BMC Medical Education最新文献

{"title":"Compassion fatigue among medical students and its relationship to medical career choice: a cross-sectional survey.","authors":"Xuemin Zhong, Junming Chen, Bin Yang, Gongbo Li","doi":"10.1186/s12909-025-07335-z","DOIUrl":"10.1186/s12909-025-07335-z","url":null,"abstract":"<p><strong>Background: </strong>Compassion fatigue can lead to various physical and mental health issues and reduce the work efficiency and motivation of medical professionals. This study explored the prevalence of compassion fatigue among medical students and its relationship to their decision to continue working in clinical medicine after graduation from medical school.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted with clinical medicine students in several hospitals in Southwest China using convenience methods. The Chinese version of the Compassion Fatigue Scale was used to measure compassion fatigue. Additionally, the desire to have a career in clinical medicine after graduation was investigated to determine its relationship to compassion fatigue.</p><p><strong>Results: </strong>A total of 473 medical students participated in the survey. Among the participants, 46 experienced mild compassion fatigue, 205 experienced moderate compassion fatigue, and 210 experienced severe compassion fatigue. The regression analysis showed that a night shift frequency of 2-3 times/week (odds ratio (OR) = 5.33, 95% confidence interval (CI) [1.35, 21.0]), working 8-10 h per day (OR = 2.30, 95% CI [1.01, 5.22]), or working 10 h per day or more (OR = 8.64, 95% CI [1.99, 37.6]) were factors of severe compassion fatigue. Furthermore, 158 participants reported that they did not often or always want to pursue a career in clinical work after graduation. Regression analysis revealed that low empathy satisfaction was an independent risk factor for students not wanting to continue in clinical practice post-graduation (odds ratio = 2.30, 95% CI [1.00, 5.31]).</p><p><strong>Conclusion: </strong>Compassion fatigue is common among medical students and may significantly influence their intention to pursue a medical career after graduation. Educational institutions, medical facilities, and relevant departments should prioritize addressing compassion fatigue in medical students and implementing effective preventive and interventional strategies.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"742"},"PeriodicalIF":2.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096707/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121283","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":"Research training curriculum and projects undertaken by medical students in Australia and new Zealand.","authors":"Joanne Hart, Adam Collison, Jon Cornwall, Natalie Edmiston, Di Eley, Kathryn Hird, Wendy Hu, Eleonora Leopardi, Christine Metusela, Lise Mogensen, Judy Mullan, Shannon Pike, Veronica Preda, Kerry Uebel, Megan Wallace, Justin Bilszta","doi":"10.1186/s12909-025-07339-9","DOIUrl":"10.1186/s12909-025-07339-9","url":null,"abstract":"<p><strong>Background: </strong>Research training is vital to medical education, providing students with essential skills for their future evidence-based practice. Most medical programs worldwide include opportunities for students to implement projects. However, gaps remain in understanding how research training is delivered, integrated and assessed with project completion, and little data exists on the range of project types and topics. This study aims to document research training curricula across Australian and New Zealand medical schools and explore the types of projects undertaken by students.</p><p><strong>Methods: </strong>An online survey of the 23 Australian and New Zealand medical school research training programs was undertaken. The survey recorded details about research training curriculum, project types and topics investigated. The titles of medical student projects completed in 2023 were collected and categorised using standard Australian Bureau of Statistics field of research codes and national health priority areas. Data were analysed using descriptive statistics.</p><p><strong>Results: </strong>Eighteen medical programs responded to the survey (18/23, 78%). The survey responses identified various designs for research training curriculum, including coursework only, and combinations of coursework and different project options. Projects were mandatory in half the programs. Some programs facilitated an Honours year or intercalated higher degree by research. Projects were either integrated into coursework or stand alone, with 78% providing scheduled time to conduct the projects. The titles of 2024 medical student projects completed in 2023 were provided by 17 of the 18 participating medical schools. The research areas covered were broad, with most focusing on biomedical and clinical sciences (69%) or health sciences (20%). Additionally, 34% of the projects addressed Australian National Health Priority areas, with cancer control (28%) and mental health (26%) the most common topics.</p><p><strong>Conclusions: </strong>This study provides a comprehensive overview of the current approaches to research training across medical programs in Australia and New Zealand. It highlights the diverse approaches to this aspect of medical education curriculum and the range of project types and topics undertaken by medical students. The findings provide valuable insights for medical curriculum developers and policymakers and can be used to inform research training practices and outcomes.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"740"},"PeriodicalIF":2.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096762/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121305","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":"Health literacy profiles of undergraduate health students in Brazil: a cluster analysis.","authors":"Paula Rocco Gomes Lima, Suellen Cristina Dias Emidio, Viviane Carrasco, Juliany Lino Gomes Silva, Ana Railka de Souza Oliveira-Kumakura","doi":"10.1186/s12909-025-07104-y","DOIUrl":"10.1186/s12909-025-07104-y","url":null,"abstract":"<p><strong>Background: </strong>Health literacy encompasses the cognitive and social skills required to access, understand, and apply health information, influencing decision-making and disease prevention. Research with health students highlights that incorporating health literacy into curricula enhances competency levels, and impacts the quality of care provided.. This study aimed to assess the health literacy levels among Brazilian undergraduate health students and identify sociodemographic factors associated with health literacy through cluster analysis.</p><p><strong>Method: </strong>This descriptive, cross-sectional study involved 352 undergraduate students from nursing, physiotherapy, nutrition, psychology, and pharmacy courses at a private university inSão Paulo state, Brazil, in 2023. Sociodemographic, health perception, and health condition data were collected. Cluster analysis, based on the Health Literacy Questionnaire, identified distinct health literacy profiles.</p><p><strong>Results: </strong>The highest scores were observed for scale 3-Actively managing my health (2.81) and 9-Understand health information well enough to know what to do (3.78), while the lowest scores were reported for scale 1-Feeling understood and supported by healthcare providers (2.74) and 6-Ability to actively engage with healthcare providers (3.49). Eight clusters were identified. Cluster A showed the highest scores across all scales, representing 5.1% of the sample. This group consisted mainly of females (83.4%), self-identified as White(66.6%), older students (29.59 years), with parents having higher education (50.0%), and studying nursing (38.8%). Cluster H (1.7%) had lowest mean scores for scales 3 (2.07), 6 (1.47), 7 (1.53), 8 (1.67), and 9 (1.37). This group included only females, younger (21.1 years), with parents who had higher education (66.6%), and pharmacy students (50%).</p><p><strong>Conclusion: </strong>Brazilian undergraduate health students face challenges in achieving adequate health literacy. Older female nursing students with higher-educated parents showed better results, while younger pharmacy students were more vulnerable. This pioneering study in Brazilian provides insights into health literacy levels among undergraduate health students and emphasizes the need for educational interventions to bridge gaps. Findings can guide discussions on incorporating health literacy into health curricula to enhance future healthcare professionals'competencies.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"743"},"PeriodicalIF":2.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096478/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121260","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":"Experiences and perceptions of students and faculty with clinical simulation in Uganda: an exploratory study.","authors":"Joshua Epuitai, Pamella R Adongo, Paul Oboth, Felister Apili, Edward Kumakech, Samuel Owusu-Sekyere, Julius N Wandabwa","doi":"10.1186/s12909-025-07322-4","DOIUrl":"10.1186/s12909-025-07322-4","url":null,"abstract":"<p><strong>Introduction: </strong>The use of clinical simulation in Uganda is still low. Experiences regarding the use of simulation in low-resource settings like Uganda have not been widely explored. We aimed to explore the experiences and perceptions of students and faculty regarding simulation in teaching undergraduate students.</p><p><strong>Materials and methods: </strong>The study was conducted at Busitema and Lira Universities in Uganda. We conducted 20 in-depth interviews with the faculty staff and 10 focus group discussions with undergraduate Nursing, Midwifery, Medical and Anesthesia students. Braun and Clarke's interpretative, situated and pragmatic framework was used in sample size determination. We obtained ethical clearance for the study. Thematic analysis was used to analyse the data.</p><p><strong>Findings: </strong>We identified three themes from the data:1) Variable conceptualization of simulation 2) Concerns about realism; and 3) Perceived benefits of simulation. Some viewed simulation as unrealistic, while others thought it felt like a real clinical experience. Simulation was perceived to be more idealistic because it had all the equipment for simulation which differed from the clinical settings which may sometimes lack critical equipment. Simulation was perceived to provide room for mistakes and immediate feedback, boost confidence and self-efficacy, enhance clinical competence, enhance interpersonal behavioral skills, and be more practical. It was seen to prepare students for clinical placement. Although simulation was considered readily convenient and accessible for students, concerns were raised regarding the relevance of simulation in a setting with a high volume of patients for students learning. Divergent views were expressed regarding the transferability of skills from simulation to clinical settings.</p><p><strong>Conclusion: </strong>Students perceived simulation to be beneficial for their learning. However, concerns about the realism, relevance, and transferability of skills from simulation to clinical settings were noted. Clarifying preconceived notions against the use of simulation will enhance its utilisation in educational settings where simulation is not readily embraced.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"746"},"PeriodicalIF":2.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096515/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121256","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":"Dysphagia education in Addis Ababa, Ethiopia: student self-competency ratings during their dysphagia course.","authors":"Sana Smaoui, Sandhya Ganesan, Trish Williams","doi":"10.1186/s12909-025-07365-7","DOIUrl":"10.1186/s12909-025-07365-7","url":null,"abstract":"<p><strong>Purpose: </strong>Training programs focused on dysphagia have been identified as an area needing improvement due to the specialized skills required to provide clinical care to patients with dysphagia. Globally, a lack of standardized training has been recognized and has led to the introduction of competency and training frameworks in the clinical practice of dysphagia. Previous studies have explored the experiences of students in training programs and their self-perceived competency; however, none have explored this in the Ethiopian context due to the infancy of the Speech Language Therapy (SLT) profession within this region. The objectives of this study were to explore patterns in self-perceived competency ratings for SLT students at AAU and determine the impact of clinical experiences during student training.</p><p><strong>Methods: </strong>First- and second-year students enrolled in the two-year SLT Master's program in Ethiopia were taught the dysphagia course in a combined class in English by visiting faculty. A modified Dysphagia Competency Verification Tool (DCVT) was used to assess self-perception of competency in dysphagia. The tool was administered in April 2024, before any dysphagia-related clinical exposure occurred and once again in May 2024, after clinical exposure to patients with dysphagia occurred. Generalized estimating equations (GEE) models were used for the General Skills (DCVT-GS) and Direct Patient Care (DCVT-DPC) subtests to study variations in responses for self-perceived competency. The models included covariates of sex, background in SLT, dysphagia-specific patient exposure and a repeated factor of survey timepoint.</p><p><strong>Results: </strong>In total, 38 responses were collected across two time points and from all 19 participants. The SLT students were mostly female (n = 16; 84%) with ages ranging from 21 to 46 years. The GEE model for DCVT-GS identified significant main effects of background in SLT (p = 0.018), dysphagia patient exposure (p = 0.019), and survey timepoint (p < 0.001). The GEE model for DCVT-DPC demonstrated significance for background in SLT (p < 0.001), dysphagia patient exposure (p = 0.009), and sex (p = 0.031).</p><p><strong>Conclusion: </strong>Regardless of DCVT domain, SLT graduate student clinicians were more likely to perceive themselves as \"adequate\" in their ratings at the second timepoint following clinical interactions, if they had prior SLT experience, including prior dysphagia experience. Training programs exploring dysphagia competency are encouraged to provide increased exposure to patients with dysphagia to support increased self-perceived competency scores.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"737"},"PeriodicalIF":2.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12093859/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112627","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":"Mapping the multidimensional factors of medical student resilience development: A scoping review.","authors":"Syeda Rubaba Azim, Muhamad Saiful Bahri Yusoff, Nurhanis Syazni Roslan","doi":"10.1186/s12909-025-07290-9","DOIUrl":"10.1186/s12909-025-07290-9","url":null,"abstract":"<p><p>Resilience plays a vital role in promoting mental wellbeing by facilitating recovery from stressful experiences. Medical students face intense academic and clinical requirements throughout their rigorous training. However, existing literature has predominantly focusing on individual attributes, neglecting the significant role that educational institutions play in resilience development. This scoping review seeks to comprehensively map both individual and institutional factors that contribute to the resilience development among medical students. This scoping review adhered to the Joanna Briggs Institute (JBI) methodology and following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. To ensure a rigorous and comprehensive search, multiple databases including Google Scholar, Scopus, PsycINFO, and PubMed were searched for relevant studies published in English between 2000 and Feb 2025, focusing on the resilience or mental health of undergraduate medical students. Two reviewers independently screened the articles, and any discrepancy were resolved through a third reviewer. A descriptive analytical approach and thematic analysis were used to identify key themes in the data. Fifty-nine studies, mostly cross-sectional, were included. Identified themes were broadly categorize into individual factors (e.g., gender, personality traits, personal life events, financial constraints, health-related issues, academic performance) and institutional factors (e.g., academic workload, faculty support and peer interaction, learning environment, extracurricular activities, support systems). This review highlighted that both personal and institutional factors substantially impact medical students' resilience development. Cultivating a supportive learning environment, strengthening faculty-student relationships, and implementing targeted interventions such as resilience training, mentorship, and increased academic and financial support as well as access to mental health resources can mitigate stressors and enhance students' resilience. Addressing these multifaceted factors will empower medical students to thrive both personally and professionally, ultimately contributing to the provision of high-quality patient care.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"744"},"PeriodicalIF":2.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096491/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121289","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":"Prevalence of adult ADHD among surgical trainees: a cross-sectional study from a Turkish University Hospital.","authors":"Gonca Ayse Unal, Selin Balki Tekin, Ayse Nur Inci Kenar","doi":"10.1186/s12909-025-07327-z","DOIUrl":"10.1186/s12909-025-07327-z","url":null,"abstract":"<p><strong>Background: </strong>The similarities between the clinical symptoms and temperament characteristics of individuals with attention deficit hyperactivity disorder (ADHD) and the surgical personality are noteworthy and the ADHD research in surgeons has remained neglected. In this study, the aim was to investigate the frequency of adult ADHD in Turkish surgical trainees and its effects on their medical branch selection.</p><p><strong>Methods: </strong>The 114 participants in the study were evaluated using a Sociodemographic Data Form, which included factors affecting the choice of surgical branches, and the Adult ADD/ADHD DSM IV-Based Diagnostic Screening and Rating Scale.</p><p><strong>Results: </strong>32.5% of the participants were female, 66.7% were male. The mean age of the participants was 28.21 ± 2.43. Adult ADHD symptoms were found in 31.6% of the surgeons, of which n = 13(36.1%) were the inattentive subtype, n = 14(38.9%) were the hyperactivity subtype and n = 9(25.0%) were the combined subtype. While a statistically significant difference was found between departments in terms of inattention subtypes (p = 0.003), no statistically significant difference was found in terms of hyperactivity subtype (p > 0.005).</p><p><strong>Conclusions: </strong>This study highlights that ADHD is common among surgical trainees and its assessment may be significant. It was hypothesized that surgical trainees with ADHD may have chosen the field of surgery as a way of coping with the disorder. It was thought that the demanding nature of surgical work may provide a favourable environment for those with ADHD, allowing them to channel their innate characteristics into a focused and goal-directed pursuit.</p><p><strong>Trial registration: </strong>Clinical trial number: not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"745"},"PeriodicalIF":2.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096730/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121304","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":"Improving nurse's knowledge, attitudes, and skills in lactation and breastfeeding management using a blended learning approach: a quasi-experimental study.","authors":"Poonam Joshi, Ritu Pal, Jamuna Rani R, Ananya Mukhopadhyay, Nihar Rajan Mishra, Surya Kant Tiwari, A Malarselvi","doi":"10.1186/s12909-025-07341-1","DOIUrl":"10.1186/s12909-025-07341-1","url":null,"abstract":"<p><strong>Background: </strong>Breastfeeding is crucial for newborn health; however, India faces unique challenges in promoting breastfeeding. Nurses play a vital role in supporting breastfeeding, and their knowledge, attitudes, and skills are essential. This study aimed to assess the effectiveness of a blended learning approach in improving nurses' competencies in lactation and breastfeeding management.</p><p><strong>Methods: </strong>A quasi-experimental, one-group pre-test and post-test study was conducted with 129 newly appointed nurses at a tertiary care center in India. The intervention was a week-long blended learning program that included self-study materials, interactive sessions, and hands-on practice. Nurses' knowledge, attitudes, and skills were assessed before, immediately after, and three months post-intervention using structured questionnaires and observation checklists.</p><p><strong>Results: </strong>Nurses' knowledge scores significantly improved immediately post-intervention (24.7 ± 3.8) and were sustained at three months (24.2 ± 3.6) compared to pre-intervention (17.5 ± 4.9) (p < .001). The majority of nurses demonstrated a good attitude post-intervention (63.6%), which further increased at three months (79.1%). Skill scores related to positioning and attachment, management of breast problems, manual expression of milk, paladai feeding, and orogastric tube feeding significantly improved post-intervention and were maintained at three months after the intervention.</p><p><strong>Conclusions: </strong>The blended learning approach effectively improved nurses' knowledge, attitudes, and skills in lactation and breastfeeding management, with sustained competencies at three months post intervention. Implementing regular training programs and incorporating lactation education into nursing curricula can enhance nurses' capacity to support optimal breastfeeding. Future studies should explore the impact of these interventions on patient outcomes.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"732"},"PeriodicalIF":2.7,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12093762/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112631","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":"Knowledge, attitudes, practices, and burnout related to respiratory support among healthcare professionals in central China: a structural equation modeling study.","authors":"Tao Cui, Jie Lui, Bin Chen, Chuangwei Yu, Yunli Hu, Chuanfei Bao, Shuguang Zhao","doi":"10.1186/s12909-025-07302-8","DOIUrl":"10.1186/s12909-025-07302-8","url":null,"abstract":"<p><strong>Background: </strong>Burnout, marked by emotional exhaustion and reduced clinical performance, may impair the effective application of noninvasive respiratory support (NIRS) and timely transition to invasive methods, potentially affecting patient outcomes. This study aims to identify the impact of burnout on the knowledge, attitudes, and practices (KAP) of healthcare professionals in the application of respiratory support, and further explore how other factors may influence these areas.</p><p><strong>Method: </strong>A cross-sectional study was conducted from November 15, 2023, to December 14, 2023, at multiple hospitals in central China, involving key departments such as emergency, respiratory, cardiology, and critical care. Demographic information, alongside scores measuring KAP was gathered through the dissemination of questionnaires. Knowledge was assessed using a scoring system (range: 0-24), while attitude and practice were measured using 5-point Likert scales, with score ranges of 8-40 and 8-56, respectively. The Chinese version of the Maslach Burnout Inventory General Survey (MBI-GS) was used to assess occupational burnout.</p><p><strong>Results: </strong>A total of 517 valid questionnaires were enrolled, including 284 (54.9%) nurses, and 269 (52%) had worked for less than 10 years. The median scores for knowledge, attitude, practice, and burnout were 20, 26, 38, and 40, respectively. Participants from private hospitals exhibited burnout scores higher than 50. Burnout was negatively correlated with both attitude (r = -0.289) and practice (r = -0.206). Multivariate logistic regression showed that practice, as the dependent variable, was independently associated with a knowledge score below 20 (OR = 0.441, 95% CI: [0.297, 0.657]), an attitude score below 26 (OR = 0.493, 95% CI: [0.335, 0.724]), and burnout scores below 40 (OR = 0.539, 95% CI: [0.364-0.796]) were independently associated with practice. Age above 40 years (OR = 0.470, 95% CI: [0.264, 0.837]), being a nurse (OR = 0.627, 95% CI: [0.424, 0.928]), and lack of recent training in respiratory support (OR = 0.590, 95% CI: [0.403, 0.866]) were also associated with lower practice scores.</p><p><strong>Conclusions: </strong>Healthcare professionals had sufficient knowledge, positive attitudes, and proactive practices regarding the application of respiratory support. However, the impact of burnout must not be overlooked, even for those scoring below the threshold (50 points), as burnout can still significantly affect clinical performance. Healthcare institutions should prioritize continuous education and training programs focusing on respiratory support, especially for high stress environment professionals, to enhance clinical practice and patient outcomes.</p><p><strong>Clinical trial number: </strong>not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"735"},"PeriodicalIF":2.7,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12093867/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112633","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 systematic review of the content and delivery of clinical knowledge in orthodontic postgraduate programs.","authors":"Martin Baxmann, Krisztina Kárpáti, Zoltán Baráth","doi":"10.1186/s12909-025-07361-x","DOIUrl":"10.1186/s12909-025-07361-x","url":null,"abstract":"<p><p>Orthodontic postgraduate education plays a critical role in developing clinical competence, yet substantial variability exists in how programs structure, deliver, and assess clinical knowledge. This systematic review aimed to evaluate the content and delivery of clinical knowledge in orthodontic postgraduate programs and their reported impact on trainee competence. The review followed PRISMA 2020 guidelines and a pre-specified protocol. A comprehensive search was conducted across PubMed, Cochrane Library, ERIC, and CINAHL for studies published between January 2000 and December 2024. Gray literature and reference lists were also screened. Eligible studies included randomized controlled trials, cohort studies, and cross-sectional studies involving postgraduate orthodontic students or educators, with interventions related to instructional strategies or clinical knowledge delivery. Qualitative studies and those focused solely on undergraduate or continuing education were excluded. Following duplicate removal, 104 records were screened, and 30 studies met the inclusion criteria after full-text assessment. Study selection and data extraction were performed independently by two reviewers, with discrepancies resolved by a third. Risk of bias was assessed using the Newcastle-Ottawa Scale, and quality of evidence was evaluated using the GRADE framework. Due to heterogeneity in study design and outcome measures, a narrative synthesis was conducted. Instructional strategies included didactic lectures, problem-based learning, scenario-based simulations, digital learning platforms, and structured assessments such as Mini-CEX and OSCE. Feedback-oriented and interactive methods were consistently associated with improvements in clinical reasoning, procedural skills, and learner confidence. However, substantial variability existed in assessment formats and feedback implementation across institutions. Newcastle-Ottawa scores indicated generally strong selection and outcome measurement, though comparability was often limited. GRADE assessments showed most studies were of moderate quality due to inconsistency or imprecision. These findings highlight the need for harmonized, evidence-based frameworks to guide the delivery and assessment of clinical knowledge in orthodontic postgraduate education, while allowing for flexibility based on institutional context. Efforts to standardize assessment strategies and integrate technology-enhanced learning may support improved competence development across diverse programs.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"736"},"PeriodicalIF":2.7,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12093840/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112529","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}