BMC Medical Education最新文献

{"title":"A rapid review of critical theory in health professions education.","authors":"Kyle T Fassett, Alicia Sellon, Elizabeth A Gazza, Sophia Mortha, Jacqueline E McLaughlin","doi":"10.1186/s12909-025-06979-1","DOIUrl":"10.1186/s12909-025-06979-1","url":null,"abstract":"<p><strong>Introduction: </strong>Critical theories, such as Critical Race Theory, are a group of theories developed to explicate structural, historical, and social issues that perpetuate inequities and might inform institutional efforts. This study reviewed critical theory use in health professions education with the primary objectives of understanding how and to what extent these theories have been applied.</p><p><strong>Methods: </strong>A rapid review was performed in October 2021 with four electronic databases. Scholarship was screened with Covidence based on inclusion (critical theory and health professions education) and exclusion (gray literature, not written in English, not critical theory, not education setting, not peer reviewed) criteria. Data were extracted, charted, and analyzed by three reviewers through Excel, with findings reviewed by the entire research team.</p><p><strong>Results: </strong>A total of 154 pieces of scholarship were included. Most scholarship emerged between 2010 and 2019 (n = 69, 44.8%) and nursing (n = 93, 54.4%) was most represented. Scholars were most frequently from the United States (n = 62, 35.6%), used theoretical methodologies (n = 84, 50.3%), and leveraged Critical & Critical Social Theory (n = 67, 30.7%). In scholarship with major theory use (n = 52, 33.8%), scholars also most commonly used Critical Theory & Critical Social Theory (n = 25, 34.2%).</p><p><strong>Conclusions: </strong>This review exposed gaps in the use of critical theory in health professions education. Scholars should consider expanding the application of critical theories, additional research methodologies, and aspects of education that were largely absent. Expanding critical theory to further explicate aspects of training programs and institutions could deepen our understanding of the mechanisms impacting student development and success in health professions.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"423"},"PeriodicalIF":2.7,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929213/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693731","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":"Evaluating Sudanese surgical residents' perception of the surgical theatre learning environment using the STEEM questionnaire.","authors":"Khalid Yousif Khalid Abu Aagla, Mohamed Daffalla Awadalla Gismalla, Mohamed Elimam Mohamed Ahmed","doi":"10.1186/s12909-025-06984-4","DOIUrl":"10.1186/s12909-025-06984-4","url":null,"abstract":"<p><strong>Objective: </strong>Sudan is experiencing an ongoing armed conflict, which has adversely impacted the healthcare system and postgraduate medical training. The Surgical Theatre is an important workplace for educating surgical residents and acquiring surgical skills. This study evaluates surgical residents' perceptions of the learning environment in the surgical theatre under the training provisions of the Sudan Medical Specialization Board (SMSB) during the conflict time.</p><p><strong>Methods: </strong>The study was a cross-sectional observational, conducted in August 2024. Data was collected using the Surgical Theatre Educational Environment Measure (STEEM) 40-item questionnaire.</p><p><strong>Results: </strong>One hundred eighty surgical residents were included in the current study; 130 (72.2%) were male, and 50 (27.8%) were female, and the mean age was 32.5 ± 3.7. The mean total score of the STEEM tool was 141.3/200 (70.7%). The mean scores of the subscales were as follows: 46.8 /65 (72%) for Teaching & Training, 37.3/55 (67.7%) for Learning opportunities, 29.3/40 (73.2%) for Operating Theatre Atmosphere, and 28/40 (70%) for Supervision, Workload, and Support. There are no statistically significant differences in perception between genders or different levels of training.</p><p><strong>Conclusion: </strong>Surgery residents positively perceive their theatre education environment. Concerns have been raised regarding learning opportunities and the volume of available cases for training. Improvements require a structured program, optimized schedules, streamlined duties, and diverse emergency case exposure.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"424"},"PeriodicalIF":2.7,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929299/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694148","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":"Integration of the national HIV curriculum in medicine, nursing, and pharmacy programs in the United States.","authors":"Cornelia Wagner, Kalob Gossett, Memoona Hasnain, Nathan Linsk, Ricardo Rivero","doi":"10.1186/s12909-025-07017-w","DOIUrl":"10.1186/s12909-025-07017-w","url":null,"abstract":"<p><strong>Background: </strong>Increasing the number of students who have learned to provide competent HIV care and prevention services is expected to reduce future HIV workforce shortages. To achieve this goal, the Midwest AIDS Training & Education Center (MATEC) at the University of Illinois Chicago embarked on a project to integrate the existing National HIV Curriculum (NHC) into the curricula of accredited graduate programs in medicine, nursing, and pharmacy to enhance the quality of HIV education at 23 health profession programs (HPPs) in the midwestern part of the United States between 2019 and 2022. This article describes the curriculum integration process and presents outcomes at the student level.</p><p><strong>Methods: </strong>HPPs completed faculty pre- and post-integration surveys for each course in which they integrated content from the NHC. The data from these surveys were used to describe the integration process. After studying material from the NHC, students completed a retrospective endpoint assessment designed to measure changes in knowledge of HIV prevention and care and intent to provide care to people with HIV and those at high risk of HIV in their future careers. All the surveys were created in Qualtrics and administered online. Paired t-tests were performed using SAS v. 9.4 to assess changes in knowledge and intent to work with people with HIV.</p><p><strong>Results: </strong>The NHC was integrated into 211 courses with an enrollment of 12,822 students. Integration strategies varied by profession discipline, with nursing programs preferring to use online self-study, medicine programs incorporating the NHC in lectures, and pharmacy programs creating learning groups on the NHC's e-learning platform. Students across all three health disciplines reported statistically significant increases in knowledge of HIV prevention and care services and intent to provide care to people with and at high risk of HIV.</p><p><strong>Conclusions: </strong>The NHC can be successfully integrated into the curricula of HPPs with positive outcomes for students. Given the current shortage of HIV clinicians, this intervention can have a positive impact on expanding the HIV workforce and provide a model for integrating national curricula at the preprofessional graduate level.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"422"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929354/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677377","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":"Shades of acceptance and adjustment; a discursive psychological analysis to showcase empathy in medical students.","authors":"Haniya Habib, Sara Anjum Niinuma, Khadeja Alrefaie, Heba Awad Al Khalaf, Mohammad Jasem Hani, Zeinab Yaareb Mosleh Al-Rawi, Zarish Hussain, Prianna Menezes, Sornali Rani Roy, Bincy Mathew, Salman Yousuf Guraya, Alfred Nicholson, Shaista Salman Guraya","doi":"10.1186/s12909-024-06625-2","DOIUrl":"10.1186/s12909-024-06625-2","url":null,"abstract":"<p><strong>Background: </strong>Empathy is a crucial prosocial behaviour. Medical education greatly emphasizes fostering empathy as a positive aspect of personal and professional development. Moreover, empathic practitioners produce improved patient care and clinical outcomes. However, medical schools often struggle to nurture empathetic behaviours among students despite a proclaimed empathy cultivating curricula. Research reveals complex patterns in empathy development among medical students, with disparities in adoptions across academic years. In this study, we explored how empathy is perceived during undergraduate medical training.</p><p><strong>Methods: </strong>This qualitative study was conducted with medical students using focused group discussions and structured interview questions. These were developed according to the perceived behavioural construct of the theory of planned behaviour. Data was analysed using critical discursive psychology to identify students' use of language and shifting understandings about empathy.</p><p><strong>Results: </strong>Our analysis showed that empathy is not a static trait but a complex and evolving process comprising two primary repertoires: Acceptance, where students passively adopt existing norms, and Adjustment, where they actively recalibrate their emotional responses to maintain genuine empathy. We identified that students take on five-character roles (confident beginner, passive observer, reflective learner, problem solver, and autonomous learner) while justifying their intentional choices.</p><p><strong>Conclusion: </strong>These findings highlight insights concerning students' perceptions of empathy enactment, ranging from acceptance to adjustment. These constructs indicate students' ability to engage in clinical practices, perceive their roles as future doctors, and express their emotions. Medical educators should guide students in moving from passive acceptance to active adjustment by encouraging emotional awareness and by promoting diverse interpretations that support the development of empathetic professionals.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"415"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11927252/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677380","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":"Learning to teach by teaching your peers: exploring students' needs for training in the undergraduate medical education curriculum.","authors":"Sara George Sahba, Anna Bonnevier, Terese Stenfors, Ellinor Kenne","doi":"10.1186/s12909-025-07022-z","DOIUrl":"10.1186/s12909-025-07022-z","url":null,"abstract":"<p><strong>Background: </strong>Different forms of peer teaching are commonly used in medical curricula. Peer assisted learning (PAL) creates an opportunity for medical students to practice teaching and communication skills. However, more data is needed to identify how peer teachers undertake their teaching assignment and what support they need during medical school as well as to feel comfortable to teach as practicing physicians. Therefore, this study aimed to investigate medical students' experiences of peer teaching with focus on what obstacles students meet, what support they lack, and how this support, according to students, should be designed.</p><p><strong>Methods: </strong>A qualitative interview study was performed, collecting data through semi-structured focus groups and individual interviews with peer teachers (PTs) and peer learners (PLs). Data was analyzed with thematic analysis.</p><p><strong>Results: </strong>The qualitative thematic analysis was based on the research questions and resulted in six themes: becoming a PT or not; experiences of received support during peer teaching; experiences of teaching- developing as a teacher; experiences of teaching- finding support for the teaching role; including PAL as part of the curriculum- desired structure; and including PAL as part of the curriculum- desired content and teaching modalities.</p><p><strong>Conclusion: </strong>This study supports the idea that, in addition to enhanced subject specific knowledge, PTs can develop qualities useful for the educational assignment of medical doctors. More importantly, we add novel knowledge by showing that there is often insufficient formal training in the medical undergraduate curriculum for students to be sufficiently prepared for this task. To reach learning outcomes in teaching and communication, students want a training program to include a theoretical base and to learn by contextualized practical experiences with feedback. Inclusion of mandatory peer teaching in the medical curriculum should consider timing, the subject area that is taught and proper training for the peer teachers.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"414"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11927351/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677378","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":"Validating the effectiveness of a classroom-setting form of early clinical exposure with direct physician involvement in gastrointestinal physiology education.","authors":"Yan Yan, Lihong Hu, Ying Zhang, Bo Cao, Qiang Zhou, Yujia Huang, Jiao Wang, Haixia Wen, Hui Zhu","doi":"10.1186/s12909-025-07019-8","DOIUrl":"10.1186/s12909-025-07019-8","url":null,"abstract":"<p><strong>Background: </strong>Early clinical exposure (ECE) represents one form of vertical integration that bridges the gap between the early theoretical years and the clinical practicing years in undergraduate medical education. In most medical colleges in China, the complex healthcare system and large-enrollment classes pose significant challenges for implementing ECE in a hospital setting. However, there is a paucity of data comprehensively demonstrating the effectiveness of a classroom-setting form of ECE with direct physician involvement in physiology education.</p><p><strong>Methods: </strong>181 sophomore clinical medicine students from Harbin Medical University were randomly divided into two groups: a control group (n = 91) and an experimental group (n = 90). The control group received traditional flipped classroom (FC) teaching, whereas the experimental group participated in ECE teaching, which featured a gastroenterology physician and real patient cases in their final class session. Upon completion of the classes, both groups took a posttest. At the end of the semester, both groups were assigned the task of writing an original science communication on any physiology-related topic. The effectiveness of ECE was assessed by comparing posttest scores, the frequency of online self-directed learning, and the number of science communications addressing the digestive system between the two groups. Additionally, a questionnaire was administered to assess the experimental group's perceptions of the ECE teaching method.</p><p><strong>Results: </strong>The posttest scores and the rates of excellence for the two groups showed no statistical differences. Although no difference was found in the frequency of self-directed learning between the two groups during the gastrointestinal physiology classes, the experimental group exhibited a frequency of self-directed learning that was more than twice that of the control group on the day following the physician's lecture. Furthermore, the number of science communications focusing on the digestive system was significantly higher in the experimental group compared to the control group (17/73 vs. 8/83, P < 0.05). In the questionnaire, more than 94% of the students expressed positive attitudes towards classroom-setting form of ECE with direct physician involvement and expressed a desire for this method to be applied in other chapters of physiology.</p><p><strong>Conclusions: </strong>The classroom-setting form of ECE with direct physician involvement may not demonstrate immediate impact, but it encourages active learning, facilitates understanding of the subject's relevance, and enhances students' value output.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"416"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929237/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677381","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 reliability analysis: human trafficking curriculum assessment tool (HT-CAT) for health care provider human trafficking trainings.","authors":"Hanni Stoklosa, Xichen Wang, Boci Meng, Jason Rydberg, Adebimpe Adewusi, Madison Murphy Barney, Kendra Glassman, Kara Napolitano, Claudia Wald, Lela Bachrach","doi":"10.1186/s12909-025-06932-2","DOIUrl":"10.1186/s12909-025-06932-2","url":null,"abstract":"<p><strong>Background: </strong>Human trafficking is an egregious human rights violation with profound physical and mental health sequelae. Healthcare encounters present critical opportunities to identify and support individuals experiencing trafficking. To maximize these opportunities, healthcare professionals must be equipped to recognize the signs of trafficking and respond effectively with trauma-informed, survivor-centered care. High quality training is essential to ensure that healthcare providers have the knowledge and skills to fulfill this role. To address the need for standardized, evidence-based evaluation of trafficking training, the Human Trafficking Curriculum Assessment Tool (HT-CAT) was developed as a structured quality assessment tool. This study evaluates HT-CAT's reliability.</p><p><strong>Methods: </strong>The Human Trafficking Curriculum Assessment Tool (HT-CAT) was used to evaluate the quality of a compendium of introductory human trafficking educational resources for health care professionals. Twenty-four trainings were systematically reviewed using the HT-CAT by a minimum of three reviewers. Statistical analyses were conducted to examine interrater reliability and to describe variation across trainings and assessment tool items.</p><p><strong>Results: </strong>There was high interrater agreement based on summed HT-CAT domain scores (ICC = 0.88, 95% CI 0.84-0.93). Individual item scores had variable agreement (K = 0.30, 95% CI 0.22-0.38) with high between training variability, as well as variable agreement on how specific items should be scored (alpha = 0.27, 95% CI 0.23-0.31). This variation in scoring was consistent between items, suggesting that there were no items that systematically produced more or less agreement than others.</p><p><strong>Conclusions: </strong>The HT-CAT is a reliable tool for assessing the overall quality of human trafficking education of health professionals. HT-CAT has important applications for health policy makers and health professions educators. Rigorous assessment of key components of human trafficking trainings for healthcare professionals can help ensure that high quality, relevant education is offered to this group of direct service providers that play an important role in supporting survivors of human trafficking. High-quality training equips providers, a vital lifeline for survivors of human trafficking, with the knowledge and tools to offer compassionate, informed care.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"413"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11927203/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677406","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":"Developing the intention to pursue a general practice career: a longitudinal survey study from medical school graduation into postgraduate medical training.","authors":"Sofie Gjessing, Trine Lignell Guldberg, Torsten Risør, Regitze Gyldenholm Skals, Jette Kolding Kristensen","doi":"10.1186/s12909-025-07006-z","DOIUrl":"10.1186/s12909-025-07006-z","url":null,"abstract":"<p><strong>Background: </strong>Due to a demographic shift, among others, more general practitioners will be needed in Denmark in the future. In this study, we examine Danish medical trainees' intention to pursue a career in general practice as they gain firsthand work experience during postgraduate education. The expanded conceptual framework of medical students' primary care career choice was used in the selection of variables related to the medical trainees' career intentions and work experience and in the interpretation of the results.</p><p><strong>Methods: </strong>The study was a prospectively conducted longitudinal cohort study using cross-sectional time-series data. A questionnaire specific to the Danish context was used for data collection among a national cohort of medical trainees before they entered their first postgraduate training year and again after 15-17 months. Data was analyzed descriptively, and the effect of time on the intention to pursue a career in general practice was assessed using mixed models.</p><p><strong>Results: </strong>Results showed significantly more medical trainees intended to pursue a general practice career at follow-up compared to baseline. Also, the group of medical trainees with that intention included the highest proportion of participants who were parents at follow-up. The intention to pursue a career in general practice was, among others, associated with an interest in regular work hours and the opportunity to work part-time and be self-employed at baseline and follow-up.</p><p><strong>Conclusion: </strong>Applying the conceptual framework to the results suggests that medical trainees already at medical school graduation had gained an authentic and sufficient perception of general practice characteristics and that the shifts in specialty intentions during the follow-up period were driven by changes in personal characteristics.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"421"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929267/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677374","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":"Connecting knowledge and practice: specialization course in dentistry in public health at Brazilian unified health system - a journey of transformative integration.","authors":"Afonso Luís Puig Pereira, Danielle de Costa Palacio, Danielle Viana Ribeiro","doi":"10.1186/s12909-025-06987-1","DOIUrl":"10.1186/s12909-025-06987-1","url":null,"abstract":"<p><strong>Objective: </strong>To understand the teaching-learning process from the perspective of professors, students, preceptors, managers, and the community through an internship of a specialization course in dentistry in public health, based on the educational strategy of teaching-service-management-community integration within the Unified Health System (SUS).</p><p><strong>Methodology: </strong>A Case Study was carried out with a descriptive and exploratory approach, originating from a pedagogical activity that took place in the territories served by Primary Health Care Services in the city of São Paulo, Brazil. Participants included professors and students from a specialization course in dentistry in public health with training in the SUS, preceptors, managers, and residents from communities where internship activities occurred, thus encompassing all aspects of the teaching-service-management-community integration. The research utilized convenience sampling for participant selection and conducted descriptive analyses of demographic data. Qualitative data were analyzed using thematic content analysis, while quantitative data were processed through descriptive statistical analysis.</p><p><strong>Results: </strong>There was little ethnic representation: professors were predominantly white men; students and health professionals were mostly white women; and community residents were mostly white or brown men. It was observed that the collaboration between the education institution, students, and healthcare professionals (preceptors) in practical settings, using strategies such as area recognition, teamwork, and home visits, which are planned before the internship in workshops with preceptors, promotes the integration of teaching-service-management-community for training in public health. Although national health training policies favor this integration, sectoral management remains disconnected from the educational process, as does the community.</p><p><strong>Conclusion: </strong>Social inequalities are mirrored in education, and thus ethnic representation can contribute to bridging this gap. In this experience, the success of the integration of teaching-service-management-community resulted from the pedagogical collaboration between the educational institution and healthcare professionals, with management and the community remaining separated as passive subjects in the educational process.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"419"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929345/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677408","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":"Effect of nursing simulation teaching information system based on HIS in comprehensive training course for senior nursing undergraduates: a randomized controlled trial.","authors":"Yingshi Chen, Rixuan Feng, Mina Liu, Yang Yang, Huan Liu, Wei Zheng, Yang Zhao, Chenling Luo","doi":"10.1186/s12909-025-07015-y","DOIUrl":"10.1186/s12909-025-07015-y","url":null,"abstract":"<p><strong>Background: </strong>Advancements in information technology, have made hospital information systems (HIS) essential tools for clinical nursing. The integration of HIS into undergraduate nursing education is a growing expectation within healthcare institutions. To meet this demand, nursing educators have promoted the incorporation of HIS into curricula to foster educational innovation. In response, our research team developed the Nursing Simulation Teaching Information System (NSTIS) to facilitate nursing operations related to HIS. We designed a comprehensive training course for senior students to prepare them for clinical rotations, with case simulations as a central component. This study aimed to assess the effectiveness of NSTIS in the training course and refine both the system and teaching scheme based on student feedback.</p><p><strong>Methods: </strong>A total of 114 nursing students were assigned to either the experimental (n = 55) or the control group (n = 59), with only 114 students completing the intervention. Both groups worked on the same simulation case. The experimental group used the NSTIS to obtain complete medical records, whereas the control group used traditional Microsoft Word documents and printed materials. With informed consent from the participants, data were collected using a self-designed classroom teaching effect questionnaire and a case workshop scoring form.</p><p><strong>Results: </strong>The experimental group scored higher than the control group on the total scores of the self-designed teaching effect questionnaire, with significant differences observed in specific items related to teaching objective achievement and learning outcomes. Qualitative data indicated that the experimental group reported acquiring skills in HIS operation. Both groups recommended adjustments to the teaching structure to enrich the case study resources, while the control group expressed a desire for measures to enhance their learning motivation.</p><p><strong>Conclusion: </strong>Integrating NSTIS into a comprehensive training course can help enhance the effectiveness of case simulations. Further improvements to the NSTIS and teaching strategies are necessary for effective teaching. Future research should explore whether the application of the NSTIS in comprehensive training courses can improve students' abilities and investigate how to integrate the NSTIS into other courses.</p><p><strong>Trial registration: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"418"},"PeriodicalIF":2.7,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929300/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677375","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}