BMC Medical Education最新文献

{"title":"Psychometric evaluation of a structured assessment tool for nurse anesthetists' non-technical skills.","authors":"Martin Jarl, Cecilia Escher, Piotr Harbut, Helen Conte, Ulrica Nilsson","doi":"10.1186/s12909-025-07297-2","DOIUrl":"10.1186/s12909-025-07297-2","url":null,"abstract":"<p><strong>Background: </strong>Non-technical skills are the essential cognitive, social, and personal resources contributing to safe and efficient task performance. An assessment tool can facilitate the development and teaching of non-technical skills. The nurse anesthetist non-technical skills tool includes four categories and fifteen elements and is an adaptation of the existing tools for physician anesthetists and Danish nurse anesthetists. The ratings are on a five-step scale, with an option to select \"Not Relevant\". Since there doesn't exist an assessment tool for Swedish nurse anesthetists' non-technical skills, the aim of the study was to translate and adapt the assessment tool for nurse anesthetists' non-technical skills to a Swedish context and test its psychometric qualities among nurse anesthetists with experience in teaching nurse anesthetist students and junior nurse anesthetists in clinical settings.</p><p><strong>Methods: </strong>In this prospective psychometric evaluation study, sixteen nurse anesthetists were recruited. They rated 12 video clips of simulated anesthesia scenarios after participating in a three-hour calibration workshop. Four weeks later, a test-retest was conducted, which included five video clips. Internal consistency, Interrater reliability, and test-retest reliability were examined.</p><p><strong>Results: </strong>Internal consistency showed acceptable results on the element level and Interrater reliability indicated good results. Retest reliability showed poor to moderate reliability. The use of \"Not Relevant\" varied significantly depending on the length of the video clip and the provider being rated. The raters considered the assessment tool suitable but initially challenging to use for rating non-technical skills among nurse anesthetists and articulate non-technical skills in anesthesia nursing.</p><p><strong>Conclusions: </strong>This initial testing of the Swedish nurse anesthetists' non-technical skills tool shows acceptable psychometric qualities and gives a foundation for future research. However, the rating \"Not Relevant\" poses challenges that need to be addressed. Nevertheless, the participants consider the assessment of non-technical skills in Swedish nurse anesthetists to be appropriate.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"718"},"PeriodicalIF":2.7,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12085836/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095419","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":"Sustaining and Training for Resilience, Engagement and Meaning (STREAM): Program Model, Rationale and Early Implementation.","authors":"Julie A Young, Janet R Serwint, Rachel E Crampton, John D Mahan","doi":"10.1186/s12909-025-07063-4","DOIUrl":"10.1186/s12909-025-07063-4","url":null,"abstract":"<p><strong>Background: </strong>It is clear now that burnout and stress in physicians is a major threat to both physician and patient outcomes. While there are systems issues that need to be addressed, there are individual strategies that can be employed to alleviate at least some of the burden on physicians.</p><p><strong>Methods: </strong>Here we describe the development of the Sustaining and Training for Resilience, Engagement and Meaning (STREAM) program designed to support physicians in developing key skills. We utilized the PERMA-H framework to organize the program into four areas: Mental Health, Resilience, Engagement in Systems Improvement, and Connection with Joy and Meaning. We describe the rationale and need for work in these four domains to support physician well-being.</p><p><strong>Results: </strong>We detail the initial program implementation as well as the improvements we completed after gathering feedback from multiple stakeholders, including trainees, faculty, program leaders and an advisory board.</p><p><strong>Conclusions: </strong>Supporting physician well-being is paramount; building strong relationships and working together to improve systems drivers of distress are germane avenues to accomplish this goal.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"720"},"PeriodicalIF":2.7,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12085858/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095459","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":"Practical research on the cultivation of inter-disciplinary undergraduate nursing talents in the context of \"big health\".","authors":"Meichun Tan, Huan Liu, Yingqing Xiang, Lin Xiong, Liqin Zou, Liang Fang","doi":"10.1186/s12909-025-07075-0","DOIUrl":"10.1186/s12909-025-07075-0","url":null,"abstract":"<p><strong>Objective: </strong>Exploring the construction and effectiveness of a inter-disciplinary undergraduate nursing talent cultivation model in the context of\"great health\".</p><p><strong>Methods: </strong>Adopting cluster sampling method, undergraduate nursing students enrolled in 2019 and 2020 were selected as the research subjects. The students who entered the school in 2019 were selected as the control group, who was cultivated according to\"applied talent\"cultivation model, Correspondingly, the students who entered the school in 2020 were selected as the experimental group, who was cultivated according to\"inter-disciplinary talent\"cultivation model. The practical effects of the two cultivation models were evaluated by stages: investigating students' innovation ability and scientific and technological readiness before clinical intership; investigating the satisfaction of the employer, service recipients, and clinical teacher with the students at the end of the clinical internship; Counting the total credits and average grades of compulsory courses for students at graduation.</p><p><strong>Results: </strong>The innovation ability score and scientific and technology readiness score of the experimental group students were higher than those of the control group students before the internship; At the end of the clinical internship, the satisfaction scores of the employer, service recipients, and clinical teacher of the experimental group students were higher than those of the control group students; At graduation, the total credits and average scores of compulsory courses of the experimental group students were higher than those of the control group students, and the differences were statistically significant (P < 0.05).</p><p><strong>Conclusion: </strong>The \"inter-disciplinary talent\" cultivation model is conducive to improving students' innovation ability、scientific and technological readiness、social satisfaction, and academic performance.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"717"},"PeriodicalIF":2.7,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12084930/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to achieve the long-term goals of EUS training--survey on the performance of diagnostic EUS by newly trained endosonographers and analysis of the influencing factors.","authors":"Song Zhang, Congqiang Shen, Shanshan Shen, Yonghua Shen, Lei Wang, Ying Lv","doi":"10.1186/s12909-025-07208-5","DOIUrl":"10.1186/s12909-025-07208-5","url":null,"abstract":"<p><strong>Objectives: </strong>This study endeavors to evaluate the integration of endoscopic ultrasonography (EUS) by trainees upon their return to the hospital and discern the influencing factors.</p><p><strong>Methods: </strong>A questionnaire survey was administered to trainees who completed EUS training at the Department of Gastroenterology, Nanjing Drum Tower Hospital from October 2016 to April 2022. The impact of various factors, including trainees' characteristics, working conditions, and EUS procedure numbers during training was analyzed.</p><p><strong>Results: </strong>65 valid questionnaires were categorized into two groups based on the median number of EUS procedures performed by trainees within one year post-training: a group with fewer EUS cases (< 30 cases) and a group with more EUS cases (≥ 30 cases). Significant differences were found in annual EUS procedures (P < 0.001), endoscopic ultrasound-guided fine needle aspiration (EUS-FNA) cases (P < 0.001), and complete scan rates (P = 0.007). Favorable conditions for trainees in performing EUS included higher-level hospitals (P = 0.001), more hospital beds (P = 0.015) and department beds (P = 0.033), greater annual endoscopy volume (P < 0.001), a longer prior duration of the use of EUS on the hospital (P = 0.003), higher departmental EUS volume (P < 0.001) and presence of established staff endosonographers (P < 0.001). Additionally, trainees in the group with more EUS cases had more guidance from experienced colleagues (P = 0.009). Multivariate logistic regression analysis highlighted annual endoscopy volume and EUS volume as independent influencing factors.</p><p><strong>Conclusion: </strong>Tertiary hospitals with larger bed capacities and high endoscopy volumes foster optimal EUS skill development among trainees. Moreover, factors such as longer duration of EUS implementation, increased caseload and guidance from experienced colleagues all contribute to the professional growth of trainees.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"721"},"PeriodicalIF":2.7,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12085813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095699","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":"Practicing pharmacist education based on the experiences of medical support on the cruise ship Diamond Princess.","authors":"Yoshio Kusakabe, Yasuhiro Nakamura, Keiji Maruyama","doi":"10.1186/s12909-025-07291-8","DOIUrl":"10.1186/s12909-025-07291-8","url":null,"abstract":"<p><strong>Background: </strong>Passengers on the cruise ship Diamond Princess (DP), which departed Yokohama on 20 January 2020, were found to be infected with the new coronavirus after arrival in Hong Kong. Passengers and crew were not allowed to disembark, instead being quarantined on board; an onboard pandemic resulted. Many passengers were elderly and in need of medications; pharmacists and other professionals, including the author, were assigned to provide medical support (the author participated on two occasions). Many passengers were not Japanese nationals; those who required medicines not sold in Japan received analogs of medicines that are sold in Japan. Pharmacists were required to complete medication guidance documents (in English). The author considered that by using this experience as teaching material, pharmacy students would not only learn English but also become educated in terms of drug therapy.</p><p><strong>Method: </strong>The author created an exercise for second-year students at Teikyo University in which they were required to provide real-world medical support. The educational effects were measured by analyzing the answers to questionnaires completed before and after the exercise and 'Impressions of the exercise' homework.</p><p><strong>Results: </strong>Using real emergency events as a teaching tool enhanced students' motivation to learn English and pursue professional pharmacy education (the latter was scheduled to begin in earnest in the third year). At that time, the new coronavirus was poorly understood. The author's experiences taught students that medical workers are educated to offer care even when they are at risk of infection. Translation software (a form of artificial intelligence [AI]) was used to create medication guidance documents in English. The students learnt that if AI translations, i.e., medication guidance documents in English, were accepted at face value, they would be held responsible if the documents were in error.</p><p><strong>Conclusion: </strong>By both listening to the author's lecture on a real-world medical support situation and completing an assignment, students learned many things that are difficult to teach via lectures alone, including the dangers arising when using AI technology in clinical settings and the mindset of medical professionals.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"716"},"PeriodicalIF":2.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12085044/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144086407","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 national cross-sectional study on research opportunities and barriers among medical students in Nigeria, with recommendations.","authors":"Paul Tunde Kingpriest, Joshua Adejo Okpanachi, Samson Adedeji Afolabi, Mercy Martha Ayorinde, Obianuju Iheomamere Muoghallu, Glory Enoche Alapa, Matthew Taiye Moses, Badru Muhideen, Keffi Mubarak Musa, Jonathan Zarmai, Frances Aigbodioh, Saratu Dauda, N Pugazhenti, V Sandhya, Aashna Uppal, Nanyak Zingfa Galam, Olugbenga Akindele Silas, Barnabas Tobi Alayande","doi":"10.1186/s12909-025-07308-2","DOIUrl":"10.1186/s12909-025-07308-2","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Clinical and health systems research are essential for advancing global healthcare. Engaging and training medical students in research will foster lifelong evidence-based practice, particularly for the emerging healthcare workforce. This study investigates the involvement of Nigerian medical students in research, identifying key opportunities and barriers to enhance their engagement.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This cross-sectional, descriptive study used an online survey targeting recent graduates from 42 accredited Nigerian medical schools. A purposive sampling approach selected one federal, state, and private institution from each of Nigeria's six geopolitical zones. Data were collected between February and June 2024 using a face-validated online questionnaire, which gathered quantitative data and free-text recommendations. The survey was distributed through WhatsApp groups. Descriptive statistics and thematic analysis were employed to explore trends in the data. Ethical approval was obtained from the Jos University Teaching Hospital ethics review board (JUTH/DCS/IREC/127/XXXI/871). Informed consent was secured from each participant prior to participation.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Of the 429 respondents (270 men, 159 women) from 15 universities across all six zones, 92% participated in research during medical school. Men engaged in more research projects than women (p = 0.03). Most respondents participated in two projects, usually group-based, with limited individual projects. Few had presented (20%) or published (17%) their research. Proficiency was highest in developing appropriate research methodologies (54%), while data analysis was the most challenging aspect of research (42%). Participation in research was supported by adequate mentorship for most participants (64%), whereas time constraints(74%), lack of research funding (55%), and inadequate research training (31%) were the main barriers to involvement. Regional differences were noted, with the highest participation by students in the South-South geo-political zone (98%) and the lowest in the South-West (85%). Learners from the South-West had more opportunities to present research at conferences, while those from the South-East had the fewest. Participants advocated for integrating more research opportunities into the medical curriculum, emphasising early skill development, expanding mentorship and networking opportunities, and offering grants to support students in conducting innovative research.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;There is a pressing need to enhance structured research opportunities in Nigerian medical education, especially for female medical students. This includes expanding access to training in data analysis, increasing publication and presentation opportunities, and integrating research skills early in the curriculum while addressing barriers like time constraints.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Clinical trial number: &lt;/strong&gt;Not applica","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"713"},"PeriodicalIF":2.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12085030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144087031","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 impact of medical studies on students' motivation, satisfaction, stress and values in Poland: a cross-sectional study.","authors":"Pola Sarnowska, Julia Terech, Klaudia Bikowska, Mateusz Guziak, Maciej Walkiewicz","doi":"10.1186/s12909-025-07287-4","DOIUrl":"10.1186/s12909-025-07287-4","url":null,"abstract":"<p><strong>Background: </strong>The demanding nature of the medical career path leads to reflection on the motivations, values and expectations of medical students towards their course, their satisfaction with its components and the stress they experience. Research suggests that these parameters may change in the course of the studies, which may be linked to varying forms of the training and students' personal circumstances. The following study aimed to analyse differences in these areas across various stages of medical education.</p><p><strong>Methods: </strong>A total of 334 Polish medical students in 1st, 4th and 6th year were surveyed. The study included questionnaires to assess motivations for choosing medical studies, satisfaction with them, students' values, competencies developed during the studies and the Brief Resilience Scale. Additional questions addressed students' life situation and stress levels, preferred medical specialties, and alternative career paths. The Mann-Whitney U test with Benjamini-Hochberg p-value correction was applied to analyse motivation, health and stress levels, and satisfaction. Fisher's exact test with Benjamini-Hochberg p-value correction was applied to assess life values, competencies, medical specialty preferences and alternative paths.</p><p><strong>Results: </strong>Significant differences were found in motivations to study such as interests, high income and social prestige, as well as in health assessment and stress levels, satisfaction with the university, relationships with peers and teachers, various classes, practical skills, workload and time spent on studies. Life values showed shifts in the importance of peace and quiet, education, achievement and fame. Competencies gained and expected to develop differed by the year of study. Resilience levels showed no significant changes across the groups. Few notable results were found regarding the changes in specialty preferences or consideration of alternative career paths.</p><p><strong>Conclusions: </strong>As students advance in their medical education, extrinsic motivations such as financial gain and prestige become less prominent, but intrinsic motivations like interest in the subject also decrease. Satisfaction with medical education diminishes over time, particularly in areas related to the university, relationships, or skills. Values such as achievement, fame and education gradually become less important. Interpersonal and analytical skills appear to develop more prominently in the later stages of training. Stress levels typically peak around the fourth year of study.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"714"},"PeriodicalIF":2.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12085074/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144086046","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 educational gaps in Iran's nursing education system: a mixed-method approach to the infectious diseases curriculum.","authors":"Mitra Zandi, Hamideh Ebrahimi, Reza Ghanei Gheshlagh","doi":"10.1186/s12909-025-07311-7","DOIUrl":"10.1186/s12909-025-07311-7","url":null,"abstract":"<p><strong>Background: </strong>Nurses play a significant role in the health system. The outbreak of emerging infectious diseases, such as COVID-19, highlights the need for nursing staff to be aware of the various aspects of these diseases. Therefore, considering the critical importance of infectious diseases, the present study aims to identify the educational needs of the infectious diseases course in nursing in Iran.</p><p><strong>Method: </strong>This mixed-method study was conducted in two phases. First, a qualitative study using a conventional content analysis approach was performed to identify educational needs. Subsequently, in the quantitative phase, a panel of 10 nursing faculty members was asked to prioritize these needs using the Delphi technique.</p><p><strong>Results: </strong>The qualitative phase identified three main categories of educational needs: (1) enhancing the theoretical content of infectious diseases, (2) strengthening the practical and clinical components of the course, and (3) optimizing educational strategies. The needs assessment questionnaire, developed in the qualitative phase, was analyzed over two rounds using the modified Delphi method with descriptive statistics.</p><p><strong>Conclusion: </strong>The use of a mixed-method (quantitative and qualitative) approach to assess the curriculum needs for infectious diseases, conducted for the first time in Iran, revealed the necessity of revising both theoretical and clinical curricula..</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"715"},"PeriodicalIF":2.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12084938/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144087036","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":"Cultural Humility: How Foodservice and/or Management Educators are Preparing Dietetics Students.","authors":"Kailey McBride, Emily Vaterlaus Patten, Tara Pruitt McCormick, Emmilee Woodbrey, Nathan Stokes","doi":"10.1186/s12909-025-07295-4","DOIUrl":"10.1186/s12909-025-07295-4","url":null,"abstract":"<p><strong>Background: </strong>In order to provide sufficient care to all patients, dietitians must understand and practice cultural humility in the workplace. Dietetic programs are now required to incorporate cultural humility training into their curriculum. The purpose of this study was to identify how dietetics foodservice and/or management educators are addressing cultural humility education in foodservice and/or management courses and understand their attitudes towards teaching cultural humility.</p><p><strong>Methods: </strong>A survey containing both qualitative and quantitative questions was utilized for this study. The study description and survey link were sent to 549 dietetic program directors who then forwarded the link to foodservice management educators in their programs. A total of 89 directors responded and nine were excluded for a final sample of 80 and a response rate of 14.6%. Descriptive statistics were calculated using Statistical Package for Social Sciences (SPSS). The qualitative data were then coded into themes using conventional content analysis.</p><p><strong>Results: </strong>Respondents were from 35 states, one territory, and 73 universities/colleges. Majority were white (n = 71, 91.0%), female (n = 65, 82.3%), and taught in Didactic Program in Dietetics (DPD) programs (n = 55, 66.3%). Most educators (n = 78) indicated that cultural humility has a place in foodservice and/or management education; however, they felt that it is best learned through real-life work settings. Three themes from qualitative responses were: 1) Assignments and techniques employed to address cultural humility in foodservice/management curriculum, 2) Barriers and challenges faced by foodservice/management educators in addressing cultural humility, 3) Pedagogical resources utilized and desired to educate both educators and students on cultural humility.</p><p><strong>Conclusions: </strong>Foodservice and management educators should continue to highlight cultural humility in their course content and seek out resources to help them in their efforts.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"712"},"PeriodicalIF":2.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12083155/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081966","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":"Appropriate semantic qualifiers increase diagnostic accuracy when using a clinical decision support system: a randomized controlled trial.","authors":"Yasutaka Yanagita, Kiyoshi Shikino, Daiki Yokokawa, Kosuke Ishizuka, Tomoko Tsukamoto, Yu Li, Takanori Uehara, Masatomi Ikusaka","doi":"10.1186/s12909-025-07294-5","DOIUrl":"10.1186/s12909-025-07294-5","url":null,"abstract":"<p><strong>Background: </strong>The role of appropriate semantic qualifiers (SQs) in the effective use of a clinical decision support system (CDSS) is not yet fully understood. Previous studies have not investigated the input. This study aimed to investigate whether the appropriateness of SQs modified the impact of CDSS on diagnostic accuracy among medical students.</p><p><strong>Methods: </strong>For this randomized controlled trial, a total of forty-two fifth-year medical students in a clinical clerkship at Chiba University Hospital were enrolled from May to December 2020. They were divided into the CDSS (CDSS use; 22 participants) and control groups (no CDSS use; 20 participants). Students were presented with ten expert-developed case vignettes asking for SQs and a diagnosis. Three appropriate SQs were established for each case vignette. The participants were awarded one point for each SQ that was consistent with the set SQs. Those with two or more points were considered to have provided appropriate SQs. The CDSS used was the Current Decision Support^Ⓡ. We evaluated diagnostic accuracy and the appropriateness of SQ differences between the CDSS and control groups.</p><p><strong>Results: </strong>Data from all 42 participants were analyzed. The CDSS and control groups provided 133 (60.5%; 220 answers) and 115 (57.5%; 200 answers) appropriate SQs, respectively. Among CDSS users, diagnostic accuracy was significantly higher with appropriate SQs compared to inappropriate SQs (χ²(1) = 4.97, p = 0.026). With appropriate SQs, diagnostic accuracy was significantly higher in the CDSS group compared to the control group (χ²(1) = 1.16 × 10, p < 0.001). With inappropriate SQs, there was no significant difference in diagnostic accuracy between the two groups (χ²(1) = 8.62 × 10^-2, p = 0.769).</p><p><strong>Conclusions: </strong>Medical students may make more accurate diagnoses using the CDSS if appropriate SQs are set. Improving students' ability to set appropriate SQs may improve the effectiveness of CDSS use.</p><p><strong>Trial registration: </strong>This study was registered with the University Hospital Medical Information Network Clinical Trials Registry on 24/12/2020 (Unique trial number: UMIN000042831).</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"711"},"PeriodicalIF":2.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082971/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081959","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}