BMC Medical Education最新文献

{"title":"A comparison of 3D game-based simulation versus traditional methods in vital signs education.","authors":"Fatma Tanrıkulu, Handenur Gündoğdu, Funda Erol, Yurdanur Dikmen","doi":"10.1186/s12909-025-07980-4","DOIUrl":"10.1186/s12909-025-07980-4","url":null,"abstract":"<p><strong>Background: </strong>Vital signs measurement is a fundamental nursing responsibility that requires cognitive and psychomotor competence. In alignment with the ethical principle of nonmaleficence, it is important to provide learning environments where students can practice and make mistakes without causing harm. This study aims to examine the effect of a 3D game-based simulation application developed for vital signs on students' academic achievement, learning satisfaction and self-confidence levels.</p><p><strong>Methods: </strong>A randomized controlled experimental design was employed with 73 nursing students, assigned to either the intervention group (n = 37) or the control group (n = 36). The intervention group used a game-based simulation developed with 3D animation technology, while the control group received traditional instruction. Data were collected using the Student Introductory Characteristics Form, Academic Achievement Test of Vital Signs Measurement Skills, and the Student Satisfaction and Self-Confidence in Learning Scale. Statistical analyses were conducted using SPSS version 25, with significance set at p < 0.05.</p><p><strong>Results: </strong>The results indicated that students' current learning satisfaction subscale scores were high in the traditional teaching group and that there was a statistically significant difference between the groups (p = 0.047). There was no statistically significant difference between the groups in terms of academic achievement (p = 0.932) and self-confidence levels in learning (p = 0.375). However, both groups had high mean scores in academic achievement, satisfaction with current learning, and self-confidence in learning.</p><p><strong>Conclusions: </strong>The game simulation method supported by 3D animation may be insufficient for significantly improving nursing students' academic performance, satisfaction with the learning process, and self-confidence in learning. Therefore, it is recommended that such technology-supported methods be used in blended learning environments alongside traditional teaching methods in nursing education.</p><p><strong>Trial registration: </strong>ClinicalTrials.gov: NCT07009275; retrospectively registered.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1344"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492575/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214291","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":"Two decades of accreditation in Chilean medical education: outcomes and lessons learned.","authors":"Oscar Jerez Yañez, Carlos Schade Carter, Miguel Altamirano Rivas, Bárbara Carrasco García","doi":"10.1186/s12909-025-07626-5","DOIUrl":"10.1186/s12909-025-07626-5","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1312"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492712/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214440","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":"Enhancing student performance with multicolored 3D printed neuroanatomical models in veterinary education.","authors":"Nedžad Hadžiomerović, Rizah Avdić, Adis J Muminović, Abdullah Muftić, Adi Pandžić, Faruk Tandir, Anel Vejzović, Ozan Gündemir, Amina Isanović Hadžiomerović","doi":"10.1186/s12909-025-07908-y","DOIUrl":"10.1186/s12909-025-07908-y","url":null,"abstract":"<p><strong>Background: </strong>The neuroanatomy course consistently presents significant challenges, primarily due to the short lifespan of formalin-preserved brain specimens and their restricted availability. Numerous studies have evaluated the strengths and limitations of alternative resources for neuroanatomy education, with a particular focus on technology-based learning methods. This study aimed to assess the effectiveness of integrating 3D printed models into the neuroanatomy curriculum and to evaluate student satisfaction with their use.</p><p><strong>Methods: </strong>The experimental group consisted of the first-year students enrolled in the integrated study program at the University of Sarajevo-Veterinary Faculty during the summer semester of the academic year 2022/2023. The course was organized using 3DP models for 15 h, while during the remaining three hours formalin-preserved specimens were utilized. Data obtained from this cohort were compared with the results of the previous two cohorts (2021-2022 and 2020-2021), who studied veterinary anatomy exclusively using formalin-preserved specimens.</p><p><strong>Results: </strong>The neuroanatomy test scores improved in the experimental group compared to the two control groups. The students exhibit positive attitudes and report high satisfaction with using 3DP models. They support innovative teaching methods and find that the colored segments of the models enhance recognizability of different anatomical structures, highlighting the didactical value of 3DP models.</p><p><strong>Conclusion: </strong>Overall, study demonstrated that 3DP models were highly beneficial for neuroanatomy learning, pedagogically useful and well-received by students.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1323"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492657/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214455","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 ChatGPT to plan and create a realistic collection of virtual patients for clinical reasoning training.","authors":"Joanna Fąferek, Andrzej A Kononowicz, Nataliia Bogutska, Vital Da Silva Domingues, Nataliia Davydova, Ada Frankowska, Isabel Iguacel, Anja Mayer, Luc Morin, Nataliia Pavlyukovich, Iryna Popova, Tetiana Shchudrova, Małgorzata Sudacka, Renata Szydlak, Inga Hege","doi":"10.1186/s12909-025-08006-9","DOIUrl":"10.1186/s12909-025-08006-9","url":null,"abstract":"","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1277"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12490129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214283","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":"Research needs, barriers, and related factors among resident physicians: a multicenter survey in Southern China.","authors":"Pingting Yang, Lei Yan, Yanhong Jang, Hui Chen, Wenzheng Peng, Bo Wu, Qian Su, Qingnan He","doi":"10.1186/s12909-025-07802-7","DOIUrl":"10.1186/s12909-025-07802-7","url":null,"abstract":"<p><strong>Background: </strong>Integrating research training into residency programs can help resident physicians gain insights into cutting-edge treatment options and technologies, effectively improving patient outcomes.</p><p><strong>Methods: </strong>Residents from several hospitals affiliated with leading medical universities in a province in southern China were surveyed using online questionnaires about their current research status, attitudes toward research activities, and barriers they face.</p><p><strong>Results: </strong>Of the total 546 resident physicians surveyed, 103 (18.86%) had prior experience participating in research projects, and 82 (15.02%) had published articles. The average (mean ± SD) scores for \"research knowledge\" and \"total research attitude\" were 3.25 ± 2.16 and 43.13 ± 7.42, respectively. These reflect a moderate level of research knowledge and a high level of positive attitudes toward the usefulness of research. Multivariate analysis revealed that factors including gender, types of resident physician (clinical professional masters, commissioned resident physician, socialized residents), highest degree, preferred hospital for post-training employment, and prior participation in research were associated with both research knowledge scores and research attitudes. The average \"total score for research barriers\" was 46.56 ± 10.21. The four highest-rated barriers were \"lack of time to do research because of clinical tasks,\" \"lack of good research ideas,\" \"insufficient research skills,\" and \"lack of familiarity with research studies/statistical analysis.\"</p><p><strong>Conclusion: </strong>Despite their positive attitudes toward research, the resident physicians in this study faced challenges such as lack of time, guidance, and skills in research practice. Therefore, ensuring dedicated research time and providing training opportunities can help reduce the barriers faced by resident physicians. Stratified training based on competence and needs can better enhance their productivity under resource-limited conditions.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1307"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492858/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214280","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":"Artificial intelligence in dental education: can AI-based chatbots compete with general practitioners?","authors":"Ali Can Bulut, Hasibe Sevilay Bahadır, Gül Ateş","doi":"10.1186/s12909-025-07880-7","DOIUrl":"10.1186/s12909-025-07880-7","url":null,"abstract":"<p><strong>Background: </strong>This study aimed to evaluate the performance of seven AI-based chatbots (ChatGPT-4, ChatGPT-3.5, ChatGPT 01-Preview, ChatGPT 01-Mini, Microsoft Bing, Claude, and Google Gemini) in answering multiple-choice questions related to prosthetic dentistry from the Turkish Dental Specialization Mock Exam (DUSDATA TR). Additionally, the study investigated whether these chatbots could provide responses at an accuracy level comparable to general practitioners.</p><p><strong>Methods: </strong>A total of ten multiple-choice questions related to prosthetic dentistry were selected from a preparatory exam by a private educational institution. Two groups were formed: (1) General practitioners (Human Group, N = 657) and (2) AI-based chatbots. Each question was manually input into the chatbots, and their responses were recorded. Correct responses were marked as \"1\" and incorrect responses as \"0\". The consistency and accuracy of chatbot responses were analyzed using Fisher's exact test and Cochran's Q test. Statistical significance was set at p < 0.05.</p><p><strong>Results: </strong>A statistically significant difference was found between the accuracy rates of chatbot responses (p < 0.05). ChatGPT-3.5, ChatGPT-4, and Google Gemini failed to provide correct answers to questions 2, 5, 7, 8, and 9, while Microsoft Bing failed on questions 5, 7, 8, and 10. None of the chatbots answered question 7 correctly. General practitioners demonstrated the highest accuracy rates, particularly for question 10 (80.3%) and question 9 (44.4%). Despite variations in accuracy, chatbot responses remained consistent over time (p > 0.05). However, Bing was identified as the chatbot with the highest number of incorrect responses.</p><p><strong>Conclusion: </strong>The study findings indicate that The performance of AI-based chatbots varies significantly and lacks consistency in answering prosthetic dentistry-related exam questions, necessitating further improvement before implementation.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1319"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492586/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214318","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 educational program for enhancing cultural competence and cultural self-efficacy in healthcare providers: a quasi-experimental single-group study in Southern Iran.","authors":"Motahareh Faramarzpour, Nasibeh Salari, Neda Dastyar, Foozieh Rafati, Jamileh Farokhzadian, Ali Asghar Kheirkhah Vakilabad, Maryam Sadat Mousavi","doi":"10.1186/s12909-025-07891-4","DOIUrl":"10.1186/s12909-025-07891-4","url":null,"abstract":"<p><strong>Background: </strong>The surge in international exchanges and immigration has significantly increased the demand for culturally competent healthcare providers.</p><p><strong>Aim: </strong>This study aimed to evaluate the impact of a cultural care training program on the cultural competency and self-efficacy of healthcare providers in Jiroft, Iran.</p><p><strong>Methods: </strong>This quasi-experimental study was conducted using a pretest-posttest design but with no control group. Sixty-five eligible participants were selected through a convenience sampling. Data were collected using a demographic questionnaire, the Cultural Care Inventory, and the Cultural Self-Efficacy Scale (CSES) before and after a cultural care training program during four 2-hour sessions per week. Data analysis was performed using SPSS 20, including the Kolmogorov-Smirnov test and paired t-test.</p><p><strong>Results: </strong>The total mean cultural competency score significantly increased from 89.05 ± 12.30 to 217.16 ± 12.09. Similarly, the total mean cultural self-efficacy score rose significantly from 83.53 ± 4.95 to 105.7 ± 7.24. Paired t-test indicated a statistically significant difference in cultural competence (p = 0.001, t= -65.99) and cultural self-efficacy scores (p = 0.001, t = -47.03).</p><p><strong>Conclusions: </strong>The results of this study suggest that implementing various training programs can effectively enhance the cultural competency and self-efficacy of healthcare providers.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1304"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492598/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214329","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 reality simulation for learning minimally invasive endodontics: a randomized controlled trial.","authors":"Chalinee Srakoopun, Siriwan Suebnukarn, Peter Haddawy, Maximilian Kaluschke, Rene Weller, Myat Su Yin, Panuroot Aguilar, Panupat Phumpatrakom, Kriangkrai Pinchamnankool, Kamon Budsaba, Gabriel Zachmann","doi":"10.1186/s12909-025-07889-y","DOIUrl":"10.1186/s12909-025-07889-y","url":null,"abstract":"<p><strong>Background: </strong>Learning minimally invasive endodontic techniques presents unique challenges, requiring precise tooth structure preservation and strong spatial awareness. This study evaluated a clinically realistic virtual reality (VR) simulator, featuring eye-tracking feedback and automated outcome scoring, as an innovative tool to support student learning in minimally invasive endodontics.</p><p><strong>Methods: </strong>A prospective randomized controlled trial was conducted with 30 fourth-year preclinical dental students assigned to either a VR group (n = 15) or a standard phantom head (PH) group (n = 15). The VR system featured high-fidelity dental arch modeling, dual haptic devices, a head-mounted display with eye-gaze and tool trajectory tracking (mirror and handpiece), and automated outcome scoring. All students completed three 1-hour training sessions and performed both Traditional Access Cavity (TradAC) and Conservative Access Cavity (ConsAC) techniques. The primary outcome was tooth volume loss assessed via micro-computed tomography (micro-CT). Secondary outcomes included procedural error scores (rated by blinded experts) and task completion time. Wilcoxon signed-rank tests evaluated pre-post differences. A split-plot ANOVA analyzed training method (between-subjects) and access technique (within-subjects).</p><p><strong>Results: </strong>Significant improvements were observed across all outcomes in both groups (p < 0.05). There was no significant main effect of training method or interaction. A significant main effect of access technique was found for tooth volume loss (F(1,28) = 10.46, p = 0.003) and task completion time (F(1,28) = 6.86, p = 0.014), favoring ConsAC.</p><p><strong>Conclusion: </strong>This study supports the feasibility of automated virtual reality (VR) simulation as a scalable and effective tool to support student learning in minimally invasive endodontic procedures within preclinical dental education.</p><p><strong>Trial registration: </strong>This randomized controlled trial was registered on 29 April 2025, at the TCTR registry with the study registration number TCTR20250502004.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1310"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492536/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214375","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":"Impact of simulation-based learning on the academic performance of medical students during pediatric clerkships.","authors":"Abdelaziz Elamin, Maryam Fuad Ali, Amer Almarabheh","doi":"10.1186/s12909-025-07911-3","DOIUrl":"10.1186/s12909-025-07911-3","url":null,"abstract":"<p><strong>Background: </strong>Simulation-based learning (SBL) is a structured educational method that enables learners to practice clinical, technical, and decision-making skills in a safe, immersive, and controlled environment. It has become a cornerstone of modern medical education.</p><p><strong>Objective: </strong>This study aimed to assess the effect of SBL on the academic performance of medical students at the pediatrics end of the clerkship examination.</p><p><strong>Methods: </strong>We analyzed the academic performance of 2,251 fifth-year medical students over 12 academic years, from September 2012 to June 2024, at the end of the pediatric clerkship. The period includes six years before and six years after the integration of simulation-based learning into the pediatric curriculum.</p><p><strong>Results: </strong>The performance of the students in the three components of the end of the clerkship examination, written, clinical, and continuous assessment, after the utilization of SBL was much better than their performance in the era before the SBL. The difference was statistically significant (p < 0.001).</p><p><strong>Conclusion: </strong>The study highlights the positive impact of incorporating SBL into pediatric education for medical students in Bahrain. These findings support the wider integration of simulation as a teaching strategy across various clinical specialties in medicine and other sciences worldwide. They also highlight its potential to progressively complement and, in some cases, partially replace traditional classroom-based instruction.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1300"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492851/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214376","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":"Knowledge and attitudes of final year dental students in Turkey on periimplant diseases.","authors":"Muhammed Emin Kalender, Fatma Ucan Yarkac","doi":"10.1186/s12909-025-07831-2","DOIUrl":"10.1186/s12909-025-07831-2","url":null,"abstract":"<p><strong>Background: </strong>Periimplant diseases are inflammatory conditions that affect the soft and hard tissues surrounding dental implants. With the increasing use of implants, understanding periimplant diseases has become crucial for dental practitioners. Many dental students have limited knowledge about periimplant diseases-particularly periimplantitis-emphasising the need for better education. This study aimed to evaluate the knowledge and attitudes of periimplant diseases etiology, diagnosis, and treatment among Turkish dental students.</p><p><strong>Materials and methods: </strong>A cross-sectional survey was conducted among 254 final year dental students in Turkey. The questionnaire comprises twenty-one closed-ended questions. It included two sections: 1) demographic details (gender, experience in implant surgery, and education on dental implants and periimplant diseases), 2) questions assessing knowledge of the etiology, risk factors, diagnosis, complications and treatment of periimplant diseases.</p><p><strong>Results: </strong>Most students (79.1%) reported that they had not received formal education or training on implant therapy. More than half (52.8%) had not attended lectures or webinars on periimplantitis. Despite this, 81.5% of the participants recognised bacterial plaque as the primary cause of periimplant diseases, and 82.3% were aware of the inflammatory nature of the disease. However, knowledge gaps have been noted in surgical treatment approaches.</p><p><strong>Conclusions: </strong>Within the limitations of this study, final year dental students demonstrated adequate diagnostic knowledge of periimplant diseases but showed significant gaps in surgical treatment awareness. This highlights the importance of revising undergraduate curricula to better prepare students for early recognition and appropriate referral of periimplant cases.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"1313"},"PeriodicalIF":3.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492592/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214385","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}