BMC Medical Education最新文献

{"title":"Knowledge, attitudes and practices regarding sexual health among Chinese medical students: a multicenter cross-sectional study.","authors":"Han Yao, Runping Ma, Qiufan Sun, Jinhong Zhao, Yicheng Li, Tianqi Bao, Tao Li","doi":"10.1186/s12909-025-07286-5","DOIUrl":"10.1186/s12909-025-07286-5","url":null,"abstract":"<p><strong>Background: </strong>Sexual health is crucial for overall well-being, yet sexual health education among medical students in China remains limited. This multicenter cross-sectional study assesses the knowledge, attitudes, and practices (KAP) regarding sexual health among Chinese medical students to inform educational policies.</p><p><strong>Methods: </strong>An electronic survey was conducted across three leading medical institutions in Beijing, targeting postgraduate medical students. The survey assessed demographics, sexual health knowledge, attitudes, and behaviors. Data were analyzed using descriptive statistics and logistic regression to identify factors associated with sexual behavior.</p><p><strong>Results: </strong>Among 765 participants, 79% identified as heterosexual, and 28.2% reported engaging in sexual activity. While the overall sexual health knowledge was relatively high, students with sexual experience had significantly higher contraceptive knowledge. Misconceptions were common, with 25.8% believing that sex during the safe period doesn't lead to pregnancy, and 14.9% considering withdrawal before ejaculation effective for contraception. Positive attitudes toward sexual health were noted, though traditional views on committed relationships persisted. Logistic regression identified factors associated with sexual activity: higher monthly expenses, rural residency, and non-heterosexual orientation. Undergraduate and female students were less likely to engage in sexual activity.</p><p><strong>Conclusions: </strong>This study highlights significant gaps in sexual health knowledge, particularly about contraception and HPV vaccination. The findings stress the need for comprehensive sexual health education to address knowledge gaps and cultural attitudes, preparing future healthcare professionals for effective, non-judgmental patient care.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"699"},"PeriodicalIF":2.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12070587/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055985","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":"Decolonizing medical education: a systematic review of educational language barriers in countries using foreign languages for instruction.","authors":"Abdullah Ashraf Hamad, Doaa B Mustaffa, Asmaa Zakria Alnajjar, Raghad Amro, Mohammad Ghassab Deameh, Bassant Amin, Ibraheem M Alkhawaldeh","doi":"10.1186/s12909-025-07251-2","DOIUrl":"10.1186/s12909-025-07251-2","url":null,"abstract":"<p><strong>Background: </strong>Language barriers in medical education, particularly in countries where foreign languages are used as the medium of instruction, pose significant challenges for domestic medical students. These barriers hinder academic performance, comprehension, and communication with patients, ultimately impacting the quality of healthcare delivery. Despite the prevalence of this issue, a comprehensive understanding of its effects remains underexplored. This systematic review aims to synthesize evidence on language barriers in medical education and propose strategies to address them.</p><p><strong>Methods: </strong>Following PRISMA guidelines, we conducted a systematic review of studies published up to March 21, 2024, using PubMed, Scopus, and Web of Science. Eligible studies focused on language barriers faced by medical, pharmacy, nursing, dental, or veterinary students in countries relying on foreign-language-based medical education. Data extraction included study characteristics, reported language barriers, and their impact on education and patient communication. Quality assessment was performed using the Mixed Methods Appraisal Tool.</p><p><strong>Results: </strong>From 5,410 citations, 49 studies involving over 14,500 students met the inclusion criteria. Most studies (n = 32) were conducted in Arab countries, with 15 in Saudi Arabia. Two key themes emerged: (1) Education and Academic Performance: Students frequently reported difficulties comprehending foreign-language textbooks, lectures, and assessments, leading to poor academic outcomes, increased stress, and higher dropout rates. (2) Communication Skills with Patients: Studying and training in a foreign language hindered students' ability to communicate effectively with patients in their native language, impacting empathy, medical history collection, and overall patient care. Many studies highlighted students felt more confident and effective when using their native language during clinical interactions.</p><p><strong>Conclusion: </strong>Language barriers in foreign-language-based medical education significantly impede students' academic performance and patient communication skills. Addressing these challenges through reforms, such as integrating native language instruction and supplemental language training, is crucial to enhancing medical education quality and ensuring effective healthcare delivery. Future research should explore innovative solutions, including bilingual education and AI-driven translation tools, to bridge these gaps.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"701"},"PeriodicalIF":2.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12077016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144020454","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":"Exploring dental faculty awareness, knowledge, and attitudes toward AI integration in education and practice: a mixed-method study.","authors":"Saeeda Abdullah, Syeda Rabbab Hasan, Muhammad Adil Asim, Ambreen Khurshid, Ali Waqar Qureshi","doi":"10.1186/s12909-025-07259-8","DOIUrl":"10.1186/s12909-025-07259-8","url":null,"abstract":"<p><strong>Background: </strong>Dentistry is shifting from traditional to digital practices owing to the rapid development of \"artificial intelligence\" (AI) technology in healthcare systems. The dental curriculum lacks the integration of emerging technologies such as AI, which could prepare students for the evolving demands of modern dental practice. This study aimed to assess dental faculty members' knowledge, awareness, and attitudes toward AI and provide consensus-based recommendations for increasing the adoption of AI in dental education and dental practice.</p><p><strong>Method: </strong>This mixed-method study was conducted via a modified version of the General Attitudes toward Artificial Intelligence Scale (GAAIS) and Focus Group Discussions (FGD). Four hundred faculty members from both public and private dental colleges in Pakistan participated. The quantitative data were analyzed using SPSS version 23. Otter.ai was used to transcribe the data, followed by thematic analysis to generate codes, themes, and subthemes.</p><p><strong>Results: </strong>The majority of the faculty members was aware of the application of AI in daily life and learned about AI mainly from their colleagues and social media. Fewer than 20% of faculty members were aware of terms such as machine learning and deep learning. 81% of the participants acknowledged the need for and limited opportunities to learn about AI. Overall, the dental faculty demonstrated a generally positive attitude toward AI, with a mean score of 3.5 (SD ± 0.61). The benefits of AI in dentistry, the role of AI in dental education and research, and barriers to AI adoption and recommendations for AI integration in dentistry were the main themes identified from the FGD.</p><p><strong>Conclusions: </strong>The dental faculty members showed general awareness and positive attitudes toward AI; however, their knowledge regarding advanced AI concepts such as machine learning and deep learning was limited. The major barriers identified in AI adoption are financial constraints, a lack of AI training, and ethical concerns for data management and academics. There is a need for targeted education initiatives, interdisciplinary and multi-institutional collaborations, the promotion of local manufacturing of such technologies, and robust policy initiatives by the governing body.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"691"},"PeriodicalIF":2.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12067765/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144031702","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":"Advancing skills and confidence in ultrasound-guided injection techniques: the impact of a cadaveric workshop.","authors":"Mert Zure, Mahir Topaloğlu, Enes Efe İş, Selim Sezikli, Deniz Sarıkaya, Demirhan Dıraçoğlu","doi":"10.1186/s12909-025-07270-z","DOIUrl":"10.1186/s12909-025-07270-z","url":null,"abstract":"<p><strong>Background: </strong>Ultrasound-guided injections have become increasingly popular in musculoskeletal practice due to their precision and minimally invasive nature. Cadaveric musculoskeletal ultrasound-guided injection workshops offer unique hands-on training, allowing physicians to refine their skills and improve procedural confidence in a realistic anatomical context. This study evaluates the effectiveness of such workshops in enhancing participants' confidence in performing musculoskeletal ultrasound-guided injections.</p><p><strong>Methods: </strong>A prospective cross-sectional study was conducted with 109 participants attending three one-day workshops. The workshops included theoretical sessions and hands-on practice on ultrasound-guided injections of the hip, knee, and ankle joints using cadaveric specimens. Participants completed pre- and post-workshop surveys assessing their self-reported confidence in performing injections. Changes in confidence were analyzed by comparing pre- and post-course responses to evaluate the effectiveness of the training.</p><p><strong>Results: </strong>Participants showed significant improvements in confidence for all three joints, with the largest gain observed in hip injections. Residents exhibited lower pre- and post-course confidence but demonstrated greater improvement compared to specialists. Prior exposure to ultrasound training was associated with higher pre-course confidence but not post-course; implying that those who had not attended previous ultrasonography courses showed greater improvement and that cadaveric courses compensate for the lack of previous courses. Access to ultrasound equipment during residency was positively correlated with higher confidence levels.</p><p><strong>Conclusion: </strong>Cadaveric musculoskeletal ultrasound-guided injection workshops significantly enhance procedural confidence among physicians, particularly for hip and ankle joint injections. These workshops are valuable enough tools to make up for missed preceding ultrasound program attendance, and it could thus call for a reevaluation of how educational resources are distributed to optimize procedural competence and patient safety.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"696"},"PeriodicalIF":2.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12070589/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055706","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":"Exploring the emigration intentions of Nigerian medical and nursing students: factors driving migration and implications for Nigeria's healthcare system.","authors":"Abigail Olawumi Oyedokun, David Mobolaji Akoki, Adeniyi Abraham Adesola, Ayomide Olawunmi Fatola, Henry Demian Oyoyo, Samuel Jesutominsin Adu, Mikail Muhammad Mikail, Ayebamiebi Lawrence Yousuo, Boluwatife Israel Olu-Ajayi, Yusuf Mustapha Babangida, Ibrahim Musa, Christopher Ebubechukwu Anyanwu, Aderonke Olamide Abimbola, Muhammad Bakir Sulaiman","doi":"10.1186/s12909-025-07283-8","DOIUrl":"10.1186/s12909-025-07283-8","url":null,"abstract":"<p><strong>Background: </strong>The emigration of healthcare professionals significantly contributes to brain drain within Nigeria's healthcare sector, exacerbating existing workforce shortages. This study investigates the emigration intentions of Nigerian medical and nursing students, focusing on preferred destinations, key motivating factors, and the potential long-term consequences for the nation's healthcare system.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among undergraduate medical and nursing students from six universities, purposefully selected to represent Nigeria's geopolitical zones. A total of 2,152 students (Medicine and Surgery = 1254; Nursing = 898) participated in the study. Data were collected using a structured, self-administered online questionnaire and analysed with IBM SPSS version 27. Descriptive statistics, chi-square tests, and binary logistic regression were applied, with statistical significance set at p < 0.05.</p><p><strong>Results: </strong>72.9% of students expressed intentions to practice abroad, primarily seeking specialist training within the first five years post-graduation (97.7%). Alarmingly, 32.7% had no intention of ever returning to Nigeria, while only 11.7% of those intending to stay intend to leave after completing specialist training. The top three emigration destinations were the United States (28.5%), the United Kingdom (24.6%), and Canada (23.1%). The main drivers of emigration included better training opportunities (75.2%), access to advanced equipment (61.1%), and improved career prospects (56.7%). Respondents predicted negative impacts on Nigeria's healthcare system, including increased mortality rates and potential system collapse.</p><p><strong>Conclusion: </strong>The findings reveal a high propensity for emigration among Nigerian medical and nursing students, with significant implications for the country's healthcare system. The study underscores the urgent need for policy interventions that address systemic challenges such as inadequate resources, poor working conditions, remuneration and career development opportunities. Strengthening local training conditions and offering competitive incentives may help mitigate the brain drain and ensure a sustainable healthcare workforce in Nigeria.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"698"},"PeriodicalIF":2.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12070749/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144024269","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":"Palliative care competencies: a bioethical analysis of medical students' education.","authors":"Manuela Torrado Truiti, Carla Corradi Perini, Úrsula Bueno do Prado Guirro","doi":"10.1186/s12909-025-07265-w","DOIUrl":"10.1186/s12909-025-07265-w","url":null,"abstract":"<p><strong>Background: </strong>With technological advancements, health education has predominantly focused on technical aspects, neglecting human values. Palliative care (PC), seeking holistic care, becomes crucial in this context, and for its development, the World Health Organization has defined its education and teaching as one of the essential pillars. PC emphasizes patient dignity, autonomy, and holistic well-being, reflecting Thomasma and Pellegrino's beneficence-in-trust model, fostering trust and ethical care.The aim of this research was to analyze, through the bioethics perspective, the acquisition of PC competencies among medical students.</p><p><strong>Methods: </strong>This cross-sectional, quantitative study assessed 360 medical students from a public university in Paraná, using the Pallicomp tool questionnaire to evaluate PC competencies. Data were analyzed using statistical methods, comparing scores across academic cycles and prior PC coursework. Findings were interpreted through bioethical principles and Pellegrino and Thomasma's beneficence-in-trust model.</p><p><strong>Results: </strong>Basic cycle students presented a higher overall score than those in the internship, with statistical difference, and the individual analysis of competencies did not reveal an increase throughout the course. When considering the overall score between students who took PC courses and those who did not, there was no statistically significant difference. Deficiencies were observed in key areas involving bioethical principles, including symptom management, compassionate communication, spirituality, and interdisciplinary teamwork.</p><p><strong>Conclusions: </strong>This study revealed gaps in PC education among medical students, with scores below 70% across academic cycles and a decline from basic to internship levels. The findings highlight deficiencies in holistic, patient-centered competencies, including psychological and spiritual care, interdisciplinary teamwork, and communication. Addressing these gaps requires integrating bioethical principles and practical training throughout medical education to foster ethical, humanized, and comprehensive care, aligning with the beneficence-in-trust model.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"694"},"PeriodicalIF":2.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12067714/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055185","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":"Exploring the frontier of dental education: a cross-sectional study of VR simulation and manikin-based training at Ziauddin university.","authors":"Ammarah Muhammad Nauman, Sidra Mohiuddin, Maryam Panhwar, Yousra Altaf","doi":"10.1186/s12909-025-07221-8","DOIUrl":"10.1186/s12909-025-07221-8","url":null,"abstract":"<p><strong>Background: </strong>Dental education blends theoretical concepts with practical tasks, where preclinical simulations using manikins have long been integral. However, the limitations of manikin-based training, such as cost, material restrictions, and inter-rater reliability concerns, have led to the integration of emerging technologies like Virtual Reality (VR) to enhance learning. VR provides an immersive environment to practice clinical skills, offering potential flexibility, engagement, and tactile learning advantages. This study compares dental students' perceptions of VR and manikin training at Ziauddin University, Karachi.</p><p><strong>Methodology: </strong>This cross-sectional study was conducted at Ziauddin University College of Dentistry, Karachi, Pakistan, involving 229 dental students enrolled in various levels of the BDS program. A structured questionnaire assessed students' experiences and perceptions of VR simulation and manikin training. Data was analyzed using SPSS version 22, with descriptive statistics and independent T-tests to evaluate differences in perception across student groups.</p><p><strong>Results: </strong>Both VR and manikin training were effective in improving learning. Manikins were preferred for realistic clinical scenarios, while VR was favored for engagement and tactile learning. 68.6% of students found both methods equally useful for reinforcing knowledge, 77.7% felt more confident after manikin training, and 97.4% found VR effective for understanding tooth textures.</p><p><strong>Conclusion: </strong>This study highlights the complementary strengths of VR and manikin-based training in dental education. Both methods should be integrated to provide a more effective and well-rounded learning experience. Further research is needed to explore VR's cost-effectiveness and use in resource-limited settings.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"695"},"PeriodicalIF":2.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12070776/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144060102","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":"AI usage among medical students in Palestine: a cross-sectional study and demonstration of AI-assisted research workflows.","authors":"Mahmoud Yousef, Salahaldeen Deeb, Khaled Alhashlamon","doi":"10.1186/s12909-025-07272-x","DOIUrl":"10.1186/s12909-025-07272-x","url":null,"abstract":"<p><strong>Background: </strong>Artificial Intelligence (AI) is transforming medical education globally, offering solutions to challenges such as resource limitations and limited clinical exposure. However, its integration in resource-constrained settings like Palestine remains underexplored. This study evaluates the prevalence, impact, and challenges of AI use among Palestinian medical students, focusing on academic performance, clinical competence, and research productivity.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among 590 medical students from Palestinian universities. Data were collected using a validated electronic questionnaire, covering demographics, AI usage patterns, and perceived impacts across academic, clinical, and research domains. Initial analysis was conducted using AI tools, specifically ChatGPT, to facilitate insights and structure the results effectively. Statistical analyses were performed using IBM SPSS v27 to validate findings. Statistical significance was set at p < 0.05. The draft underwent detailed reviews by the research team to confirm accuracy and validity.</p><p><strong>Results: </strong>AI adoption was high, with 87% of students frequently using tools like ChatGPT (76%) and virtual simulators (26%). Students reported significant improvements in academic performance (mean score: 4.2, SD = 0.7) and research productivity (mean score: 4.5, SD = 0.6), particularly in literature reviews and data analysis. Clinical competence received moderate ratings (mean score: 3.6, SD = 0.8), reflecting AI's limited role in practical skill development. Time management was highly rated (mean score: 4.6, SD = 0.5), highlighting AI's ability to automate repetitive tasks. Challenges included ethical concerns, data accuracy, and limited AI literacy, with 91% lacking formal AI training.</p><p><strong>Conclusion: </strong>AI demonstrates significant potential to enhance medical education in resource-constrained settings by improving academic outcomes and research efficiency. ChatGPT played a critical role in this study, not only as a tool used by participants but also in the research process itself, including data analysis and manuscript drafting. These findings were cross-verified using SPSS to ensure robustness. Despite its promise, limitations in practical clinical applications and technical understanding highlight the need for targeted AI literacy programs and ethical guidelines. This study underscores the importance of integrating AI into medical curricula to address existing gaps and maximize its benefits in similar global contexts.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"693"},"PeriodicalIF":2.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12067962/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144038506","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":"Senior midwives' perspectives on the transition experience of newly graduated undergraduate midwives in China: a qualitative study.","authors":"Lihua Huang, Jinguo Zhai, Zheng Yao, Wenzhi Cai, Jiezhen Liang, Qiumei Li, Linhong Luo, Wenxia Zou","doi":"10.1186/s12909-025-07285-6","DOIUrl":"10.1186/s12909-025-07285-6","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Introduction: &lt;/strong&gt;Newly graduated (NG) midwives face various challenges during their transition from school to clinical practice, which can impact their long-term professional satisfaction and development. In China, there are currently no formal support programs for NG midwives. Senior midwives, as direct supervisors and mentors of NG midwives, hold valuable insights and recommendations that could inform the development of NG midwives training programmes in clinical practice, However, these perspectives remain largely underexplored. To address this gap, this study aims to explore senior midwives' perspectives on the transition experiences of NG midwives and their suggestions to support better adaptation to clinical practice, contributing to improvements in midwifery training systems.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Senior midwives (n = 23) from seven tertiary teaching hospitals in Guangzhou, Dongguan and Shantou participated in this study using a purposive and snowball sampling approach. Focus group interviews were conducted between February 2023 and December 2023. Data were analysed thematically using NVivo 11.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;This study explored senior midwives' perspectives and suggestions regarding the transition experiences of NG midwives, and identified four major themes: professional quality, maternal and newborn care knowledge and skills, public health care & integrative competency, and career development and professional identity. For professional quality, NG midwives were considered to require a deeper understanding of natural birth, the ability to build trusting relationships with women, provide emotional support, and establish appropriate emotional boundaries. In terms of improving NG midwives' knowledge and skills in maternal and newborn care, senior midwives emphasized the need to expand NG midwives' professional knowledge and effectively integrate theoretical knowledge with practice through diverse learning approaches. In the area of public health care and integrative competency, NG midwives should be equipped to prevent and manage occupational exposure and possess cooperation ability. Senior midwives suggested that rational allocation of human resources could help reduce exposure risks, facilitate teamwork, and support the integration of NG midwives into the clinical environment. In addition, senior midwives generally expressed concern and expectations for the career development of NG midwives, indicating that clear career plan during the transition period could enhance their sense of satisfaction and professional belonging, thus promoting the formation of their professional identity and retention.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;The transition period is a critical phase in the career of NG midwives. Currently, NG undergraduate midwives are not fully equipped with the competency and supportive environment needed for a smooth transition. Recognizing the significance of this transition is essential","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"692"},"PeriodicalIF":2.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12067917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144056790","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":"Entrustable professional activities for pediatric and subspecialties residency training in China.","authors":"Yun Zhang, Aijun Zhang, Xiaoyu Jiao, Dongxiu Zhao, Yuankai Zhang, Tong Yue, Ke Yang, Cuifen Zhao","doi":"10.1186/s12909-025-07231-6","DOIUrl":"10.1186/s12909-025-07231-6","url":null,"abstract":"<p><strong>Background and objectives: </strong>Outcome-based medical education is the latest focus in the past decade, and Entrustable Professional Activities(EPAs) have emerged as efficient vehicles to assess physicians. However, few studies have discussed the use of EPAs for residency training in pediatric medicine and its subspecialties. We conducted a pilot study to examine the feasibility of EPAs as a component of the clinical program of assessment in pediatric standardized residency training.</p><p><strong>Methods: </strong>We conducted a cross-sectional study for standardized residency training in different subspecialties within pediatric medicine at Qilu Hospital of Shandong University. Totally 65 residents and 35 directors joined in this study. An electronic EPA survey using 8 scales composed of 15 categories was distributed among residents and directors. Kruskal-Wallis test and Mann-Whitney U test were applied for comparing the self-assessments and director-assessments. Generalized estimated equation (GEE) was used to analyze the effect of postgraduate year(PGY), gender, and position on the EPA scores of director assessments.</p><p><strong>Results: </strong>A total of 401 director-assessment and 65 residents' self-assessment ( response rate 100%) questionnaires were collected, both demonstrating rising trends in scores across PGYs. Significant differences were found between PGY1 and PGY2 (p < 0.01) and between PGY1 and PGY3 (p < 0.01), but not between PGY2 and PGY3 (p > 0.01). With an effect analysis of PGY, gender, and position on EPA scores performed, PGY had a significant effect on 13 out of 15 EPA scores, while gender affected only four EPA scores significantly, and position affected only three EPA categories. Meanwhile, some EPA categories revealed significant differences across various pediatric subspecialties (p < 0.01).</p><p><strong>Conclusions: </strong>The study findings suggest that EPA assessments is feasible among different PGYs in standardized Chinese residency training in pediatric medicine and its subspecialties. Postgraduate year had a significant impact on EPA scores, while gender and resident position also affected EPA scores to a certain extent. Improved stratified teaching programs are required for better subspecialty consistency.</p>","PeriodicalId":51234,"journal":{"name":"BMC Medical Education","volume":"25 1","pages":"697"},"PeriodicalIF":2.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12070538/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144025513","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}