BMC Medical Education最新文献

{"title":"Bullying in medicine: a cross-sectional study among intern doctors in Sri Lanka.","authors":"Manudi Vidanapathirana, Deshan Gomez, Saroj Jayasinghe","doi":"10.1186/s12909-025-07306-4","DOIUrl":"10.1186/s12909-025-07306-4","url":null,"abstract":"<p><strong>Background: </strong>Bullying in medicine is common and has harmful effects on the victimized professionals, their patients and the healthcare system. This study aimed to assess the prevalence of workplace bullying among intern doctors in Sri Lanka and examine its associated factors.</p><p><strong>Methods: </strong>This was conducted as a descriptive cross-sectional study among intern doctors who had completed at least 6 months of internship. A self-administered questionnaire which incorporated the Negative Acts Questionnaire-Revised was used for data collection. Data was analyzed using SPSS version 26 and associations were analyzed using Chi Square.</p><p><strong>Results: </strong>The response rate was 78.2% (n = 208). The results revealed that 76.9% of intern doctors experienced workplace bullying. All forms of workplace bullying were commonly reported by participants: work-related bullying was experienced in the form of having one's opinions ignored (56.7%, n = 118),) being ordered to do work below one's level of competence (55.3%, n = 115) and being exposed to unmanageable workload (50%, n = 104); person-related bullying was experienced in the form of being ridiculed in connection with one's work (55.8%) and persistent criticism of errors (52.4%). Almost half (48.1%, n = 100) had been subjected to hints or signals that they should quit their job. Physical intimidation was experienced by 61.1% (n = 127) and 18.3% (n = 38) reported threats of physical abuse or actual abuse. Interns that frequently felt that the assigned work was above their capacity(p < 0.001) and ethnicity (p < 0.01) were found to be significantly associated with bullying.</p><p><strong>Conclusions: </strong>Bullying is commonly experienced by Sri Lankan intern doctors with many being subjected to physical intimidation. Rigorous steps should be taken to address workplace bullying to facilitate supportive work environments.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"710"},"PeriodicalIF":2.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12079839/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081960","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":"Correction: Impact of simulated patient-based communication training vs. real patientbased communication training on empathetic behaviour in undergraduate students- a prospective evaluation study.","authors":"Vanessa Britz, Jasmina Sterz, Yannik Koch, Teresa Schreckenbach, Maria-Christina Stefanescu, Uwe Zinßer, Rene Danilo Verboket, Katharina Sommer, Miriam Ruesseler","doi":"10.1186/s12909-025-07318-0","DOIUrl":"https://doi.org/10.1186/s12909-025-07318-0","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"707"},"PeriodicalIF":2.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12079981/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081963","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":"Psychiatrists' experiences of patient suicide loss: perspectives from residency and supervision.","authors":"Peri Fenwick, Zainab Furqan, Rachel Beth Cooper, Emmanuel Tse, Andrew Lustig, Mark Sinyor, Arash Nakhost, Paul Kurdyak, David Rudoler, Farooq Naeem, Vicky Stergiopoulos, Juveria Zaheer","doi":"10.1186/s12909-025-07164-0","DOIUrl":"https://doi.org/10.1186/s12909-025-07164-0","url":null,"abstract":"<p><strong>Background: </strong>Patient suicide is a common adverse event during psychiatric residency. This study aimed to understand psychiatry residents' experiences of patient suicide from the perspectives of psychiatrists who experienced this loss as a resident and/or as a psychiatrist supervising residents, and to assess which interventions may help residents feel supported after such tragedies.</p><p><strong>Methods: </strong>This is a secondary qualitative analysis based on a previous study in which psychiatrists who experienced a patient's death by suicide were interviewed about their experiences. Of the 18 participants interviewed, 13 participants had experienced the death of a patient by suicide during residency and/or had experience supervising residents in the context of this loss. Direct transcriptions from these 13 interviews were analyzed using constructivist grounded theory.</p><p><strong>Results: </strong>Participants' experiences of patient suicide during training were influenced by the practice setting, patient-related factors, learners' personal circumstances, and the supervisor-trainee relationship. Participants described feeling supported by supervisors from a practical perspective, such as offering a modified workload. Emotional, professional, and existential supports were identified as helpful, though their provision varied depending on the supervisory dynamic. There were differences between resident and supervisor responses to patient suicide, which may be due to residents' fear of negative evaluations and lack of formal training for supervisors.</p><p><strong>Conclusions: </strong>The experience of a patient's death by suicide during residency is diverse and multifactorial. Encouraging connection within the supervisory relationship is critical for both residents and supervisors in coping with the loss and effectively supporting trainees.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"702"},"PeriodicalIF":2.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12076852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081967","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":"Correction: Educational board game for training dental and dental hygiene students in patient safety issues.","authors":"Ju-Hui Wu, Pei-Hung Su, Hsiu-Yueh Wu, Yu-Mei Hsin, Chia-Hua Lin, Chen-Yi Lee","doi":"10.1186/s12909-025-07284-7","DOIUrl":"https://doi.org/10.1186/s12909-025-07284-7","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"708"},"PeriodicalIF":2.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12079914/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081961","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":"Creating health systems citizens: enhanced professional identity formation through a para-curricular distinction track in health systems transformation and leadership.","authors":"Luan Lawson, Stephen C Charles, Donna Lake, Laura Hartman, Timothy J Reeder, Jenna Garris, Suzanne Lazorick","doi":"10.1186/s12909-025-07108-8","DOIUrl":"https://doi.org/10.1186/s12909-025-07108-8","url":null,"abstract":"<p><strong>Background: </strong>As healthcare systems grow increasingly complex, medical education must evolve to prepare future physicians to navigate and improve the environments in which they practice. Integrating Health Systems Science (HSS) into medical education is essential to equip learners with the mindset and skills needed to catalyze change and address systemic challenges. This transformation requires not only new knowledge but also the intentional development of a professional identity rooted in systems awareness and leadership.</p><p><strong>Methods: </strong>The Brody School of Medicine established a three-year, longitudinal para-curricular program, the Health System Transformation and Leadership Distinction Track, known as Leaders in INnovative Care (LINC), starting the summer after the first year of medical school and continuing to graduation. LINC provides transformative curricular experiences that instill the HSS knowledge, skills, and mindset to develop students to become change agents and as future physician leaders for the changing environment. In-depth, semi-structured interviews of participants from the first two LINC cohorts were conducted to explore early impacts on participating students after completing the first year of this program. Qualitative analyses were conducted trom interview transcripts o determine emergent themes.</p><p><strong>Results: </strong>All scholars (n = 15) were interviewed at the end of their first year in the program. Five key themes emerged: 1) increased critical thinking, 2) leadership, 3) developing awareness of HSS, 4) career trajectory, and 5) a sense of connectedness. Students reported adopting a systems thinking perspective on healthcare, recognizing the interrelated components of the system and their role as physicians within it. The development of advanced skills, a sense of connection, and leadership qualities were evident early in the program, with learners perceiving that they view healthcare differently than peers.</p><p><strong>Conclusion: </strong>Themes from this study suggest that the LINC program fostered critical thinking, leadership, and a systems perspective early in training. Enhanced educational experiences in HSS can accelerate professional identity formation as change agents, with the potential for curricular expansion to include all medical students. Future efforts are needed for advancing assessments, tracking longitudinal outcomes, and collaborating across institutions to identify best practices in developing medical students as \"systems-citizens.\"</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"703"},"PeriodicalIF":2.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12076868/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081964","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":"Role play versus video-based learning for interprofessional communication and teamwork skills in nursing and medical students: a mixed-methods study in Pakistan.","authors":"Syed Muhammad Azfar, Sana Saeed, Sadia Masood, Syeda Rubaba Azim, Mukhtiar Baig, Marib Ghulam Rasool Malik","doi":"10.1186/s12909-025-06840-5","DOIUrl":"https://doi.org/10.1186/s12909-025-06840-5","url":null,"abstract":"<p><strong>Background: </strong>Effective interprofessional communication (IPC) is crucial for patient safety. However, IPC training is often insufficient in medical and nursing education in Pakistan. This study compares the effectiveness of Video-Based Learning (VBL) and Role Play (RP) in enhancing IPC and teamwork skills among undergraduate medical and nursing students.</p><p><strong>Methods: </strong>A mixed-method approach encompassed a quasi-experimental design with focused group discussions. 64 participants were randomly divided into two groups (n = 32 each), each receiving training through either VBL or RP. The study employed the Communication and Teamwork Skills (CATS) assessment instrument utilized by two independent raters to evaluate improvements in coordination, situational awareness, cooperation, and communication skills before and after the interventions. Additionally, focus group discussions provided qualitative insights regarding the teaching strategies.</p><p><strong>Results: </strong>Both RP and VBL significantly improved IPC and teamwork skills compared to baseline. RP showed greater enhancements across coordination, cooperation, and situational awareness compared to VBL. (p < 0.001). In the VBL group, significant improvements were observed in coordination (pre: 5.46 ± 1.93, post: 7.90 ± 2.50, p < 0.001), situational awareness (pre: 2.62 ± 1.07, post: 3.68 ± 1.78, p = 0.006), and communication (pre: 4.75 ± 3.57, post: 11.28 ± 3.72, p < 0.001), but not in cooperation (pre: 7.06 ± 3.24, post: 8.21 ± 2.57, p = 0.119). The RP group showed significant improvements in coordination (pre: 6.28 ± 2.58, post: 12.40 ± 2.62, p < 0.001), situational awareness (pre: 3.06 ± 2.21, post: 5.65 ± 1.51, p < 0.001), cooperation (pre: 8.09 ± 4.07, post: 13.46 ± 3.58, p < 0.001), and communication (pre: 4.25 ± 4.22, post: 13.15 ± 6.33, p < 0.001). Qualitatively, both methods were perceived as engaging and interactive, with the hands-on component in RP regarded by the participants as very valuable to actively practice their skills in a simulated environment.</p><p><strong>Conclusions: </strong>RP significantly outperforms VBL in enhancing IPC and teamwork skills, making it a superior tool for healthcare education. The findings suggest that RP's practical, interactive nature makes it a more effective tool for teaching IPC and teamwork in medical and nursing education. Integrating RP activities into the curriculum could enhance communication and teamwork skills among students. Evaluating the longitudinal impact of this integration on patient care could be an area for future research.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"704"},"PeriodicalIF":2.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12077007/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081968","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":"Correction: Enhancing feedback mechanisms in medical education: insights from clinical instructors in a Taiwanese medical center.","authors":"Chin-Wen Liao, Chun-Nan Cheng, Wei-Sho Ho, Wei-Lun Huang, Yi-Jung Tsai","doi":"10.1186/s12909-025-07276-7","DOIUrl":"https://doi.org/10.1186/s12909-025-07276-7","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"709"},"PeriodicalIF":2.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080031/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081962","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 adaptation and psychometric validation of the university of the West England interprofessional questionnaire (UWE-IP) for Turkish health education programs: a cross-sectional study.","authors":"Ersan Gürsoy, Derya Gökmen, Serhat Hayme, Şafak Eroğlu, Mehmet Akif Nas","doi":"10.1186/s12909-025-07278-5","DOIUrl":"https://doi.org/10.1186/s12909-025-07278-5","url":null,"abstract":"<p><strong>Background: </strong>The objective of this study was to assess the accuracy and consistency of the University of the West England Interprofessional Questionnaire (UWE-IP) in Turkish health education settings. The aim was to evaluate its efficacy in gauging interprofessional attitudes among students from diverse healthcare fields.</p><p><strong>Methods: </strong>A cross-sectional study was conducted with 391 students from medical, nursing, and home care technician programs who participated in clinical internships. The UWE-IP was utilized to evaluate the psychometric properties of the scale, utilising exploratory factor analysis (EFA) to establish the internal structure and reliability.</p><p><strong>Results: </strong>The original four-factor structure of the UWE-IP scale was refined to a three-factor model, encompassing 'communication and teamwork,' 'interprofessional learning,' and a combined 'interprofessional interaction and relationships' factor. This revised structure demonstrated sound reliability and validity y, with a Cronbach's alpha of 0.80. The factor loadings varied between 0.044 and 0.746, demonstrating a strong level of support for the scale's reliability in assessing interprofessional attitudes in the Turkish setting.</p><p><strong>Conclusions: </strong>The study affirms the validity and reliability of the UWE-IP scale for implementation in Turkish health education, highlighting its significance in assessing and improving interprofessional education. The cultural adaptation of the scale represents an important step forward in evaluating multidisciplinary training results, thereby contributing to improved healthcare services and patient outcomes in Turkey.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"705"},"PeriodicalIF":2.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12076926/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081965","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":"Sudanese medical students' satisfaction with online learning and its association with their psychological distress: a cross-sectional study.","authors":"Muhannad Bushra Masaad Ahmed, Ahmed Balla M Ahmed, Moram Elfadel Abdelrhaman Gasmalha, Olla Zuhair Elamin Abdalla, Safinat Hassan Mohammed Ahmed, Blsam Abdelmoneam Ahmed Mohammed, Rabaa Alamein Omer Ebrahim, Maab Hisham Saeed Abdeen, Esraa Obeid Mohammed Babiker, Tasneem Abdelgader Abdelrhman Ahmed, Alkhansa Ahmed Osman Ahmed, Doaa Salaheldin Mohamed Ahmed, Muhammad Mubashir, Sohaib Mohammed Mokhtar Ahmed","doi":"10.1186/s12909-025-07228-1","DOIUrl":"https://doi.org/10.1186/s12909-025-07228-1","url":null,"abstract":"<p><strong>Background: </strong>Online learning has emerged as an alternative to continuing higher education during the ongoing conflict in Sudan. Despite its numerous benefits, online learning is often associated with challenges like stress, anxiety, and depression. Satisfaction plays a pivotal role in shaping students' perceptions of online education quality and their mental well-being, especially under adverse conditions like conflict. Hence, this study aimed to evaluate the satisfaction of Sudanese medical students with online learning and its association with psychological distress issues, including anxiety, depression, and stress, during the current Sudan war.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among Sudanese medical students who transitioned to online learning during the conflict. Satisfaction with online learning was assessed using a validated questionnaire consisting of eight dimensions, while depression symptoms were measured with the Patient Health Questionnaire-9, anxiety with the Generalized Anxiety Disorder-7, and perceived stress with the Perceived Stress Scale-10. Associations between demographic factors and key outcomes were analyzed using independent t-tests, chi-square tests, and one-way ANOVA, with statistical significance set at p < 0.05.</p><p><strong>Results: </strong>Among the 1,891 medical students surveyed, the mean satisfaction score for online learning was 26.2 out of 40. Mild to moderate depression was reported by 59.4% of students, while 62% experienced mild to moderate anxiety, and 21% reported high stress levels. Lower satisfaction was significantly associated with higher levels of depression, anxiety, and stress (all p < 0.001).</p><p><strong>Conclusion: </strong>Sudanese medical students reported positive satisfaction with online learning during the conflict, yet this was accompanied by high levels of depression, anxiety, and stress. These findings highlight the need for integrated mental health support and improved digital access to enhance online education. Addressing these challenges is essential to ensuring student well-being and sustaining quality education in conflict settings. Further research across different settings can help develop more effective interventions.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"706"},"PeriodicalIF":2.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12076943/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081969","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 role of video and direct laryngoscopy in medical student intubation training: a comparative study on success rates and learning curves.","authors":"Mustafa Öcal","doi":"10.1186/s12909-025-07239-y","DOIUrl":"10.1186/s12909-025-07239-y","url":null,"abstract":"<p><strong>Background: </strong>Direct laryngoscopy (DL) is widely recognized as the most commonly used method for tracheal intubation. However, growing evidence highlights the increasingly prominent role of video laryngoscopy (VL) in the management of difficult airways. This study aimed to determine the most effective medical education method to equip medical students with this critical skill. In addition to evaluating the contributions of an intubation training program utilizing direct laryngoscopy and video laryngoscopy to tracheal intubation success among inexperienced medical students, we also aimed to explore the potential benefits of combining these two techniques.</p><p><strong>Methods: </strong>This mannequin-based study included 130 medical students. Before the study began, participants attended a 30-minute theoretical training session. Participants were randomly assigned to start with one of two scenarios. In each scenario, participants were given three attempts to perform intubation using each laryngoscope. The maximum allowable time for each intubation was set at 3 min. Students who successfully intubated within 3 min were recorded as successful, while those who failed to do so were recorded as unsuccessful.</p><p><strong>Results: </strong>The study demonstrated that VL provided higher success rates and shorter intubation times, particularly during the first and second attempts. However, it is noteworthy that no significant difference in success rates was observed between VL and DL during the third attempt.</p><p><strong>Conclusion: </strong>This study highlights the necessity of integrating both VL and DL methods in intubation training programs. The combination of both approaches allows students to achieve quick initial results while progressively developing proficiency for more complex scenarios over time.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"700"},"PeriodicalIF":2.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12070604/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040106","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}