BMC Medical Education最新文献

{"title":"Generational differences in career paths and effort allocation of graduates of a top-research medical school, Lebanon.","authors":"Sarah Traboulsy, Joe Demian, Hani Tamim, Dima Hadid, Eveline Hitti","doi":"10.1186/s12909-025-07179-7","DOIUrl":"https://doi.org/10.1186/s12909-025-07179-7","url":null,"abstract":"<p><strong>Introduction: </strong>Literature exploring the medical profession through a generational lens is sparse. Every generation has unique priorities, values, and career expectations influencing their choices and behavior. The motives behind underlying differences and their impact on the career paths of medical graduates are not fully clear. This study explored generational differences in the career paths of medical graduates from the top academic medical school in Lebanon.</p><p><strong>Methods: </strong>A web-based survey, which included 38 questions, was sent to all 3866 physician alums of Lebanon's top academic medical school. The survey was designed to assess generational differences in career paths with respect to the following outcomes: contract type, specialty type, practice settings and work-life time allocation. Data was collected between November 2018 and January 2019, with up to three invite reminders.</p><p><strong>Results: </strong>There were 403 respondents to the survey, with a response rate of 10.4%. Overall, 369 were included in the final analysis, 114 (36.7%) Boomers [born 1946-1964], 137 (34.0%) Generation Xers [Born 1965-1980] and 118 (29.3%) Millennials [Born 1981-1996]. Findings show that the percentage of women increased with each generation (Boomers: 17.5%; Generation Xers: 39.4%; Millennials: 45.8%, p < 0.001). Across generations, marriage (Boomers: 87.7%; Generation Xers: 83.9%; Millennials: 35.6%, p < 0.001) and having kids (Boomers: 90.4%; Generation Xers: 81.0%; Millennials: 20.3%; p < 0.001) dropped whereas full-time contracts (Boomers: 81.5%; Generation Xers: 86.0%; Millennials: 93.9%, p = 0.019) and spouse employment increased (Boomers: 48.0%; Generation Xers: 68.7%; Millennials: 72.3%, p = 0.002). The odds of being full-time in Generation Xers (OR = 1.16, 95% CI [0.50; 2.72], p = 0.73) and Millennials (OR = 2.22, 95% CI [0.60; 8.20], p = 0.23) were not significantly higher than Boomers. Younger generations opted less for surgical specialties compared to Boomers, be it Generation Xers (OR = 0.44, 95% CI [0.21; 0.92], p = 0.029) or Millennials (OR = 0.56, 95% CI [0.17; 1.90], p = 0.35). Generation Xers and Millennials were likelier to work in academic medical centers than Boomers. Compared to working in academic medical centers, the odds of working in private practice (Generation Xers: OR = 0.75, 95% CI [0.40; 1.42], p = 0.375; Millennials: OR = 0.35, 95% CI [0.12; 0.98], p = 0.046) or other settings (Generation Xers: OR = 0.49, p = 0.149, 95% CI [0.18, 1.29]; Millennials: OR = 0.46, 95% CI [0.11; 1.19], p = 0.285) were lower. Physicians across generations spent similar hours on professional work. Among work-related activities, time spent on research activities increased across generations (Boomers: 6.38 h/week; Generation Xers: 6.76 h/week; Millennials: 13.39 h/week, p = 0.001). Being a Generation Xer significantly increased the personal time spent on total domestic work by (0.190 h/week, p = 0.012) compared","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"646"},"PeriodicalIF":2.7,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12049804/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052353","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":"Students as co-designers in health professional education: a scoping review.","authors":"Élodie Ambrosetti, Cyrille Gaudin, Simon Flandin, Germain Poizat","doi":"10.1186/s12909-025-07110-0","DOIUrl":"https://doi.org/10.1186/s12909-025-07110-0","url":null,"abstract":"<p><strong>Background: </strong>Over the last thirteen years, there has been a notable increase in both research and practice related to student-staff partnerships in higher education. However, within health professional education (HPE), studies on these partnerships remain limited and often rely on broader higher education frameworks. Existing research primarily focuses on role dynamics and relational aspects rather than on structured co-design processes, where students actively contribute to shaping educational content, assessments, or curricula. Building upon previous work, this study specifically examines co-design as a distinct dimension of student-staff partnerships in HPE, an area that has not been thoroughly addressed in recent literature reviews.</p><p><strong>Methods: </strong>In accordance with the PRISMA-ScR 2018 statement, we performed searches in online databases-Cochrane, Ovid, PubMed, ScienceDirect, and Scopus-for original articles published in English from 2010 to 2023. These articles needed to describe empirical studies focused on co-designed training programs in health professions. We then conducted a qualitative and descriptive analysis of the selected articles to examine how the principle of students as co-designers is portrayed and investigated in health professional education.</p><p><strong>Results: </strong>The search (title, abstract, keywords) identified 703 potentially relevant abstracts addressing co-design in healthcare education. Screening of these abstracts narrowed it down to 84 articles. Further evaluation of these full articles resulted in a final sample of 20 articles that met the inclusion criteria. We analyzed the content of these 20 articles using the following categories: basic characteristics (year of publication, country, professional domain, educational grade, topic of the training), co-design characteristics (context and initiative, framework and definition, purposes, stakeholders, process), and study characteristics (aim, research framework, population, data collection and analysis, key findings). Our analysis revealed that co-design in HPE lacks standardized frameworks and rigorous empirical evaluation. Many studies emphasize student contributions but do not provide detailed methodological guidance on how co-design is structured, implemented, or assessed. Additionally, findings indicate that most studies focus on undergraduate education, with postgraduate applications remaining underexplored.</p><p><strong>Conclusions: </strong>This review underscores co-design as an emerging yet underdeveloped approach in health professional education. While its potential benefits-such as enhancing student engagement, fostering innovation, and improving training relevance-are widely acknowledged, the field lacks structured methodologies and theoretical grounding. Future research should focus on developing clear frameworks, assessing co-design's long-term impact on learning outcomes, and differentiating it from broader","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"645"},"PeriodicalIF":2.7,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12049780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055204","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":"Applying generalized theory to optimize the quality of high-stakes objective structured clinical examinations for undergraduate medical students: experience from the French medical school.","authors":"Eva Feigerlova","doi":"10.1186/s12909-025-07255-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07255-y","url":null,"abstract":"<p><strong>Background: </strong>The national OSCE examination has recently been adopted in France as a prerequisite for medical students to enter accredited graduate education programs. However, the reliability and generalizability of OSCE scores are not well explored taking into account the national examination blueprint.</p><p><strong>Method: </strong>To obtain complementary information for monitoring and improving the quality of the OSCE we performed a pilot study applying generalizability (G-)theory on a sample of 6th-year undergraduate medical students (n = 73) who were assessed by 24 examiner pairs at three stations. Based on the national blueprint, three different scoring subunits (a dichotomous task-specific checklist evaluating clinical skills and behaviorally anchored scales evaluating generic skills and a global performance scale) were used to evaluate students and combined into a station score. A variance component analysis was performed using mixed modelling to identify the impact of different facets (station, student and student x station interactions) on the scoring subunits. The generalizability and dependability statistics were calculated.</p><p><strong>Results: </strong>There was no significant difference between mean scores attributable to different examiner pairs across the data. The examiner variance component was greater for the clinical skills score (14.4%) than for the generic skills (5.6%) and global performance scores (5.1%). The station variance component was largest for the clinical skills score, accounting for 22.9% of the total score variance, compared to 3% for the generic skills and 13.9% for global performance scores. The variance component related to student represented 12% of the total variance for clinicals skills, 17.4% for generic skills and 14.3% for global performance ratings. The combined generalizability coefficients across all the data were 0.59 for the clinical skills score, 0.93 for the generic skills score and 0.75 for global performance.</p><p><strong>Conclusions: </strong>The combined estimates of relative reliability across all data are greater for generic skills scores and global performance ratings than for clinical skills scores. This is likely explained by the fact that content-specific tasks evaluated using checklists produce greater variability in scores than scales evaluating broader competencies. This work can be valuable to other teaching institutions, as monitoring the sources of errors is a principal quality control strategy to ensure valid interpretations of the students' scores.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"643"},"PeriodicalIF":2.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12046744/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039979","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":"Attitudes of undergraduate medical students towards end-of-life decisions: a systematic review of influencing factors.","authors":"Julia S Grundnig, Marlen A Roehe, Carmen Trost, Anahit Anvari-Pirsch, Anita Holzinger","doi":"10.1186/s12909-025-07077-y","DOIUrl":"https://doi.org/10.1186/s12909-025-07077-y","url":null,"abstract":"<p><strong>Background: </strong>Medical end-of-life decisions, including voluntary active euthanasia (lethal injection), (physician-)assisted dying (prescribing lethal substances), passive euthanasia (refraining from or ceasing life-sustaining treatments), palliative sedation (administering sedatives to alleviate suffering, possibly leading to unintended life-shortening), and treatment withdrawal/withholding, have become prevalent in modern medical practice.</p><p><strong>Aim: </strong>This systematic review aims to analyse international data on undergraduate medical students' attitudes towards (physician-) assisted dying, palliative sedation, treatment withdrawal/withholding, active and passive euthanasia. The objectives are to assess approval rates over the past 24 years and to identify factors influencing these attitudes.</p><p><strong>Design: </strong>In accordance with PRISMA guidelines, a systematic search of six electronic databases (MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, and Web of Science) was conducted. The review encompasses studies from 2000-2024.</p><p><strong>Results: </strong>Forty-nine studies met the inclusion criteria (43 surveys, 6 qualitative studies, 1 mixed-method study). The studies were globally distributed: Europe (27), Asia (10), America (8), Africa (3), and Australia (1). Predictors such as age, clinical vs. pre-clinical status, religious aspects, sex, and ethnicity were investigated. Age and gender had limited influence, whereas religion was a significant factor. Compared with pre-clinical students, clinical students showed more support for end-of-life practices. Geographic locations and socioeconomic status also affect attitudes.</p><p><strong>Conclusion: </strong>Medical students' attitudes towards end-of-life decisions are influenced by clinical experience, religious beliefs, and geographic location. The acceptance rates for euthanasia and (physician-)assisted dying vary significantly across regions, reflecting diverse cultural and educational backgrounds.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"642"},"PeriodicalIF":2.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12046672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144020452","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":"Antibiotic use among university students: insights from a Nigerian institution.","authors":"Francisca Ogochukwu Onukansi, Mfonobong Effiong Umoh, Stanley Chinedu Eneh, Collins Chibueze Anokwuru, Cosmas Nnadozie Ezejindu, Ugonma Winnie Dozie, Mariagorathy Iheoma Diala, Leo Cedric Fozeu Fosso, Chukwuocha Uchechukwu Madukaku","doi":"10.1186/s12909-025-07145-3","DOIUrl":"https://doi.org/10.1186/s12909-025-07145-3","url":null,"abstract":"<p><strong>Background: </strong>Antimicrobial resistance, anticipated to cause 10 million deaths and cost $100.2 trillion by 2050, is particularly severe in West Africa. While bacteria naturally resist antibiotics over time, their misuse intensifies resistance. Given the rising trend of antibiotic misuse in Nigeria, especially among the youth, this study explores this misuse among Federal University of Technology Owerri (FUTO)undergraduates.</p><p><strong>Methods: </strong>Using a cross-sectional design, the study assessed FUTO undergraduate students' knowledge, misuse, patterns, and perception of prescription needs, and identified commonly misused antibiotics. We categorized faculties as health-based or non-health-based. From these categories, students were randomly chosen and surveyed using a semi-structured questionnaire that was based on established research.</p><p><strong>Results: </strong>Out of 400 students surveyed, 60.0% (240 students) displayed inadequate knowledge (Fair) about antibiotic use and resistance, whereas 33.0% (132 students) demonstrated poor knowledge, and only a handful, 7% had good knowledge. More concerning, 67.0% (268 students) reported fair antibiotic usage practices, 26.5% had poor practice with only 6.5% had good practice. The most frequently misused antibiotics were Amoxcillin, Ampiclox, and Tetracycline, often for conditions like Typhoid, Cough, and Catarrh. A significant correlation (p < 0.037) was found between students' antibiotic knowledge and their usage practices. However, no statistically significant difference in knowledge and practices was observed between students from health and non-health-based faculties.</p><p><strong>Conclusion: </strong>Undergraduate students at FUTO exhibit both a knowledge gap and misuse patterns concerning antibiotics. Implementing educational interventions, like antimicrobial stewardship programs, is essential. Given these findings, especially in the West African context, the inclusion and education of undergraduate students remain crucial.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"644"},"PeriodicalIF":2.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12046725/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055256","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":"Educators' perceptions and challenges of student assessment process at Prince Sattam Bin Abdulaziz University dentistry program: a qualitative study.","authors":"Abdullah Saad Alqahtani, Sami Al-Nasser, Abdullah Alzahem, Nasser Raqe Alqhtani","doi":"10.1186/s12909-025-07227-2","DOIUrl":"https://doi.org/10.1186/s12909-025-07227-2","url":null,"abstract":"<p><strong>Background: </strong>As part of Saudi Vision 2030, there is increasing demand for dentistry colleges to provide training in the student assessment process. Assessment is the process of accurately determining a learner's skills across multiple educational domains. The objectives of this study were to investigate teachers' perspectives, assessment challenges, and make recommendations for improving the assessment process of undergraduate dental students at Prince Sattam bin Abdulaziz University in Al-Kharj, Saudi Arabia.</p><p><strong>Methods: </strong>A qualitative study employed the grounded theory approach following purposive sampling. Four focus group interviews were conducted with course directors from the College of Dentistry at Prince Sattam bin Abdulaziz University (PSAU) using open-ended questions for data collection. Otter software was used for the transcription and NVivo 14 for the data analysis.</p><p><strong>Results: </strong>Four themes emerged: perspectives on the assessment process, summative and formative assessments, challenges of assessments, and proposed solutions to the assessment challenges. Most educators perceived assessments as assessments of learning, with the planning and execution of assessments requiring regulation. Different feedback models were occasionally used by examiners to improve student performance. Examiner standardization training, communication, and calibration were lacking, according to the educators in this study.</p><p><strong>Conclusion: </strong>The challenges of the assessment process in the College of Dentistry at PSAU are multifactorial including the examiners themselves, students, and the college. These challenges indicated the need for a tailor-made, appropriately designed faculty development training program related to different methods of student assessment.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"640"},"PeriodicalIF":2.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12046732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143993906","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":"Is AI the future of evaluation in medical education?? AI vs. human evaluation in objective structured clinical examination.","authors":"Murat Tekin, Mustafa Onur Yurdal, Çetin Toraman, Güneş Korkmaz, İbrahim Uysal","doi":"10.1186/s12909-025-07241-4","DOIUrl":"https://doi.org/10.1186/s12909-025-07241-4","url":null,"abstract":"<p><strong>Background: </strong>Objective Structured Clinical Examinations (OSCEs) are widely used in medical education to assess students' clinical and professional skills. Recent advancements in artificial intelligence (AI) offer opportunities to complement human evaluations. This study aims to explore the consistency between human and AI evaluators in assessing medical students' clinical skills during OSCE.</p><p><strong>Methods: </strong>This cross-sectional study was conducted at a state university in Turkey, focusing on pre-clinical medical students (Years 1, 2, and 3). Four clinical skills-intramuscular injection, square knot tying, basic life support, and urinary catheterization-were evaluated during OSCE at the end of the 2023-2024 academic year. Video recordings of the students' performances were assessed by five evaluators: a real-time human assessor, two video-based expert human assessors, and two AI-based systems (ChatGPT-4o and Gemini Flash 1.5). The evaluations were based on standardized checklists validated by the university. Data were collected from 196 students, with sample sizes ranging from 43 to 58 for each skill. Consistency among evaluators was analyzed using statistical methods.</p><p><strong>Results: </strong>AI models consistently assigned higher scores than human evaluators across all skills. For intramuscular injection, the mean total score given by AI was 28.23, while human evaluators averaged 25.25. For knot tying, AI scores averaged 16.07 versus 10.44 for humans. In basic life support, AI scores were 17.05 versus 16.48 for humans. For urinary catheterization, mean scores were similar (AI: 26.68; humans: 27.02), but showed considerable variance in individual criteria. Inter-rater consistency was higher for visually observable steps, while auditory tasks led to greater discrepancies between AI and human evaluators.</p><p><strong>Conclusions: </strong>AI shows promise as a supplemental tool for OSCE evaluation, especially for visually based clinical skills. However, its reliability varies depending on the perceptual demands of the skill being assessed. The higher and more uniform scores given by AI suggest potential for standardization, yet refinement is needed for accurate assessment of skills requiring verbal communication or auditory cues.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"641"},"PeriodicalIF":2.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12046780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144047477","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 anaesthesia trainees using performance metrics derived from electronic health records: a longitudinal cohort analysis.","authors":"Razvan Bologheanu, Robert Greif, Alessa Stria, Daniel Laxar, Andreas Gleiss, Oliver Kimberger","doi":"10.1186/s12909-025-07216-5","DOIUrl":"https://doi.org/10.1186/s12909-025-07216-5","url":null,"abstract":"<p><strong>Background: </strong>The development of competencies in anaesthesia residents is assessed by direct observation of their performance and written and oral examinations. Little is known about how residents' competencies are reflected by objective data in anaesthetic records. We investigated whether performance metrics derived from electronic anaesthesia records are associated with anaesthesia residents' progress of training and European written examination timing and results.</p><p><strong>Methods: </strong>We recruited 46 anaesthesia providers who trained at the Vienna University Hospital between September 2013 and June 2021, and we reviewed the anaesthesia records of all cases they managed during the study period. We derived six performance measures based on perioperative data routinely collected: intraoperative hypotension and hypothermia, glycaemic control, postoperative nausea and vomiting prevention, lung-protective ventilation, and postoperative kidney injury. We evaluated the association between these quality metrics with training level and written exam completion status in anaesthesia residents after adjusting for patient and surgical factors.</p><p><strong>Results: </strong>We found a statistically significant association between the level of training and most performance measures. The probability of preventing intraoperative hypotension increased (OR 1.16, 95% CI 1.12 - 1.20) with the level of training, as did the probability of preventing hypothermia (OR 1.08, 95% CI 1.05 - 1.11) and administering appropriate postoperative nausea and vomiting prophylaxis (OR 1.21, 95% CI 1.15 - 1.27). However, the odds of preventing acute kidney injury decreased (OR 0.91, 95% CI 0.83 - 0.99), as did the use of lung-protective ventilation (OR 0.94, 95% 0.92 - 0.97). All participating residents who took the written exam passed it, precluding a direct pass versus fail comparison, but the exam completion status was associated with increased odds of lung-protective ventilation (OR 1.42, 95% CI 1.03 - 1.95) and decreased odds of preventing intraoperative hypotension (OR 0.7, 95% CI 0.49 - 0.99). Glycaemic control was not associated with either of the training milestones.</p><p><strong>Conclusions: </strong>The training level of anaesthesia residents had a significant association with several performance metrics. Passing the written exam only had a modest effect. Performance measures based on patient outcomes and intraoperative care may serve as assessment methods for anaesthesia residents' progress tracking.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"639"},"PeriodicalIF":2.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12044956/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144065096","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":"Investigating the learning value of early clinical exposure among undergraduate medical students in Dubai: a convergent mixed methods study.","authors":"Reem Al-Jayyousi, Nour Abu Mahfouz, Farah Otaki, Agnes Paulus, Katarzyna Czabanowska, Qamar Zaman, Masa AlAshkar, Adrian Stanley, Paddy Kilian","doi":"10.1186/s12909-025-07212-9","DOIUrl":"https://doi.org/10.1186/s12909-025-07212-9","url":null,"abstract":"<p><strong>Introduction: </strong>The benefits of Early Clinical Exposure (ECE) in medical education are often stated but there is limited evidence on how to effectively maximize its learning value. The challenge for medical educators lies in finding ways to enhance the quality of ECE in alignment with students' feedback, while realizing the learning outcomes. The purpose of this study is to investigate undergraduate medical students' perception of an innovative ECE intervention in Dubai, United Arab Emirates, developed using design-based research in alignment with adult, experiential learning theories.</p><p><strong>Methods: </strong>A convergent mixed methods study design was utilized. The data was collected using a tailormade survey to solicit both quantitative and qualitative feedback. Quantitative data was analyzed using SPSS. Qualitative data analysis was inductive based on constructivist epistemology. Following the conclusion of the independent data analyses of the quantitative and qualitative datasets, the primary inferences were integrated using the iterative joint display analysis process.</p><p><strong>Results: </strong>Out of the 68 students who attended the ECE, 54 responded. The percentage of the total extent of agreement that the ECE: familiarized them with learning in the clinical environment and brought forth the institutional values were 79.60% and 86.43%, respectively. The extent of active engagement and self-directed learning, with a mean of 6.80(2.42), was significantly associated with how much the learners reaped from the learning experience (P < 0.05). A novel conceptual model, namely: 'Early Clinical Exposure Added Value', with five interconnected themes, was developed from the qualitative analysis. Integration of findings led to six meta-inferences: Embeddedness in context of learning, System perspective, Patient-centricity, Theory-practice link, Resilience, and Proactiveness.</p><p><strong>Conclusion: </strong>The more medical students engage in their learning, the more ECE contributes to building their academic resilience, and propels them in terms of clinical correlations, skills' development, and values reinforcement. Securing engagement opportunities for the learners, when designing and planning for the ECE, is essential. Optimizing the ECE learning value can happen systematically through continuously developing the respective intervention in alignment with the principles of design-based research and anchoring it in constructivism experiential learning theories.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"638"},"PeriodicalIF":2.7,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12044941/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144025899","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":"Self-transitioning or other-transitioning? The positive effects of LGBTQ + college students' positive coping and perceived academic support.","authors":"Chenwei Ma, Jiangyu Li","doi":"10.1186/s12909-025-07204-9","DOIUrl":"https://doi.org/10.1186/s12909-025-07204-9","url":null,"abstract":"<p><strong>Background: </strong>Stigmatisation directed towards LGBTQ + individuals poses a considerable threat to their psychological well-being. LGBTQ + college students frequently report exposure to perceived stress and microaggressions. Research indicates that self-regulation and proactive coping mechanisms can act as a protective buffer against the stigma and bias faced by sexual minorities. Consequently, this study investigated whether and to what extent proactive coping and perceived academic support moderate the relationship between perceived stress specific to LGBTQ + college students, their psychological well-being, and academic performance.</p><p><strong>Methods: </strong>This study surveyed 359 Chinese LGBTQ + college students with an average age of 20.65 years old through snowball sampling and online recruitment. Structural equation modeling was used to test the hypotheses.</p><p><strong>Results: </strong>Employing structural equation modelling analysis, the study revealed that (a) proactive coping moderated the relationship between perceived stress and psychological well-being, and (b) perceived academic support moderated the relationship between perceived stress and academic performance.</p><p><strong>Conclusion: </strong>These findings suggest that Chinese colleges should implement adequate support and counselling services to enhance the proactive coping abilities of LGBTQ + students and create an academically supportive environment to alleviate the adverse effects of perceived stress on psychological well-being.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"637"},"PeriodicalIF":2.7,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12044714/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144042865","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}