BMC Medical Education最新文献

{"title":"\"Unveiling the burden: mental health challenges and coping strategies among moroccan medical students\".","authors":"Mounir Jaafari, Amal Ouraghen, Ferdaouss Qassimi, Amine Bout, Chadia Aarab, Rachid Aalouane, Ismail Rammouz","doi":"10.1186/s12909-025-07542-8","DOIUrl":"10.1186/s12909-025-07542-8","url":null,"abstract":"<p><strong>Background: </strong>Medical students face significant psychological distress due to academic, financial, and social pressures. While global studies highlight the mental health challenges of medical students, limited data is available for Moroccan medical students.</p><p><strong>Objectives: </strong>This study aims to assess the prevalence of psychological distress, identify associated factors, and explore coping strategies among Moroccan medical students.</p><p><strong>Methods: </strong>A cross-sectional study was conducted at the Faculty of Medicine and Pharmacy of Fez, involving 632 clinical-year students. Data were collected using the validated GHQ-12 questionnaire to assess psychological distress and self-reported measures of functional and dysfunctional coping strategies. Statistical analysis included chi-square tests and logistic regression to identify significant associations.</p><p><strong>Results: </strong>The mean GHQ-12 score was 5.00 (SD: 3.61), with 50.6% of students scoring above the threshold of 4, indicating psychological distress. The most frequently reported stressors were academic challenges (34.1%), emotional problems (12.3%), and financial difficulties (9.6%). Female students experienced significantly higher levels of distress compared to males (P < 0.001). Among the participants, 52.6% reported using coping strategies; of these, 26.5% relied exclusively on functional strategies, such as prayer, relaxation, and seeking social support, while 26.1% used at least one dysfunctional strategy. Dysfunctional coping strategies, such as dietary changes and smoking, were significantly associated with distress (P < 0.001).</p><p><strong>Conclusion: </strong>This study underscores the substantial mental health burden among Moroccan medical students, with significant associations between distress, gender, stressors, and dysfunctional coping strategies. These findings highlight the need for targeted mental health interventions and the development of supportive programs within medical education settings to promote well-being and resilience.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1353"},"PeriodicalIF":3.2,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12495859/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145226424","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":"Virtual or blended laboratories for healthcare students education: a systematized review.","authors":"Ruhollah Safaeipour, Maryam Aalaa, Rita Mojtahedzadeh, Aeen Mohammadi, Shadi Asadzandi, Atekeh Mousavi","doi":"10.1186/s12909-025-07937-7","DOIUrl":"10.1186/s12909-025-07937-7","url":null,"abstract":"<p><strong>Background: </strong>In recent years, several studies have been conducted on the use of virtual laboratories for healthcare student education. Therefore, this study aimed to determine student assessment methods, identify content delivery methods, and determine the effectiveness of virtual or blended laboratories on healthcare student learning.</p><p><strong>Methods: </strong>This study was conducted using a systematized review method. After collecting keywords related to the research, synonyms were extracted from MESH and included in the search strategies, and multiple databases were searched from January 1, 2000, to August 1, 2023. All steps were performed using the PRISMA flowchart.</p><p><strong>Results: </strong>Out of 1461 articles from different databases, 21 articles were eligible for inclusion in this review. In most studies, video formats (n = 18) were used to present content. The method of content presentation in most laboratory studies was purely virtual (n = 14). The greatest impact of laboratories was in the cognitive domain, and the least impact was in the psychomotor domain (practical skills).</p><p><strong>Conclusion: </strong>This study showed that virtual laboratories are as effective as traditional methods and, in some cases, are more effective compared to traditional teaching methods. Therefore, virtual laboratories can be used as an effective alternative or complementary tool for teaching laboratory sciences.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1352"},"PeriodicalIF":3.2,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12495863/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145226234","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":"Evaluation of educational services quality and its impact on students' satisfaction and loyalty based on academic quality improvement program (AQIP) model.","authors":"Mohammad Amiri, Erfan Shahir-Roudi, Hajar Shahsavar, Ahmad Khosravi","doi":"10.1186/s12909-025-07988-w","DOIUrl":"10.1186/s12909-025-07988-w","url":null,"abstract":"<p><strong>Background and objectives: </strong>To ensure sustainable growth, higher education institutions must enhance educational service quality, student satisfaction, and loyalty. In this regard, the present study seeks to evaluate the relationship between educational services quality, students' satisfaction and loyalty at Shahroud University of Medical Sciences (northeast of Iran) in 2023.</p><p><strong>Methods and materials: </strong>This is a cross-sectional study, consisting of 316 medical students which were selected by multi-stage random sampling method. Academic Quality Improvement Program (AQIP), Students' academic satisfaction and Students' Loyalty questionnaires were used. The relationship between the latent and observer variables were analyzed using the structural equation method (SEM).</p><p><strong>Results: </strong>Majority of students, 229 (72.5%) were female. While the mean score for evaluation of educational services quality was 63.4 ± 14.8, the mean scores for satisfaction with educational services and loyalty to the institution were 29.0 ± 6.6 and 29.2 ± 4 respectively. A significant and direct relationship was observed between the educational services quality score and the satisfaction score (standardized Beta coefficient = 0.83). Our findings revealed no direct association between educational services quality and student loyalty. However, this relationship is mediated by student satisfaction (standardized Beta coefficient = 0.94).</p><p><strong>Conclusion: </strong>Given the impact of educational service quality on student satisfaction and loyalty, we recommend targeted initiatives to: enhance faculty expertise, meet student needs (educational and services), improve facilities, foster respectful interactions, increase faculty-student engagement, enhance flexibility of curricula, offer academic advising, elevate teaching quality, and upgrade learning spaces and dormitories. We recommend focusing on both weaknesses and strengths, and repeatedly measuring service quality to ensure continuous improvement.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1351"},"PeriodicalIF":3.2,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12495672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145226409","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":"Application of productive failure theory combined with debriefing teaching model in peripherally inserted central catheter skill training for oncology specialist nurses.","authors":"Zhiying Yue, Haokun Wu, Linjun Zhong, Mingxia Li, Mingli Zeng, Yujiao Zeng, Hexiang Feng, Rujun Zheng, Yu Sun","doi":"10.1186/s12909-025-07863-8","DOIUrl":"10.1186/s12909-025-07863-8","url":null,"abstract":"<p><strong>Background: </strong>Based on the limitations of the traditional model of PICC skills training for domestic oncology specialist nurses in terms of curriculum design, training effect and clinical application, This study explored the application of the productive failure theory combined with debriefing in teaching peripherally inserted central catheter skills to oncology specialist nurses.</p><p><strong>Methods: </strong>This quasi-experimental study was conducted in 2023 and involved 146 oncology nurses recruited from Sichuan Province. Participants were assigned to either the control group (n = 73) or the intervention group (n = 73) based on the principle of baseline comparability and convenience sampling. The control group received traditional teaching method, whereas the intervention group underwent a combined repeated teaching approach grounded in the theory of productive failure.</p><p><strong>Results: </strong>Before the training intervention, the demographic characteristics, professional theoretical knowledge, professional operation skills, learning motivation, clinical thinking ability, problem solving ability, self-efficacy, test scores and subjective evaluation in general information has no significant difference between the two groups (P > 0.05), which was comparable. After the intervention, the scores of the above five items and the teaching satisfaction of the intervention group were significantly higher than those of the control group, and the difference was statistically significant (P < 0.05).</p><p><strong>Conclusion: </strong>In the skill teaching of central venous catheter through peripheral puncture, the teaching mode based on productive failure theory combined with debriefing teaching is obviously superior to the traditional teaching mode, which can significantly enhance the professional knowledge, skills, learning motivation, critical thinking, self-efficacy and other comprehensive qualities of oncology specialist nurses. It is worthy of being further incorporated into futher clinical content teaching research.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1326"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492846/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214275","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 novel approach to patient safety education: integrating the human factors analysis and classification system (HFACS) to build a culture of safety in medical training.","authors":"Jiun-Yih Lee, Chien-Hsien Huang, Hsiao-Wei Wang, Shih-Wen Hung, Jui-Ting Chang","doi":"10.1186/s12909-025-07830-3","DOIUrl":"10.1186/s12909-025-07830-3","url":null,"abstract":"<p><strong>Background: </strong>This study evaluated the effectiveness of an educational intervention based on the Human Factors Analysis and Classification System (HFACS) in enhancing medical students' patient safety competencies. The intervention specifically targeted students' ability to identify human factors and recognize adverse events.</p><p><strong>Methods: </strong>A quasi-experimental pre-post study was conducted at Shin Kong Wu Ho-Su Memorial Hospital in Taiwan. Forty medical students from two medical schools were recruited; 38 completed both pre- and post-tests for adverse event recognition, and 30 completed both assessments for human factors identification. The 90-minute HFACS-based workshop included theoretical instruction, video-based simulations, and case discussions. Validated questionnaires and structured video analyses were used to evaluate students' competencies before and after the intervention. Paired t-tests were conducted to assess changes.</p><p><strong>Results: </strong>The intervention significantly improved students' patient safety competencies. Recognition of reportable adverse events increased from 73.4% (SD = 17.0) to 94.0% (SD = 2.9), p < 0.001, Cohen's d = 1.3, 95% CI: 0.15-0.26. Awareness of the importance of reporting rose from 63.9% (SD = 17.2) to 80.4% (SD = 7.8), p < 0.001, d = 0.9, 95% CI: 0.10-0.23. The total number of identified human factors increased from 5.5 (SD = 2.4) to 36.7 (SD = 14.1), p < 0.001, d = 2.1, with significant improvements observed across all four HFACS levels.</p><p><strong>Conclusions: </strong>The HFACS-based educational intervention significantly enhanced medical students' competencies in recognizing adverse events, understanding the importance of reporting, and identifying human factors across multiple system levels. These findings support the integration of HFACS into medical curricula to promote systemic thinking and foster a proactive safety culture.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1296"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492519/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214341","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":"From classroom to screen: dental students' perceptions of distance learning during COVID-19 pandemic in India.","authors":"Shaswata Karmakar, Mehuli Kar, Delfin Lovelina Francis, Saravanan Sampoornam Pape Reddy, Baishakhi Modak","doi":"10.1186/s12909-025-07906-0","DOIUrl":"10.1186/s12909-025-07906-0","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic had severely disrupted the education system in a variety of settings, particularly medical and dental teaching institutes. Restricting the teaching system to virtual mode and the treatment aspect to emergency-only care was of great challenge, in order to prevent the spread of COVID-19. During the pandemic, distance learning had become necessary to ensure that education continues.</p><p><strong>Objective: </strong>The present study aimed to analyse dental students' perceptions of the transition of education from traditional to distance learning.</p><p><strong>Methods: </strong>This was a cross-sectional study consisting of a 25-statement online questionnaire, which was validated (Item- Content Validity Index (I-CVI: 0.87-0.89), reliability confirmed (Cronbach's alpha = 0.82). The questionnaire was anonymously administered to students studying dentistry at the Manipal Academy of Higher Education, Manipal, India. The data collected were analysed statistically.</p><p><strong>Results: </strong>A total of 713 out of 800 undergraduate dental students participated in the survey, resulting in an 89.12% response rate. Approximately 74% students did not feel that it was easier to concentrate in online classes than in offline lectures, and 60.9% of the students felt that they could not learn the theoretical aspects adequately. Almost three-fourths of the students (73.9%) felt that lockdowns and distance education severely affected the quality of their dental education. Most of the students (86.4%) felt that a lack of patient exposure would affect their future dental practice. With respect to learning preferences, the majority of the students preferred a combination of traditional methods and online learning.</p><p><strong>Conclusion: </strong>The COVID-19 pandemic taught not only the use of technology in education but also future learning strategies. In today's technologically adept world, e-learning is a convenient and effective method for teaching undergraduate dental students. Dental education is evolving consistently to accommodate rapid changes in the education system. However, it should be used as an auxiliary approach in the clinical setting since it cannot replace the conventional face-to-face approach.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1334"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492926/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214387","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":"Evaluation of a progressive laparoscopic training program for clinical professional master's degree residents in china: skill improvement and educational implications.","authors":"Xiang Xu, Feihong Xu, Xiaobao Cheng, Genggeng Wei, Kenan Xuan, Zhenquan Lu, Guixi Zhang, Shihong Luo, Juling Lu","doi":"10.1186/s12909-025-07955-5","DOIUrl":"10.1186/s12909-025-07955-5","url":null,"abstract":"<p><strong>Background: </strong>With the ongoing reform of clinical medical education in China, the training model for Clinical Professional Master's Degree Residents (CPMDRs) has become a crucial component of medical education. as a core technique in modern surgical practice, plays a pivotal role in standardized residency training. However, CPMDRs often face challenges in efficiently mastering laparoscopic skills within a limited training period. This study aims to evaluate the effectiveness of a progressive laparoscopic training program in enhancing the skills of CPMDRs and to explore its implications for clinical medical education in China.</p><p><strong>Methods: </strong>A three-month progressive laparoscopic training program was designed, incorporating multiple teaching methods such as knowledge acquisition, box trainer training, virtual reality (VR) simulation, ex vivo organ training, and animal-based surgical training. A total of 25 CPMDRs participated in the program. Their laparoscopic skills were evaluated before and after the training using task completion times and standardized performance metrics. In addition, a questionnaire was administered to assess participants' satisfaction with the program and their perceived improvement in competency.</p><p><strong>Results: </strong>Following the training, participants demonstrated significant reductions in task completion times across all laparoscopic tasks (P < 0.001), particularly in visual targeting, precision transfer drills, and interrupted suturing. The program received high satisfaction ratings, with 80% of participants strongly agreeing that it stimulated their interest in learning. Furthermore, participants reported marked improvements in basic laparoscopic techniques, VR-based surgical skills, and animal-based procedural abilities.</p><p><strong>Conclusion: </strong>The progressive laparoscopic training program effectively enhanced the laparoscopic skills of CPMDRs and received high approval from participants. By employing a multidimensional teaching approach, this training model is adaptable to the resource conditions of different regions in China, demonstrating broad potential for widespread adoption. This study provides scientific evidence and practical support for optimizing the laparoscopic skills training system for CPMDRs in China.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1341"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214406","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 impact of artificial intelligence-assisted teaching on medical students' learning outcomes: an integrated model based on the ARCS model and constructivist theory.","authors":"Xinyu Pang, Jinyan Zou, Xiaopeng Zhang, Yingying Li, Hao Zhang, Fudong Wang, Yuanyuan Zhang, Xiyi Chen","doi":"10.1186/s12909-025-07826-z","DOIUrl":"10.1186/s12909-025-07826-z","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence-assisted teaching, as an innovative model that combines intelligent technology and personalized education, is increasingly being emphasized in higher medical education.</p><p><strong>Methods: </strong>This study included 523 participants, with a valid response rate of 87.2%. An integrated model based on the ARCS motivation model and constructivist theory was developed to explore the factors influencing medical students' learning outcomes in the context of AI-assisted instruction. Descriptive statistics were conducted using SPSS 23.0, and a structural equation model was constructed and validated using Amos 23.0. Mediation analysis was performed with Process (version 3.3.1).</p><p><strong>Results: </strong>The study confirmed that teaching quality had a positive effect on learning motivation (β = 0.645, P < 0.001) and learning outcomes (β = 0.128, P = 0.032). Learning motivation positively influenced learning attitude (β = 0.822, P < 0.001) and learning satisfaction (β = 0.350, P < 0.001). Learning attitude had a positive impact on both learning satisfaction (β = 0.530, P < 0.001) and learning outcomes (β = 0.232, P = 0.020). Learning satisfaction was also positively associated with learning outcomes (β = 0.415, P < 0.001). The external environment had a positive effect on learning motivation (β = 0.449, P < 0.001) and learning outcomes (β = 0.101, P = 0.033). Moreover, learning motivation played a significant mediating role in the relationships between teaching quality and learning outcomes (β_inmedia = 0.343, 95% CI [0.273, 0.414]), as well as between the external environment and learning outcomes (β_inmedia = 0.287, 95% CI [0.218, 0.355]).</p><p><strong>Conclusion: </strong>Teaching quality and external environment indirectly enhance medical learning outcomes by strengthening learning motivation. Learning motivation plays a key role in shaping learning attitude, satisfaction, and outcomes, confirming the positive value of AI-assisted teaching in optimizing learning mechanisms. This study contributes to the application of AI-assisted teaching in medical education and provides empirical support for improving medical students' learning performance.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1309"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492703/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214444","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 Australia New Zealand Microsurgical Skills Course - are we providing a high quality educational programme?","authors":"Jahnvee Solanki, Yves Kerdraon, Constantinos Petsoglou, Elisa Cornish, Graham Wilson","doi":"10.1186/s12909-025-07928-8","DOIUrl":"10.1186/s12909-025-07928-8","url":null,"abstract":"<p><strong>Objective: </strong>The three-day Australia New Zealand Microsurgical Skills Course (ANZMSC) is the first ophthalmic microsurgical skills course in the Southern Hemisphere that has been made mandatory by the Royal Australian and New Zealand College of Ophthalmologists (RANZCO) for first year ophthalmology trainees. This study aimed to evaluate the educational value of the course and its cost-effectiveness.</p><p><strong>Methods: </strong>Data was collected from the University of Sydney Student Evaluation Forms filled out by all 227 students of the twelve microsurgical skills courses since its commencement in 2018. Evaluations of different course components were compared with descriptive statistics and Mann-Whitney non-parametric testing. Thematic analysis of open-ended questions was done.</p><p><strong>Results: </strong>Most participants felt the course material was valuable for their learning (64.3% strongly agreed, 30.8% agreed). All learning stations ranked highly amongst participants. The most valuable learning experience was suturing on pig eyes, and the least was suturing on surgical skills boards (p < 0.01). Participants described the course as having great educational value for a relatively low cost. They appreciated practising oculoplastic procedures on cadavers, and spending time with the microscope doing corneal suturing. Suggestions to improve the course included more video demonstrations of procedures and replacing skills boards with pig eyelid or skin.</p><p><strong>Conclusions: </strong>The microsurgical skills course has been appraised by positive feedback from participants, with few areas of suggested improvement to the learning materials. Future directions include objective validation studies demonstrating the change in accuracy and speed of students' corneal suturing, and rates of complications of phacoemulsification before and after the mandating of this course. This would allow a more comprehensive evaluation of the course including sustained teaching efficacy and cost-analysis.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1330"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492816/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214457","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 \"IP Pub Quiz\": a new interprofessional learning activity to improve students' perception of interprofessional education and collaborative practice - a pre-post study.","authors":"Lucas Büsser, Fanny Mulder, Corina Zweifel, Mirjam Körner","doi":"10.1186/s12909-025-07903-3","DOIUrl":"10.1186/s12909-025-07903-3","url":null,"abstract":"<p><strong>Background: </strong>Although on the rise, there are still insufficient Interprofessional Education (IPE) learning opportunities for healthcare students and young professionals. Thus, the Swiss Health Alliance for Interprofessional Education (SHAPED, www.shaped-ip.ch ) has developed a new IPE activity: the Interprofessional (IP) Pub Quiz. This study assessed the pilot-implementation of said IP Pub Quiz at Bern University of Applied Sciences during fall semesters 2023 and 2024.</p><p><strong>Methods: </strong>Healthcare students in their 4th and 9th semester from nursing, physiotherapy, midwifery, nutrition & dietetics, and pharmacy were divided into IP groups of 5-7 students and took part in the 90-minute IP Pub Quiz. Questions were designed to not solely query profession-specific knowledge, but to hone IP clinical reasoning. To quantify the impact of said IP learning activity on participants, the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instrument was used in a pre-post design.</p><p><strong>Results: </strong>From 333 pre- and 216 post-questionnaires 197 pairs could be identified and included. The overall mean improved significantly (t(197) = -7.42, p < .001, 95% CI [-0.21, -0.12]) from pre- (3.93 points; SD ± 0.38) to post- IP Pub Quiz (4.09 points; SD ± 0.43). The improvement was greatest for the factors roles & responsibilities and teamwork. No difference based on occupational group, gender or semester could be found.</p><p><strong>Discussion & conclusion: </strong>Participating healthcare students showed a positive perception of IPE and collaborative practice which was further improved through the IP Pub Quiz. Limitations include the lower response rate in the post-questionnaire (non-response bias) and the missing control-group (time effect).</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1340"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492745/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214460","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}