in the first year of tertiary education can lead to higher failure rates and potential withdrawal from study programmes. Adopting active learning strategies early in this transition phase is crucial for supporting students' adaptation and success. Gaining student engagement with active learning can be a significant challenge when there is an expectation to participate in a discussion or voice an opinion. Case-based learning (CBL), with its scaffolded form of learning, is an approach that could provide the support needed to help multicultural learners adapt to their new learning environment in a non-threatening classroom-based setting. The research question in this study was: what features of CBL support active learning?&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Data was collected using Structured Group Feedback Sessions (SGFS) from 36 students from 12 different countries. Students were placed in eight Structured Group Feedback sessions, a method that facilitates structured discussions and is effect in curriculum evaluation and feedback. The Experience Based Learning model was used as the conceptual framework to guide the analysis, which was completed using the framework analysis method.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Themes were derived from the Experience Based Learning model: affective, pedagogical, and organisational and analysed according to the research question. We found CBL can be used to facilitate active learning with all students at a multicultural medical university. We identified six learning points to highlight features of CBL that support active learning: CBL increased contact with peers and facilitated student bonding; students need to feel psychologically safe to participate; prior learning can enhance confidence to participate; facilitators need to be aware of their role, know about psychological safety, and manage student participation including the dominant voice; some students have a lower tolerance of uncertainty and need additional clarity at the end either via the facilitator or additional notes that provide the key learning points to take away; students became more engaged when a case is aligned to a real patient case giving it authenticity.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;This study explores how CBL can support active learning in a multicultural medical school. W","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"152"},"PeriodicalIF":2.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11781049/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069526","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":"Assessing the disconnect between student interest and education in artificial intelligence in medicine in Saudi Arabia.","authors":"Abeer F Almarzouki, Alwaleed Alem, Faris Shrourou, Suhail Kaki, Mohammed Khushi, Abdulrahman Mutawakkil, Motasem Bamabad, Nawaf Fakharani, Mohammed Alshehri, Mohanad Binibrahim","doi":"10.1186/s12909-024-06446-3","DOIUrl":"10.1186/s12909-024-06446-3","url":null,"abstract":"<p><strong>Background: </strong>Although artificial intelligence (AI) has gained increasing attention for its potential future impact on clinical practice, medical education has struggled to stay ahead of the developing technology. The question of whether medical education is fully preparing trainees to adapt to potential changes from AI technology in clinical practice remains unanswered, and the influence of AI on medical students' career preferences remains unclear. Understanding the gap between students' interest in and knowledge of AI may help inform the medical curriculum structure.</p><p><strong>Methods: </strong>A total of 354 medical students were surveyed to investigate their knowledge of, exposure to, and interest in the role of AI in health care. Students were questioned about the anticipated impact of AI on medical specialties and their career preferences.</p><p><strong>Results: </strong>Most students (65%) were interested in the role of AI in medicine, but only 23% had received formal education in AI based on reliable scientific resources. Despite their interest and willingness to learn, only 20.1% of students reported that their school offered resources enabling them to explore the use of AI in medicine. They relied mainly on informal information sources, including social media, and few students understood fundamental AI concepts or could cite clinically relevant AI research. Students who cited more scientific primary sources (rather than online media) exhibited significantly higher self-reported understanding of AI concepts in the context of medicine. Interestingly, students who had received more exposure to AI courses reported higher levels of skepticism regarding AI and were less eager to learn more about it. Radiology and pathology were perceived to be the fields most strongly affected by AI. Students reported that their overall choice of specialty was not impacted by AI.</p><p><strong>Conclusion: </strong>Formal AI education seems inadequate despite students' enthusiasm concerning the application of such technology in clinical practice. Medical curricula should evolve to promote structured, evidence-based AI literacy to enable students to understand the potential applications of AI in health care.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"150"},"PeriodicalIF":2.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11780997/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069416","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 a simulation-based ophthalmology education workshop for medical students: a pilot project.","authors":"Shikha Bansal, Vishaal Bhambhwani","doi":"10.1186/s12909-025-06712-y","DOIUrl":"10.1186/s12909-025-06712-y","url":null,"abstract":"<p><strong>Background/aims: </strong>Ophthalmology is an under-represented specialty in many medical school curriculums resulting in reduced confidence in medical students and clinicians when dealing with eye conditions. Our study evaluates the impact of a simulation-based education (SBE) workshop to train medical students in ophthalmology.</p><p><strong>Methods: </strong>Second-year medical students were invited to participate in a two-day (eight-hour) simulation-based ophthalmology workshop. Standardised patients, free-to-use simulators, and low-cost eye models were used to teach eye anatomy, physiology, pathologies, skills (slit-lamp, ophthalmoscopy etc.), and eye procedures (cataract surgery, eye lasers etc.). Learners filled questionnaires to evaluate their ophthalmology interest, confidence, and knowledge before the workshop, immediately after the workshop, and three months later. They also answered a feedback survey on the workshop's quality and usefulness immediately after the workshop.</p><p><strong>Results: </strong>Nine students, including six females and three males, participated in the workshop. Pre-workshop, learners' mean self-reported confidence in dealing with ophthalmology patients was 1.8/5 and mean self-reported interest in pursuing an ophthalmology residency was 2.6/5 on a Likert-scale-based questionnaire (on a scale of 1-5). Learners scored a mean of 8.4/15 on an ophthalmology knowledge questionnaire with fifteen questions. Post-workshop (immediate), their mean self-reported confidence was 3.4/5 (p = 0.0001), interest in pursuing an ophthalmology residency was 3.2/5 (p = 0.022), and score on the ophthalmology questionnaire was 13/15 (p = 0.0001). Three months later, students' self-reported mean confidence was 3.2/5 (p = 0.0001), the likelihood of choosing ophthalmology residency was 2.8/5 (p = 0.59), and score on the ophthalmology knowledge questionnaire was 11/15 (p = 0.006). The feedback survey showed that all students found the workshop relevant, comprehensive, easy to understand, and that they gained knowledge/skills applicable to their future clinical practice.</p><p><strong>Conclusions: </strong>A small group SBE ophthalmology workshop improves learners' knowledge, skills, and confidence using an approach they find interesting, with low cost and time investment.</p><p><strong>Trial registration: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"153"},"PeriodicalIF":2.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11780923/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069437","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":"Perceived impact of physiotherapy-related debates on the social platform \"X\" on physiotherapists' professional development and knowledge acquisition: a cross-sectional study.","authors":"Maryam Alasfour, Zainab Lajami, Abdullah Algashami","doi":"10.1186/s12909-025-06760-4","DOIUrl":"10.1186/s12909-025-06760-4","url":null,"abstract":"<p><strong>Background: </strong>In Saudi Arabia, the social media platform \"X\" (formerly known as \"Twitter\") is widely utilized by healthcare professionals. This study aimed to assess the perceived impact of physiotherapy-related debates on X on the professional development and knowledge acquisition of physiotherapists.</p><p><strong>Methods: </strong>A cross-sectional, online survey-based study was conducted among licensed physiotherapists in Saudi Arabia. The study followed established international reporting guidelines, including the Strengthening the Reporting of Observational Studies in Epidemiology, Checklist for Reporting Results of Internet E-Surveys, and Checklist for Reporting Results of Internet E-Surveys.</p><p><strong>Results: </strong>A total of 188 physiotherapists participated, with the majority (n = 143;76.1%) actively using X. Many participants indicated positive impacts on their perspectives or approaches to physiotherapy, enhancement of their critical thinking skills, and acquisition of new knowledge or insights (n = 73; 51.0% agreed, n = 26; 18.2% strongly agreed). Furthermore, participants reported gaining knowledge of research findings (n = 45; 31.5% agreed, n = 44; 30.8% strongly agreed) and new treatment techniques (n = 48; 33.6% agreed, n = 42; 29.4% strongly agreed). Additionally, 30.1% (n = 43) agreed and 6.3% (n = 9) strongly agreed that these debates influenced their professional development, whereas 46.2% (n = 66) remained neutral.</p><p><strong>Conclusions: </strong>Physiotherapy-related debates on the social media platform X positively impacted physiotherapists' perspectives by enhancing critical thinking and knowledge acquisition. Such online debates may serve as valuable tools for professional development in physiotherapy practice.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"155"},"PeriodicalIF":2.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11780977/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069538","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":"Dermatology education in U.S. ophthalmology residency: a survey of the program directors.","authors":"Winnie Fan, Rojina Nekoonam, Saras Ramanathan, Amanda Twigg","doi":"10.1186/s12909-024-06583-9","DOIUrl":"10.1186/s12909-024-06583-9","url":null,"abstract":"<p><strong>Background: </strong>Many ocular conditions have associated dermatological findings. However, the inclusion of dermatology education in U.S. Ophthalmology residency programs remains limited. This study aims to characterize dermatology education in U.S. ophthalmology residency programs through program directors' (PDs') opinions.</p><p><strong>Method: </strong>The authors designed and electronically distributed a national survey in August 2022 to PDs of 124 ophthalmology residency programs. The survey instruments examined the availability and characteristics of dermatology rotation, the PDs' perceptions of such rotation, and their perspectives on trainees' dermatology knowledge. Descriptive statistics were used to summarize survey responses. Sample t-tests were used to compare responses between PDs from programs with and without dermatology rotation.</p><p><strong>Results: </strong>49 PDs (39.5%) responded to the survey. Most programs (n = 27 [61.4%]) did not offer dermatology rotations and, of these programs, most (n = 15 [83.3%]) did not consider increasing dermatology exposure important. 57.1% (n = 8) of PDs at residency programs with dermatology rotation considered such education beneficial for their trainees. Most PDs do not consider their residents comfortable with procedures such as laser or cryotherapy, procedures relevant to ocular care.</p><p><strong>Conclusion: </strong>Dermatology rotations were uncommon among U.S. ophthalmology residencies. Perceptions towards dermatology education varied among PDs, with those from programs with dermatology rotation expressing more favorable opinions.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"151"},"PeriodicalIF":2.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11781010/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069477","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 challenges and opportunities clinical education in the context of psychological, educational and therapeutic dimensions in teaching hospital.","authors":"Azizeh Barry, Azam Shahbaz","doi":"10.1186/s12909-025-06711-z","DOIUrl":"10.1186/s12909-025-06711-z","url":null,"abstract":"<p><strong>Background: </strong>An appropriate clinical environment by providing learning opportunities, plays an important role in preparing students to apply the knowledge learned at the bedside. Since the lived experiences of patients in the clinical environment are effective on the quality of student's learning, the present study was conducted with the aim of explaining the lived experiences of patients regarding bedside teaching.</p><p><strong>Materials and methods: </strong>The present qualitative study was conducted using a content analysis approach in 2023 at the Imam Sajjad educational and therapeutic center affiliated with Tabriz Islamic Azad University of Medical Sciences. The studied samples were selected with purpose-based sampling among the patients admitted to this hospital (18 people). In addition, semi-structured interviews were used to collect data and Graneheim and Lundman's approach for analysis of the data.</p><p><strong>Results: </strong>From the analysis of participants' narratives, 3 subcategories, and 17 primary concepts were obtained, which include the subcategory of the treatment dimension, the subcategory of the psychological dimension, and the next subcategory of education.</p><p><strong>Conclusion: </strong>The results of the study showed that in the treatment dimension, the concerns of patients in bedside clinical education include an increase in the number and duration of visits, fear of students performing incorrect procedures, lack of recognition of the person responsible for treatment and accountability to different people, a feeling of prolonged hospitalization due to the education process, fear and anxiety of the unknown and unfamiliar terms expressed in clinical rounds, increased likelihood of infection due to a large number of students and their examination, less access to the relevant doctor due to academic busyness, and in the human ethical dimension, failure to maintain patient privacy and reporting the patient's condition in public and examination by people of the same sex, lack of attention to the patient and his/her conversations during clinical rounds, and a greater focus on education. Lack of attention to the patient's psychological and social issues and his/her hobbies and greater focus on his/her body, breach of trust, and mental and physical discomfort due to tests and examinations are more common, and in the education dimension, it includes helping to increase patient awareness and increasing patient alertness. Promoting self-care behaviors, increasing patient interest in learning about the disease, encouraging students to learn more, helping to establish communication between patients and healthcare providers, and helping to educate students.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"154"},"PeriodicalIF":2.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11780835/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069557","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":"Medical Student Musculoskeletal Knowledge: Examining the Impact and Value of an Orthopaedic Surgery Clerkship Using the Freedman and Bernstein Examination.","authors":"Nicole Nishime, Mary Seibel, Dieter Lindskog, Daniel Wiznia","doi":"10.1186/s12909-025-06673-2","DOIUrl":"10.1186/s12909-025-06673-2","url":null,"abstract":"<p><strong>Purpose: </strong>Given the importance of musculoskeletal knowledge but the limited orthopaedic instruction offered in medical school, our Orthopaedic Surgery Department developed a three-week clerkship for interested students. This study assesses the clerkship's impact on medical student musculoskeletal knowledge through administration of the Freedman and Bernstein Basic Cognitive Musculoskeletal Examination.</p><p><strong>Methods: </strong>Medical students enrolled in the orthopaedic surgery clerkship between February 2019 and May 2024 were asked to participate in pre- and post-clerkship surveys using the Freedman and Bernstein Basic Cognitive Musculoskeletal Examination. Raw and weighted scores were computed according to the guidelines provided by Freedman and Bernstein. Averaged scores were used to compute mean pre- and post-test scores.</p><p><strong>Results: </strong>There were 64 responses to the pre-test and 33 responses to the post-test. The mean pre-test weighted score was 54% with 12 students (18.8%) passing. The mean post-test score was 70% with 17 students (51.5%) passing. Raw scores showed that musculoskeletal knowledge improved from pre-test (M = 55.13, SD = 19.90) to post-test (M = 70.22, SD = 14.70; p < .001). The results comparing weighted scores showed that the participants' musculoskeletal knowledge also improved from pre-test (M = 52.86, SD = 21.12) to post-test (M = 67.11, SD = 19.02; p < .001).</p><p><strong>Conclusion: </strong>While students demonstrated improved musculoskeletal knowledge after completing our institution's orthopaedic surgery clerkship, almost half of the students did not pass the post-test. Most of the students who did not pass the post-test expressed definite or possible interest in pursuing an orthopaedic surgery residency.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"141"},"PeriodicalIF":2.7,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11776173/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069533","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}