BMC Medical Education最新文献

{"title":"Motivations for a career in teaching: medical students' projections towards their future role.","authors":"Pilar González-Amarante, Manuel A Romero-Padrón","doi":"10.1186/s12909-024-06536-2","DOIUrl":"10.1186/s12909-024-06536-2","url":null,"abstract":"<p><strong>Background: </strong>Medical educators play a crucial role in the perpetuation of the medical profession. Recent concerns have arisen regarding the quality and quantity of current teachers. To comprehend this shortage, it is key to understand future physicians' attitudes towards venturing in education, their motivations and possible detracting factors. This study aims to explore graduating students' attitudes towards a future teaching role and identify motivating and hindering factors.</p><p><strong>Methods: </strong>Sixty-eight students in their final year of medical training answered a digital questionnaire. Responses were processed using descriptive statistics and qualitative coding for the open-ended questions.</p><p><strong>Results: </strong>Teaching was the second most prevalent aspiring role (59%) after the clinical one. The most mentioned motivations were contribution to the future of medicine (50%), passion (31.8%) and sense of social duty (18%). Conversely, top hindering factors revealed non-economic disadvantages (85%), economic disadvantages (39.7%) and cost-benefit rationale (11.7%). Students' recent experience across the undergraduate path provided insights about the influence of different agents, teachers' exemplary attributes, and their own projection for their future role. Teaching is predominantly viewed as an honorable and aspirational role but constrained by inadequate economic compensation. Students feel confident on this path, with limited understanding of teacher professionalization.</p><p><strong>Conclusions: </strong>Understanding students' perspective in pursuing teaching careers offers insight that can address longstanding issues in the field. Strategic initiatives should focus on amplifying motivational factors, and addressing demotivational factors, like the lack of economic incentives, to strengthen the appeal of the teaching profession, and offer better resources to aspiring medical educators that may heighten their satisfaction and attract new aspiring professionals keeping high standards in their professionalization and performance.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"117"},"PeriodicalIF":2.7,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11760079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030103","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":"Identifying competency development needs of hospital managers in Iran: a national survey.","authors":"Zhanming Liang, Edris Kakemam","doi":"10.1186/s12909-025-06721-x","DOIUrl":"10.1186/s12909-025-06721-x","url":null,"abstract":"<p><strong>Background: </strong>A competent management workforce is crucial to achieve the effectiveness and efficiency of health service provision and to lead and manage the health system reform agenda. However, the traditional recruitment and promotion approach of relying on clinical performance and seniority provides limited incentives for competency development and improvement among hospital managers in Iran. There is limited evidence on the competency development needs of hospital managers in Iran that can guide setting training and development direction. This study aims to identify the competency development needs of three management levels (senior, mid-level, and frontline) in public hospitals and explore the difficulties that managers experienced.</p><p><strong>Methods: </strong>The study adopted a cross-sectional survey using the validated management competency assessment partnership (MCAP) tool. The MCAP tool, consisting of 82 behavioral items that measure six core management competencies, was distributed to 162 public hospitals in 19 provinces in Iran between September 2021 and March 2022. The data were analyzed using descriptive and inferential statistics including the mean and standard deviation, chi-square test, independent-samples t-test, and one-way analysis of variance.</p><p><strong>Results: </strong>In total, 1051 managers completed the survey either online or on paper. Peer and team conflict, employee performance, loss of skilled staff, and supervisor confrontation were the five difficulties most often encountered by all three levels of managers. The survey confirmed that only a small proportion of managers had the opportunities to participate in formal and informal management-related education/training, such opportunities were much lower for middle and frontline managers (P < 0.001). Middle managers were less confident in their demonstration of the core management competencies than that of senior and frontline managers (P < 0.001). Managers who completed management training organised internally by the hospitals consistently received higher mean competency scores for all competencies (P < 0.001).</p><p><strong>Conclusion: </strong>The study provides compelling evidence highlighting the importance of developing strategies to systematically enhance the capabilities of hospital managers, particularly mid-level managers. Incentives to encourage hospital managers to participate in both formal and informal management training, along with the commitment from hospitals to establish mechanisms that build management capacity, support managers, and guide the preparation and recruitment of management positions, are essential.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"122"},"PeriodicalIF":2.7,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11762520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143042240","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":"An interactive course program on nutrition for medical students: interdisciplinary development and mixed-methods evaluation.","authors":"Gonza B Ngoumou, Daniela A Koppold, Laetitia Wenzel, Anne Schirmaier, Carolin Breinlinger, Lisa M Pörtner, Stefan Jordan, Julia K Schiele, Etienne Hanslian, Annika Koppold, Beate Stock-Schröer, Dimitra M Varvarezou, Michael Jeitler, Miriam Ortiz, Andreas Michalsen, Wiebke Stritter, Georg Seifert, Christian S Kessler","doi":"10.1186/s12909-024-06596-4","DOIUrl":"10.1186/s12909-024-06596-4","url":null,"abstract":"<p><p>Nutrition plays a crucial role in human and planetary health, as prevailing nutritional patterns significantly contribute to the global non-communicable disease pandemic. Moreover, the global food system is inextricably linked to planetary health deterioration. The relevance of nutrition for individual and planetary health is insufficiently addressed in German medical schools. Here, we present a two-week course for medical students in the 8th semester at Charité - Universitätsmedizin Berlin on nutrition and fasting in the context of human and planetary health. The course was developed iteratively along the Kern cycle for medical curricula and underwent evaluation through a mixed-methods design spanning across two consecutive semesters. Assessment involved quantitative questionnaires and qualitative interviews. The main exploratory outcome was the overall module rating. Further outcomes encompassed in-depth evaluations of specific aspects, including content, teaching methods, instructor performance, and subjective experiential aspects. The conceptualisation resulted in a highly participative two-week course of 37.5 h. The main learning objectives aimed at the acquisition of technical competences and personal competencies in four areas: (1) the role of nutrition in health and disease; (2) the exploration of global food systems; (3) communication on subjects of nutrition; (4) culinary medicine. Various interactive didactic methodologies were used. 77.8% (n = 27) of the participants rated the course as very good or good. The conviction that nutrition influences health and disease increased over the course (Wilcoxon signed rank test, z = -2.82, p = 0.005, r = 0.57). In the qualitative interviews (n = 8) the course content, its didactical diversity and the positive group experience were appreciated. Our results indicate that it could be worthwhile to further incorporate nutrition curricula in medical education.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"115"},"PeriodicalIF":2.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11761204/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030058","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":"An approach to teaching the psychiatric interview.","authors":"Timothy Hierlihy, Andrew Latus","doi":"10.1186/s12909-024-06529-1","DOIUrl":"10.1186/s12909-024-06529-1","url":null,"abstract":"<p><p>The psychiatric interview serves as the cornerstone of psychiatric practice. It is therefore essential that we find effective ways of teaching students how to conduct a psychiatric interview. The present paper arises from two faculty members at Memorial University of Newfoundland and Labrador considering how to improve the quality of teaching of the psychiatric interview to preclerkship undergraduate medical students, before they begin the clinical portion of their training. The interview is taught in discrete pieces initially (e.g., discussing confidentiality, screening for suicidal ideation, taking a history for depressive disorders, etc.) before being assembled into a whole interview.The sessions are led by psychiatrists and residents who play the role of the patient. They use prewritten cases but can improvise to challenge or direct the students. Students receive real time feedback. The flexibility allows for students to repeat and vary their approach in response to feedback.Anonymous course evaluations showed improvement in student satisfaction with the new psychiatry clinical skills teaching. Prior to implementing the new approach student satisfaction was at 3.9/5. With the new method scores improved to 4.7/5 and 4.5/5 in the following two years. Clinical skills OSCE scores remained stable with modest improvement following implementation. The class average was 8.5 in the year prior to implementation and were 9.1, 8.6 and 8.8 in the years following. As a side benefit, the approach lent itself well to being delivered remotely so it continued to function well during the disruption resulting from COVID-19.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"110"},"PeriodicalIF":2.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11756086/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143029973","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":"Female healthcare undergraduates' scientific readiness for raising breast cancer awareness in Syrian conservative community.","authors":"Mohammed Alshafie, Anas Bitar, Mhd Basheer Alameer, Dima Alhomsi, Massa Alfawal, Maher Saifo","doi":"10.1186/s12909-024-06586-6","DOIUrl":"10.1186/s12909-024-06586-6","url":null,"abstract":"<p><strong>Introduction: </strong>Breast cancer is the most common and deadliest cancer in Syria, and early detection is crucial in managing it. This study aims to compare the knowledge levels of breast cancer risk factors, signs, and symptoms among female students in healthcare faculties (medicine, dentistry, and pharmacy) at Damascus University to identify existing disparities. The goal is to enhance breast cancer education and awareness across Syria by empowering healthcare students with insights.</p><p><strong>Methods: </strong>An online self-administered questionnaire was shared on social media for female students of healthcare faculties to respond to. A total of 589 participants were included after applying the inclusion criteria. The questionnaire collected sociodemographic characteristics and evaluated the knowledge of breast cancer (BC) using breast cancer awareness measure (BCAM). The scale evaluates three sections: general knowledge, symptoms, and risk factors. Comparisons were conducted among the three faculties to gauge variations in knowledge levels.</p><p><strong>Results: </strong>The majority of participants were aged between 21-23, the average of breast cancer knowledge among the whole sample was 24.7 ± 6.33 out of 40, with the internet and social media being the primary sources of information. Medical students had significantly higher knowledge scores compared to pharmacy and dentistry students. Higher faculty average grades were associated with higher knowledge scores, and there was a positive correlation between study years and breast cancer knowledge for medical and pharmacy students. There was no significant difference in breast cancer knowledge between participants with and without a medical relative or family history of breast cancer.</p><p><strong>Conclusion: </strong>Breast cancer knowledge among female healthcare students in Damascus University is perfectible, which may not be enough to raise awareness. Awareness programs should be created to encourage leadership and accurate information dissemination, and professors should model good prevention practices.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"111"},"PeriodicalIF":2.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11755823/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030092","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 effect of On-site supportive communication training (On-site SCT) on doctor burnout: a randomized controlled trial.","authors":"K K Antonsen, J D Lyhne, A T Johnsen, S Eßer-Naumann, L Ø Poulsen, L Lund, S Timm, L H Jensen","doi":"10.1186/s12909-025-06710-0","DOIUrl":"10.1186/s12909-025-06710-0","url":null,"abstract":"<p><strong>Background: </strong>Burnout is a critical factor that can influence the quality of care that doctors provide to their patients. Previous research suggests a link between inadequate communication skills training and burnout, and various approaches to enhance communication skills have been explored as a means to address this issue. However, evidence of the effect of these approaches is lacking. The aim of this study is to assess the effect of the novel On-site Supportive Communication Training (On-site SCT) in enhancing communication skills among oncologists and thereby addressing burnout.</p><p><strong>Methods: </strong>This randomized, controlled, multicenter study was conducted across three oncological departments in Denmark. Doctors were eligible if they worked in the outpatient clinic at least four days per month and provided informed consent. Doctors in the intervention group underwent a two-hour introduction followed by three full days of On-site SCT facilitated by in-house psychologists, while those in the control group continued standard practices. Pre- and post-intervention assessments on burnout (Copenhagen Burnout Inventory) were conducted, as were assessments of related constructs (job satisfaction and communication self-efficacy). Differences in pre- and post- assessments were analyzed using a paired t-test. Feasibility was assessed descriptively by comparing intervention days with planned schedule, and doctors' satisfaction with the intervention was assessed systematically by questionnaire.</p><p><strong>Results: </strong>Of 101 screened doctors, 89 (88%) consented and were randomized. 65% were female, and the mean age was 46 (range 27 to 75). Due to nine exclusions, data from 39 doctors in the intervention group and 41 doctors in the control group were available for analysis. At baseline, doctors exhibited lower levels of burnout than reported in international literature. No statistically significant improvements in burnout (p > 0.05) were demonstrated post-intervention. Despite non-significant changes, the doctors reported an improvement in communication self-efficacy. The program showed high feasibility and received positive feedback from participating doctors.</p><p><strong>Conclusions: </strong>Our findings caution against assuming a causal relationship between short-term interventions and a complex phenomenon like burnout. On-site SCT demonstrated high feasibility, participation rate and acceptance. This underscores its potential value in clinical settings. Consequently, On-site SCT will be implemented at the Department of Oncology, Vejle University Hospital, to facilitate further refinement based on ongoing feedback and to explore long-term outcomes.</p><p><strong>Trial registration: </strong>December 2022- The Region of Southern Denmark (22/57137). April 2023- ClinicalTrials.gov (NCT05842083). April 2023- The Research Ethics Committee at the University of Southern Denmark (23/19397).</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"112"},"PeriodicalIF":2.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11756029/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The application of multidisciplinary team combined flipped classroom teaching model in oral general course for clinical undergraduates.","authors":"Xue-Jing Lin, Jie Zhou, Qing Yuan, Yu-Lei Dong, Wen-Xuan Xia, Diwas Sunchuri, Zhu-Ling Guo","doi":"10.1186/s12909-024-06632-3","DOIUrl":"10.1186/s12909-024-06632-3","url":null,"abstract":"<p><strong>Background: </strong>Oral general course (OGC) is a basic subject of medical education. The implementation of multidisciplinary team (MDT) meets the individual needs of patients. Based on the concept of MDT, this study combined the theory and practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the thinking transformation of medical students to clinicians.</p><p><strong>Methods: </strong>The participants of the study were 760 clinical undergraduates in OGC training in Hainan Medical University from 2021 to 2023. A total of 760 students were divided into a control group and an observation group of 380 cases, each using the random number table method. The control group used traditional teaching methods, the observation group adopted the MDT combined with flipped classroom teaching model and organized dental postgraduates team to participate in the teaching task. A unified assessment of the teaching outcomes was conducted after 1 semester study duration.</p><p><strong>Results: </strong>The basic theory, independent learning ability and case analysis scores of the observation group were higher than those in the control group, and the differences were statistically significant (P < 0.05). Except there was no statistically significant difference in literature searching ability between the two groups (P > 0.05), the other indicators of teaching satisfaction in the observation group were higher than those in the control group, and the difference was statistically significant (P < 0.05). The postgraduates team gave relatively good feedback to the MDT combined flipped classroom teaching model.</p><p><strong>Conclusion: </strong>MDT combined flipped classroom teaching model had outstanding effect in OGC, this student-centered teaching method was a beneficial supplement to their clinical thinking and practical ability, and worth further promotion.</p><p><strong>Trial registration: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"113"},"PeriodicalIF":2.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11761180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030178","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":"Honoring donors: medical students' reflections on cadaveric dissection.","authors":"Young Gyu Kwon, Myeong Namgung, Song Hee Park, Mi Kyung Kim, Chan Woong Kim, Hyo Hyun Yoo","doi":"10.1186/s12909-025-06674-1","DOIUrl":"10.1186/s12909-025-06674-1","url":null,"abstract":"<p><strong>Background: </strong>Cadaveric dissection is an essential practice for medical students to understand human anatomy and internalize professional attitudes toward death, such as empathy and respect for the deceased. Previous studies have focused on emotional responses such as shock, anxiety, and fear at the start of dissection practice. However, limited research exists on students' reflective thinking and perceptions before practice. This study aims is to understand premedical students' perceptions and attitudes before dissection by analyzing their reflective writing.</p><p><strong>Methods: </strong>Text network analysis of essays written in 2022 by 136 s-year premedical students before cadaveric dissection was performed. Keywords were preprocessed to extract significant themes. Centrality analysis and topic modeling were performed to analyze students' perceptions and attitudes.</p><p><strong>Results: </strong>Centrality analysis identified \"cadaveric dissection,\" \"donation,\" and \"gratitude\" as major keywords, indicating the students' deep appreciation and respect for donors. Two main topics emerged from topic modeling. The first, \"gratitude and respect for donors,\" included keywords such as \"gratitude\" and \"donation.\" The second, \"growth and responsibility of doctors through medical study and practice,\" included keywords such as \"study\" and \"medical school.\"</p><p><strong>Conclusion: </strong>The participants had profound gratitude and respect for donors before cadaveric dissection, which increased their motivation to learn. Analyzing reflective writing is an effective approach to understanding students' initial perceptions and attitudes toward cadaveric dissection; further, it can inform educational strategies that aid students in forming their professional identity.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"116"},"PeriodicalIF":2.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11760093/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030099","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":"What is the learning effect of video review in postgraduate medical education: a systematic review.","authors":"Marieke Robbrecht, Myriam Van Winckel, Antonius Mulder, Mieke Embo","doi":"10.1186/s12909-024-06515-7","DOIUrl":"10.1186/s12909-024-06515-7","url":null,"abstract":"<p><strong>Background: </strong>Video review is a feasible, commonly used learning tool, but current literature lacks a comprehensive review of its impact on learning in postgraduate medical education. This systematic review aims at examining the learning effect of video review of resident performance in clinical practice during postgraduate medical education.</p><p><strong>Methods: </strong>A systematic literature search was conducted from May 2023 to July 2023 with an update on 12/12/2023. Databases of MEDLINE (Pubmed), Web of Science, Embase and ERIC (through Webquest) were searched. Eligible articles had to describe the learning effects of video review in clinical practice in postgraduate medical education. The videos had to be actively recorded in a setting where a camera was not normally used for standard patient care. The investigated effect needed to be classified at least as a Kirkpatrick level 2. We iteratively developed a standardized data extraction form to extract study characteristics. The methodological quality of the individual studies was assessed using the Medical Education Research Quality Instrument.</p><p><strong>Results: </strong>Out of 9323 records after deduplication, 11 studies were included. The designs were randomised controlled trials (n = 4) and single-group pre-test post-tests trials (n = 7). The studies had outcomes related to knowledge and skills (n = 5), resident behaviours (n = 5) and patient outcome (n = 1). All studies reported outcomes regarding learning effect.</p><p><strong>Conclusions: </strong>Video review appears to have a positive impact on residents' learning outcomes in postgraduate medical education. However, it is mostly not tailored to the specific learning needs of residents, and there is a lack of information regarding its optimal integration with other learning methods and within distinct clinical contexts. The heterogeneity observed among the included studies makes it challenging to formulate clear recommendations in the use of video.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"114"},"PeriodicalIF":2.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11758730/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030204","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":"Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction.","authors":"Prinn Chantanahom, Chaiy Rungsiyakull, Marisa Sukapattee, Pisaisit Chaijareenont, Pimduen Rungsiyakull","doi":"10.1186/s12909-025-06703-z","DOIUrl":"10.1186/s12909-025-06703-z","url":null,"abstract":"<p><strong>Background: </strong>Computer-assisted learning (CAL) has the potential to enhance learning outcomes and satisfaction. However, there are limited reports in the literature that describe or evaluate the implementation of this method to promote competency-based learning in removable partial denture (RPD) design. Therefore, this study aimed to: (1) compare the effectiveness of different learning methods using a 3D software-aided RPD design program, (2) evaluate the learning outcomes associated with these different methods following active learning, and (3) assess students' satisfaction.</p><p><strong>Methods: </strong>Forty undergraduate dentistry students were divided into four groups of ten students. Each group was assigned different learning methods for a period of 28 days using the CMU-3D RPD Design program. The learning methods included lecture-based learning (LBL), case-based learning (CBL), a combination of LBL and CBL, and a control group that did not engage in LBL or CBL. Following this period, participants in all four groups engaged in active learning activities related to RPD design. Learning outcomes were measured three times: prior to the experiment, after using the software, and after participating in active learning activities.</p><p><strong>Results: </strong>Analysis of pre- and post-training assessments using multiple-choice questions revealed that dental students in the combined LBL and CBL group demonstrated statistically significant improvements in test scores compared to baseline (p < 0.05). Notably, there were marked enhancements in comprehension, application, and analysis skills. Outcomes following active learning were significantly improved in groups with a foundation in lecture-based learning. Furthermore, all groups reported high levels of satisfaction (over 90%) after utilizing the software and participating in active learning activities.</p><p><strong>Conclusions: </strong>Computer-assisted learning, combined with active learning strategies, improves learners' outcomes and satisfaction. Learning RPD design through computer-assisted methods positively influenced learning outcomes, particularly when both lecture-based and case-based learning approaches were used. Active learning strategies resulted in more substantial improvements when applied to students with a strong foundation in lecture-based learning.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"104"},"PeriodicalIF":2.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11752780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143025614","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}