Purpose This study examined whether perceived medical need for disclosure (PMND) predicts prosocial intention to disclose patient information (PI) among health professional students, and whether personal norms (PN) moderate this relationship. A particular focus was PN’s dual statistical role—its direct association with PI and its moderation of the PMND–PI association.
Methods A cross-sectional survey was administered to 210 undergraduate students at a single Korean university (116 medical, 42 nursing, 52 emergency medical services). Participants were randomly assigned to one of four scenarios (2×2: disease severity × information security environment). Four-step hierarchical regression and simple slope analyses tested the main and moderating effects.
Results PMND positively predicted PI (β=0.347, p<0.001). PN exerted a significant negative direct effect on PI (β=−0.148, p<0.05) yet significantly amplified the PMND–PI relationship via a positive interaction (β=0.165, p<0.05). Simple slope analyses confirmed that the effect of PMND on PI strengthened progressively from low PN (estimate= 0.194, p=0.069) through average PN (estimate=0.380, p<0.001) to high PN (estimate= 0.567, p<0.001).
Conclusion PN showed a double-edged statistical role: a negative direct association with disclosure intention alongside a positive moderating association that amplified the link between perceived medical need and prosocial disclosure intention. These findings suggest that health professional education may need to go beyond merely reinforcing PN and offer training differentiated by students’ levels of PN, helping them channel moral obligation through lawful procedures in clinically charged situations.
Interprofessional collaboration (IPC) and intraprofessional collaboration (IntraPC) are core competencies in interprofessional education (IPE), but resident physicians often encounter difficulties in practice. Understanding residents’ perceptions of IPE is essential for developing effective education. This scoping review aims to map and synthesize existing literature on residents’ perceptions of IPE. A systematic search was conducted on the PubMed and ScienceDirect databases. The selection process followed the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) framework. Data from eligible studies were extracted and analyzed thematically. Ten studies met the inclusion criteria from 337 identified articles. Thematic analysis revealed four interrelated main themes regarding residents' perceptions of IPE. These themes included “knowledge, skills, and attitudes,” as well as implications for medical education that highlight the urgent need for a formal, structured, and longitudinal IPE curriculum, utilizing methods such as simulation and discussion- based learning. Residents’ perceptions of IPE are characterized by tension between cultural barriers and systematic drivers of collaboration. The gap between these barriers and drivers of collaboration underscores the need for residency programs to proactively integrate ongoing IPE training to prepare residents for collaborative challenges in clinical practice.
Purpose Cultural diversity (CD) education in undergraduate medical training has gained increasing attention as patient populations become more diverse. This pilot study examined preliminary changes in first-year medical students’ attitudes and perceptions toward CD following a single structured session informed by Dogra’s (2005) perspective on CD education at a Korean medical school.
Methods A single-group pre–post design was employed with 85 first-year medical students during the 2023–2024 academic year. A 14-item questionnaire, drawn from Panthi and his colleagues and reclassified by the authors into four domains (Domain 1: Q1–Q3; Domain 2: Q4–Q6; Domain 3: Q7–Q9; Domain 4: Q10–Q14), organized with reference to Dogra’s (2005) distinction between cultural expertise and cultural sensibility, was administered immediately before and after a 3-hour structured session. Items were rated on a 5-point Likert scale, with Bonferroni correction applied for item-level comparisons (adjusted p<0.004).
Results A total of 51 of 85 students (60.0%) completed both surveys and were included in the analysis. The total attitude score increased significantly from 51.77±5.47 to 57.27±6.14 (Cohen’s d=0.92). Significant improvements were observed in nine items (Q1, Q3, Q4, Q5, Q10–Q14). Items related to empathy and openness (Q2), bias self-awareness (Q6), and acculturative attitudes (Q7–Q9) did not reach corrected significance.
Conclusion Attitudinal responsiveness varied across domains. Value-congruent and clinically oriented attitudes shifted through direct instruction, acculturative attitudes showed only surface-level trends, and bias self-awareness showed no change.
Interprofessional education (IPE) is increasingly implemented to prepare health professions students for collaborative practice. This exploratory pilot examined how medical and nursing students experienced and applied interprofessional communication and teamwork in clinical practice after a simulation based IPE session. This exploratory mixed-methods pilot study involved eight third year medical and nursing students at a Vietnamese medical university. Students completed the Students’ Perceptions of Interprofessional Clinical Education–Revised (SPICE R2) questionnaire before and after the session and submitted reflective essays 3 months later. Quantitative data were analyzed descriptively using Wilcoxon signed rank tests, and essays were examined using inductive reflexive thematic analysis. SPICE-R2 scores increased across all domains from preto post-test. The total median score rose from 3.90 (interquartile range [IQR], 3.83–4.38) to 4.60 (IQR, 4.40–4.83) (p=0.01). Thematic analysis generated five themes describing movement from parallel to shared care, greater use of structured communication, clearer appreciation of roles, recognition of shared responsibility for patient safety, and persisting barriers related to hierarchy and workload. This study suggests that a simulation-based IPE session can support students’ interprofessional communication and teamwork, though barriers related to hierarchy and workload persisted. Future research with larger, multi-institution samples and richer data sources is needed to understand how these skills are sustained in practice.
Purpose Remoteness from institutions challenges supervision in interprofessional education (IPE) in a community setting in reproductive health in low- and middle-income countries (LMIC). In this setting, IPE would benefit from an instrument that supports self-reflection. The use of logbooks could provide such an instrument. This study aims to develop and validate a logbook as a self-reflection instrument.
Methods The authors used an Educational Design Research (EDR) approach to develop a logbook as a self-reflection instrument for an IPE on reproductive health in a community setting in Indonesia. We evaluated the IPE program and conducted a literature review (Phase 1: analysis and exploration). Based on Phase 1, we developed a logbook referred to the Gibbs Reflective Cycle and asked experts, instructors, and students to provide feedback (Phase 2: design and construction). We conducted a pilot test and evaluated the instructors’ and students’ perceptions of using the logbook (Phase 3: evaluation and reflection). The Kruskal-Wallis test was used to compare the perceptions across disciplines.
Results The logbook integrated shared decision-making into IPE competencies and enabled assessment of students’ self-reflection. Both students and instructors reported positive perceptions, with mean scores of 4.35 (standard deviation [SD]=0.41) and 4.30 (SD=0.44), respectively. No significant differences in the perceptions were found across disciplines (p=0.719 and 0.096).
Conclusion The involvement of students, instructors, and experts in an iterative process in EDR developed and validated a logbook as a self-reflection instrument in reproductive health in LMIC.
Purpose Current South Korean resident education relies heavily on apprenticeship models rather than the systematic curricula needed for multifaceted competency development. Therefore, a rigorous needs assessment is required for effective program design, particularly to target year-specific educational differences.
Methods A cross-sectional survey of all residents at a single hospital branch was conducted in December 2023. An online questionnaire reviewing residents’ perceptions of the current program, needs assessment for a proposed institutional core competency program, and evaluation of preferred educational topics was performed. Responses were analyzed utilizing Kruskal-Wallis, McNemar’s, and chi-square tests, and compared in terms of education areas and residency years.
Results A survey of 117 residents revealed that while the current residency program is perceived as strong in clinical training, residents ideally desire a more comprehensive education encompassing clinical practice, research, and general competencies. There was a high willingness to participate in a new institutional core competency program, with a strong preference for online learning formats and supportive measures such as workload reduction to overcome barriers. Importantly, the analysis of preferred topics showed that educational needs evolve significantly throughout the residency, shifting from foundational clinical skills and stress management in junior years to advanced topics like research methodology, academic writing, and health systems in senior years.
Conclusion These findings support that bridging the discrepancy between residents’ current clinical-focused training and their desired comprehensive education necessitates the implementation of stage-specific curricula, blended learning models, and organizational support systems for an effective, competency-based resident education.
Purpose This study examined differences in digital technology use experience and acceptance perceptions and metaverse attitudes according to major and sex among health professions students. It also determined whether digital technology use experience and acceptance perceptions predicted metaverse attitudes.
Methods An online survey was administered to 1,329 Korean medical, nursing, and dental students. Metaverse attitudes comprised perceived usefulness (PU), perceived ease of use (PEU), and user attitude (UA). Group differences were examined using Welch’s tests, and hierarchical multiple regression identified predictors of PU, PEU, and UA.
Results Nursing students had significantly higher PU and PEU than medical and dental students, whereas dental students had higher UA, indicating stronger negative attitudes and concerns, than the other groups. Digital technology use experience and acceptance perceptions were the strongest positive predictor of PU (β=0.441) and PEU (β=0.447) and negatively predicted UA (β=−0.116).
Conclusion Digital technology use experience and positive acceptance perceptions were closely associated with favorable metaverse attitudes. Metaverse-based educational approaches should be tailored to students’ disciplinary backgrounds and digital technology- related characteristics.
Longitudinal interprofessional education (IPE) is vital for developing collaborative practice-ready health professionals, yet its implementation and impact remain underexplored. This scoping review maps the current evidence on longitudinal IPE, examining implementation models, evaluated outcomes, and key facilitators and barriers. Following the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, a systematic search of five databases from 2016 to March 2024 was conducted. Data from 45 included studies were thematically analyzed. Findings reveal that most longitudinal IPE programs are short-term and partially integrated, constrained primarily by meso-level administrative barriers such as scheduling conflicts and time constraints, rather than being truly longitudinal. Based on the interprofessional socialization framework, a significant “measurement gap” exists; evaluations predominantly focus on self-assessed interprofessional competencies and readiness for interprofessional learning, while largely overlooking interprofessional identity development and behavioral readiness for collaborative practice. Furthermore, an “interprofessional socialization paradox” suggests that longitudinal IPE must be intentionally designed to provide high-quality, repeated, and meaningful interprofessional experiences across the entire curriculum. This review also advocates the use of spiral curriculum equipped with authenticity of the learning context, particularly clinical exposure, to support dual identity development. The current longitudinal IPE landscape is fragmented, revealing a chasm between pedagogical goals and implementation reality. Progress requires a deliberate shift towards evidence-based models like spiral curricula grounded in authentic clinical contexts, supported by robust faculty development, the alignment of macro-level accreditation standards, and a research agenda focused on dual identity development and higher-level behavioral outcomes.
Citations
Citations to this article as recorded by
Interprofessional Education Experience, Self-Rated Knowledge, and Perceived Interprofessional Collaboration Among Health Professions Faculty and Educators: A Cross-Sectional Mixed-Methods Study in Albania and Italy Viktorija Xharra, Rosario Caruso, Florian Spada, Ippolito Notarnicola, Sara Carrodano, Alessandro Stievano Healthcare.2026; 14(16): 2649. CrossRef
From reflective inquiry to educational judgment: an orientation for context-responsive virtual interprofessional education Jeffrey Foucrier Journal of Interprofessional Care.2026; : 1. CrossRef
Purpose Despite growing recognition of the critical importance of physician leadership in delivering safe healthcare, especially in light of the 2023 medical crisis and professional resistance in Korea, existing studies on leadership education have focused predominantly on countries with long-established leadership curricula. This study aims to assess the curricular content of Korean medical schools to provide a quantitative and qualitative baseline of medical leadership training in the undergraduate curriculum.
Methods We conducted a content analysis of undergraduate medical curricula from 19 Korean medical schools using the Medical Leadership Competency Framework (MLCF) as a guiding framework. Survey questionnaires were distributed to designated faculty at each institution, and 270 courses were analyzed, yielding 504 leadership-related codes that were categorized thematically across the five MLCF domains and by academic year.
Results Our analysis revealed that 228 codes (45.2%) fell within “Demonstrating personal qualities” and 75 codes (14.8%) within “Setting direction,” with predominant emphasis on medical ethics and law. Training in systems-based practice, self-awareness, emotional intelligence, and team-based approaches was relatively limited. Substantial institutional variation existed, with only eight of 19 schools offering curricula covering all five MLCF domains. Most leadership content was delivered through isolated, single- semester courses rather than longitudinally integrated programs.
Conclusion While Korean medical schools recognize certain leadership competencies, there is a need for more comprehensive and consistent integration of leadership development, particularly in teamwork and systems-based practice. We recommend longitudinal integration of leadership education across pre-clinical and clinical years to address evolving competencies at different training stages.
Purpose Diagnostic errors contribute to patient safety risks, often arising from cognitive failures in clinical reasoning. Preceptorship is thought to improve residents’ clinical reasoning. The aim of this study was to evaluate the effect of a preceptorship program on clinical reasoning among pediatric residents.
Methods This randomized controlled trial was conducted from March 2025 to May 2025 at Dr. Soetomo General Academic Hospital, Surabaya, Indonesia. All pediatric residents were randomly allocated into two groups. The intervention group received a scheduled preceptorship program, while the control group continued with standard supervision. After 8 weeks, clinical reasoning skills were assessed using the Script Concordance Test (SCT). Data were analyzed using comparation test. End-of-program questionnaires were also reported.
Results Total 41 residents completed the study. Baseline characteristics did not differ between groups (p>0.05). Mean overall SCT scores ranged from 55% to 90% of the maximum possible score. Among 14 topics, hematology & oncology was the only topic that showed a significant difference in SCT scores between the intervention group (median, 14.28; interquartile range [IQR], 12.78–15.08) and the control group (median, 12.75; IQR, 11.49–13.63). Participants reported that preceptorship made learning more structured and interactive but noted barriers including busy preceptor schedules and lack of standardized teaching materials.
Conclusion The preceptorship program resulted in a significant improvement in only one topic, which may reflect suboptimal implementation of the intervention. Despite this, participants reported positive perceptions, indicating good acceptability. More intensive and consistent preceptorship may be required to achieve measurable improvements in clinical reasoning.
Purpose Professional identity (PI) formation occurs over time through immersive social—digital and in-person—interactions. While digital social interactions may support the PI formation of medical students, their influence remains underexplored. This study aimed to describe the patterns and intensity of social media use and analyze its association with PI.
Methods This quantitative cross-sectional study was conducted at a private medical school in Jakarta, Indonesia. All undergraduate medical students were invited to participate in this study. Data were collected using the Social Networking Activity Intensity Scale (SNAIS) and the MacLeod Clark Professional Identity Scale (MCPIS-9) questionnaire. Data were analyzed descriptively and statistically.
Results A total of 451 students participated in this study. Participants reported moderate overall social media use intensity (mean SNAIS=2.96±0.51), with higher use for entertainment than social interaction. The mean MCPIS-9 score was 3.76±0.44. Content engagement, measured using a content engagement index (CEI) reflecting the intensity of engagement with educational and informational content across selected social media activities, was generally low and driven mainly by browsing behaviors (CEI=0.51±0.64). Weak but significant correlations were observed between CEI and MCPIS-9 (ρ=0.139, p=0.003) and between SNAIS and MCPIS-9 (r=0.102, p=0.030). One-way analysis of variance revealed significant differences in MCPIS-9 scores by duration of use for WhatsApp and X, but not for other platforms.
Conclusion Participants mainly used social media for entertainment purposes. Social media use intensity and content engagement showed weak but significant associations with PI.
Purpose This developmental study explored the conceptual feasibility and applicability of a metaverse-based clinical assessment platform as a complementary tool to conventional objective structured clinical examinations in undergraduate medical education.
Methods A targeted literature review and expert consensus process were conducted to identify domains of clinical competence in which metaverse technologies could provide added value. Based on these findings, prototype virtual patient simulations were developed within a metaverse environment. Large language models (LLMs) were integrated to support dynamic, interactive history-taking simulations, and pilot modules for physical examination were also created.
Results Integration of LLMs into virtual patient scenarios enabled realistic, context-sensitive medical interviews, facilitating interactive dialogue between examinees and simulated patients. In contrast, physical examination modules faced technical limitations, particularly in replicating procedures requiring tactile or haptic feedback, such as palpation and percussion. Nevertheless, the metaverse environment enabled delivery of consistent and reproducible scenarios, supporting objective assessment of communication and diagnostic reasoning skills.
Conclusion Metaverse-based simulations augmented by LLMs offer a promising approach to scalable and standardized clinical assessment, particularly within cognitive and interpersonal competency domains. Although current technological constraints limit the fidelity of physical examination simulations, rapid advancements in immersive and haptic technologies may help overcome these barriers in the near future. Further research is needed to evaluate the educational efficacy, validity, and feasibility of deploying such platforms in summative, high-stakes assessment contexts.
Purpose This study examined tutors’ practices, challenges, and developmental experiences within a structured senior–junior tutoring program implemented at a Korean medical school.
Methods Fourteen tutors participated across two one-semester cycles—seven tutors in 2022 and seven in 2023. Each cycle included standardized tutor orientation, weekly one-on-one tutoring sessions, and faculty oversight. Data sources consisted of 24 tutor activity reports and semi-structured tutor interviews, and a survey of tutees was additionally conducted to contextualize the tutoring environment. Qualitative data were analyzed thematically.
Results Tutors engaged in five major domains of tutoring practice: diagnostic assessment of learning routines, structured academic coaching, lifestyle and behavioral stabilization, management of communication and relational challenges, and iterative adjustment of goals and strategies. They reported that peer tutoring required substantial emotional and relational work, often addressing broader behavioral patterns rather than isolated content gaps. Consistent with tutors’ accounts, tutees’ survey responses indicated improvements in learning motivation, study strategies, time management, and satisfaction with communication.
Conclusion Structured peer tutoring extended beyond academic assistance to encompass academic, behavioral, and emotional guidance. Participation also contributed to tutors’ metacognitive awareness, communication skills, and emerging professional identity. These findings offer implications for developing sustainable peer-led support programs in medical education.
Purpose This study aimed to identify the academic stress experienced by medical students in basic medical science courses and analyze its underlying factors.
Methods A survey was conducted among 228 students from a medical school in Seoul, South Korea, of whom 204 who had completed at least one basic science course were included in the final analysis. A modified stress scale for medical students and a newly developed subject-specific academic stress scale, validated through literature review, student feedback, and expert review, were employed. Data were analyzed using IBM SPSS ver. 25.0 with descriptive statistics, t-tests, chi-square tests, and one-way analysis of variance.
Results The overall academic stress among students was relatively high. The highest stress levels were observed in cell biology (mean=7.15), followed by bioinformatics (mean=5.97), molecular biology (mean=5.47), and organic chemistry (mean=5.20). Key stress factors included a lack of connectivity with clinical subjects, excessive learning volume, and inappropriate difficulty levels.
Conclusion Academic stress varied significantly across courses, underscoring the need for curriculum improvements in basic medical science education. Faculty should consider adjusting course difficulty, enhancing clinical integration, motivating students, and managing workloads to reduce stress and support learning outcomes.
Purpose To develop and evaluate a large language model (LLM)-based learning tool, featuring virtual patients (VPs) and virtual assessors (VAs), and to assess its impact on medical students’ perceptions of history-taking education compared to conventional learning methods.
Methods A tool using the GPT-4 API was developed to provide seven clinical VP scenarios and a VA that delivered both immediate, reflective dialogue and comprehensive written feedback. First- and second-year medical students participated in a 6-day study. Pre- and post-participation surveys using a 5-point Likert scale assessed perceptions of the LLM tool versus conventional methods across usability, self-efficacy, and feedback quality domains.
Results Twenty-one students completed the study. The LLM-based tool demonstrated statistically significant improvements over conventional methods in all assessed domains. Students reported greater comfort during practice (mean 4.57 vs. 2.95, p=0.0002). Significant gains were seen in six of eight self-efficacy measures, including confidence in handling unfamiliar cases (4.00 vs. 2.90, p=0.0002). All nine feedback quality dimensions improved significantly, with feedback perceived as more specific (4.43 vs. 3.24, p=0.0005) and personalized (4.19 vs. 3.19, p=0.0001).
Conclusion An LLM-based learning tool featuring VPs and VAs can significantly enhance medical students’ perceived learning experience in history-taking education. It offers a scalable, accessible, and cost-effective complementary training method. Future research should validate these subjective improvements with objective performance metrics.
Citations
Citations to this article as recorded by
AI-Assisted Training for Teleconsultation Competencies in Undergraduate Medical Education: A Narrative Review Wojciech Michał Glinkowski, Barbara Jacennik, Aldona Katarzyna Jankowska, Tomasz Cedro, Szymon Wilk, Rafał Doniec Applied Sciences.2026; 16(10): 4858. CrossRef
Purpose The Commission on Higher Education of the Philippines mandates a minimum National Medical Admission Test (NMAT) percentile rank—typically the 40th percentile—for medical school admission. However, percentile rank is cohort-dependent and varies in meaning across testing years. This study re-examined its validity as an admissions criterion and evaluated whether the NMAT General Performance Score (GPS), a standardized z-score, offers a more stable and valid basis for predicting academic performance.
Methods We conducted a retrospective analysis of 42,261 first-time Physician Licensure Examination (PLE) takers from 2012 to 2022. NMAT and PLE records were linked, and logistic regression models were used to assess associations between NMAT scores and PLE outcomes. Predictive performance was evaluated using both receiver operating characteristic (ROC–Youden) and Precision–Recall (PR–F1) analyses to identify optimal cutoffs.
Results Percentile ranks exhibited substantial year-to-year variability, with the same percentile corresponding to different GPS scores. A pooled GPS-to-percentile crosswalk is provided for interpretive reference but does not indicate fixed rank equivalence. In contrast, PR-F1 analysis of GPS appropriate for an imbalanced dataset showed consistent predictive validity (area under the ROC curve=0.918). The ROC–Youden index identified a cutoff at GPS=581, while the F1-optimized threshold was lower (GPS=377), favoring inclusivity. A midpoint cutoff (GPS=435) balanced stringency and access.
Conclusion The NMAT GPS is a more stable and equitable predictor of licensure performance than percentile rank. Its use may improve the fairness and consistency of medical school admissions and better align selection with long-term academic outcomes.
Citations
Citations to this article as recorded by
Association Between Admission Criteria and Written Summative Examination Performance Among Medical Students: A Retrospective Cohort Study Jaybee D. Bazan International Journal of Research on Multidisciplinary Studies.2026; 1(8): 158. CrossRef
Purpose This paper presents findings from an educational research graduate course in which generative artificial intelligence (AI) was incorporated to strengthen learners’ understanding of threshold concepts related to theoretical frameworks. Medical and health professionals often struggle with the transition from a clinical role into the educational research role.
Methods The study posits that the use of generative AI will help learners understand and apply theoretical frameworks beyond a superficial level, furthering their understanding, constructing new knowledge, and strengthening their ability to develop sound educational research studies. Journal and AI transcripts were analyzed for 37 participants.
Results Open-ended codes were grouped into five themes reflecting a developmental progression across phases of threshold crossing: encountering challenge, adapting through iteration, deepening engagement, customizing understanding, and cultivating metacognition. The first two themes represent learners’ entry into the troublesome and liminal phases of threshold crossing, while the latter three reflect integrative and transformative shifts in their understanding and use of theory.
Conclusion Learner perceptions of using generative AI to acquire theoretical framework threshold concepts are discussed to better understand how AI can be used as a supplemental resource in asynchronous learning environments. Faculty observations of learner performance, suggested generative AI teaching strategies, and potential threats, including AI hallucinations and the clarification of misinformation, are discussed.
Citations
Citations to this article as recorded by
The new wave of generative artificial intelligence in medical education Eulho Jung, Anita Samuel Korean Journal of Medical Education.2026; 38(1): 1. CrossRef
Purpose This study aimed to explore various educator-led reflective practice methods implemented in pharmacy education, along with their outcomes and impacts on students.
Methods A PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) systematic review method was used, and articles from the year 2003 to 2024 were obtained from three databases, namely PubMed, SCOPUS, and ERIC with keywords defined according to the study objective.
Results A total of 298 articles were identified from the databases with a total of 25 included for review. Studies generally showed moderate quality, with an average MERSQI (Medical Education Research Study Quality Instrument) score of 10.56. The literatures revealed that reflective practice has significantly increased during the past few decades, employing various methods, including written, non-written, and digital approaches. Reflective practice gave impact to several outcomes such as improvement in students’ academic performance, critical thinking skills, clinical reasoning and decision-making abilities, metacognitive skills, deep-information processing skills, professional attitude, self-awareness, as well as collaborative skills.
Conclusion Reflective practice in pharmacy education has evolved, integrating diverse methods that yield significant benefits in learning and teaching process. Although positive outcomes were seen in the studies, methodological limitations suggest a need for more rigorous research. Structured and efficient educator-led reflective practice in pharmacy education is crucial for preparing students to meet the growing demands in healthcare system.
Purpose This study examined the current status, perceptions, and educational needs of primary care education in medical and nursing schools to provide foundational data that can inform effective curriculum development.
Methods In total, 40 medical and 64 nursing schools were eligible for this study. Data were collected through an online survey using Google Forms, developed by the research team, from November 2024 to January 2025. Frequency analysis and independent t-tests were performed to compare perceptions on primary care education between the two schools types. Borich Needs Assessment and Locus-for-Focus model were used to identify and prioritize educational needs.
Results Responses from 21 medical and 24 nursing schools were analyzed. All medical schools primarily offered education in primary care clinics (100%), whereas most nursing schools offered it in community healthcare institutions (87.5%). Visits and observations were the most common educational methods (>80%). Reports, presentations, and discussions were the most used assessment methods (>60%). Multidisciplinary team-based practicums were limited in both medical (9.5%) and nursing (25.0%) schools. Both groups rated the need to expand primary care education and multidisciplinary team approach highly (>4.4/5). “Longitudinality” and “generalism” were educational priority needs across both groups, whereas other elements showed variations.
Conclusion This study identified the shared and distinct aspects of primary care education across schools. The findings highlight the importance of enhancing and tailoring primary care education to each school’s specific context and needs, while fostering interprofessional collaboration to strengthen community-based healthcare.
This review aims to explore the use and educational impact of the Pecha Kucha presentation format in medical education, as well as its integration with active learning methodologies. A comprehensive literature search was conducted in Medline, Embase, ScienceDirect, and Scopus to identify studies that assessed Pecha Kucha in undergraduate, postgraduate, or patient education. Fourteen English-language studies published up to September 2024 were included. Studies were evaluated for design, participant population, learning outcomes, and pedagogical integration. The selected studies employed quantitative, qualitative, and mixed-method approaches. Most studies reported positive educational outcomes, including improved knowledge retention, clearer communication, and enhanced learner engagement. Pecha Kucha was particularly effective when integrated with self-directed, problem-based, case-based, or team-based learning strategies. Participants, including students, residents, and patients, highlighted the format’s value in promoting concise, visually engaging presentations, although some noted difficulties adapting to its strict timing constraints. Pecha Kucha is a promising educational tool that incites active learning, efficient communication, and engagement in medical education. When combined with other pedagogical strategies, it contributes to a more dynamic and student-centered learning environment.
Citations
Citations to this article as recorded by
Innovative Education in Palliative Care: Enhancing Caregiver Knowledge and Reducing Anxiety Through the Pecha Kucha Method for PEG Tube Feeding Yasemin Erden, Nurgul Karakurt, Gülcan Bahçecioğlu Turan Scandinavian Journal of Caring Sciences.2026;[Epub] CrossRef
An Innovative Approach in Cultural Competence Education: Use of the Pecha Kucha Method Betül Özen, Cansu Yaşar, Zeliha Kaya Erten, Hülya Uçar Journal of Transcultural Nursing.2026;[Epub] CrossRef
An Evaluation of Training Sessions for Nursing Students Using the Pecha Kucha Method: A Systematic Review Nursena KAYHAN, Ayşe KABUK Uluslararası Sağlık Bilimlerinde Disiplinler Arası Etkileşim Dergisi.2026; 05(01): 280. CrossRef
Purpose Respiratory therapy (RT) has become a vital component of modern healthcare, particularly in managing acute and chronic pulmonary conditions. The rising global burden of respiratory diseases has amplified the demand for skilled RT professionals capable of performing high-risk, low-frequency procedures with precision. Despite the shift toward competency-based education in healthcare, RT training remains fragmented. Disparities in training quality, assessment methodologies, and simulation access result in inconsistent clinical competencies among RT graduates. The absence of a standardized, globally recognized competency framework further compounds these challenges, affecting workforce readiness and patient safety. To date, no global study has systematically quantified competency disparities across RT programs using a standardized framework, leaving a critical gap in comparative evidence needed to guide educational policy and global accreditation.
Methods A cross-sectional survey was conducted targeting RT professionals, educators, and institutional leaders across multiple countries. Quantitative data were analyzed using descriptive statistics, chi-square tests, and gap percentage analysis to identify variations in training practices, competency expectations, and observed deficiencies.
Results Findings revealed significant competency gaps, especially in advanced interventions like extracorporeal membrane oxygenation and lung ultrasound. Inconsistencies in assessment tools, simulation integration, and remediation protocols were noted across institutions. The majority of respondents emphasized the need for competency standardization.
Conclusion The study confirms a pressing global need for a structured, evidence-based competency framework in RT education. Standardization will improve clinical consistency, facilitate workforce mobility, and enhance patient care outcomes worldwide.
Purpose Evaluating the performance of medical school graduates after graduation is important. However, reliable and comprehensive tools to evaluate the performance of medical professionals after graduation are lacking. The purpose of this study was to evaluate the validity and reliability of performance indicators for post-graduation competencies of medical school graduates.
Methods Nineteen performance indicators were validated to evaluate competencies considering the talent image of a medical school, which are medical professionalism, clinical skills, communication, collaboration, and leadership. The reliability of the assessment tool was tested using Cronbach’s alpha, construct validity was evaluated through factor analysis, and content validity was evaluated using a Delphi expert panel.
Results The overall reliability of the performance indicators was high, with a Cronbach’s alpha of 0.9110. Factor analysis revealed five core factors accounting for 70% of the total variance. These factors were classified as “collaboration,” “clinical professionalism,” “patient-centered care,” “professionalism,” and “systematic treatment and self-development.” Content validity was confirmed by the Delphi panel, and all items achieved a content validity ratio of 1, indicating strong content validity.
Conclusion The developed performance indicators are reliable and valid tools for assessing the competencies of medical school graduates. These indicators can be used to evaluate the quality of medical education and to improve the curriculum. It is also important to establish a system to periodically assess competencies after graduation.
Bulganchimeg Sanjmyatav, Erdenetsetseg Myagmar, Karen P. Y. Liu, Janet Lok Chun Lee, Munkh-Erdene Bayartai, Batgerel Oidov, Solongo Bandi, Oyungoo Badamdorj
Korean J Med Educ 2025;37(4):391-400. Published online November 27, 2025
Purpose This study evaluated Mongolia’s undergraduate occupational therapy program using the CIPP (Context, Input, Process, Product) model, drawing on feedback from students, alumni, faculty, and program managers to understand its current state and identify areas for improvement.
Methods We conducted a cross-sectional survey using the CIPP evaluation model. The model-based questionnaire requested responses using a Likert scale from 1 to 5. Responses were collected from 34 students, 19 alumni, 24 faculty members, and five program management team members. They were analyzed quantitatively using descriptive and inferential statistics.
Results All participants expressed satisfaction with the context, process, and product components of the occupational therapy program, with scores of 3.4 or higher. For the input component, the faculty members and program managers gave satisfactory ratings, while the students and alumni gave neutral ratings, on average. There was a significant difference between the average input scores of the first-year and third-year students, and between the first-year and fourth-year students (p<0.05). Lecturers teaching basic professional subjects rated the program’s inputs higher than those teaching general subjects. On average, the students rated the program’s “context” higher than alumni, while faculty members rated “input” higher than both students and alumni. Additionally, the program’s managers rated “input” higher than the students (p<0.05).
Conclusion The occupational therapy program in Mongolia has been improving annually. While it is generally rated as “satisfactory,” there is a need for enhanced resources to better support the program.
Purpose Medical students are expected to cultivate professionalism as a core competency, which is reflected in their perceptions of academic ethics. This study examined how students’ perceptions of academic ethics, both for themselves and their peers, evolve during their time in medical school and whether these changes differ by sex.
Methods We surveyed 87 medical students enrolled in a South Korean medical school in the years 2020 and 2023. The survey was designed to measure medical students’ perceptions of academic ethics and comprised questions regarding both self-perception and peer perception. Data analysis was performed using paired t-tests.
Results Both male and female students reported continuous improvement in their academic ethics as they progressed through medical school. Female rated their academic ethics more highly than male and demonstrated a more significant change in scores over time. Additionally, female observed an increase in their peers’ academic ethics, whereas men perceived a decline. Notably, upper-year students rated their peers’ academic ethics more favorably than did lower-year students.
Conclusion This study reveals differences in the evolution of academic ethics perceptions between male and female students, highlighting the need for sex-specific academic ethics education in medical school curricula. Moreover, it demonstrates how medical students’ perceptions of academic ethics evolve over time, emphasizing the importance of academic ethics education across school years. These findings offer practical insights for improving medical school curricula and underscore the potential of academic ethics education in fostering ethical awareness among future medical professionals.
Purpose To develop and validate a structured oral clinical assessment (SOCA) tool to evaluate pharmacotherapy competencies among medical students during clinical clerkships.
Methods The instrument was designed around seven core pharmacotherapy domains. A total of 30 pharmacology experts participated in the face and content validity assessments. The cognitive complexity was evaluated using Bloom’s taxonomy. Nine trained examiners assessed 77 clerkship students using the SOCA tool. Construct validity was tested using Spearman correlation, whereas inter-rater reliability was analyzed using Cohen’s kappa and Krippendorff’s alpha. Internal consistency was assessed using Cronbach’s alpha.
Results All items showed strong content validity (item-level content validity index and face validity index=1.00). Most questions reflected moderate to high cognitive complexity (Bloom’s C2–C5). Construct validity was supported by significant domain-total score correlations (r=0.406–0.750; p<0.05). Inter-rater reliability was substantial (kappa=0.651–0.830; Krippendorff’s alpha=0.639–0.834), and internal consistency was acceptable (Cronbach’s alpha=0.759).
Conclusion The SOCA tool has strong validity and reliability for evaluating pharmacotherapy competence through oral clinical examination. It offers a structured, feasible alternative to existing formats and has the potential for broader use following external validation.
Citations
Citations to this article as recorded by
Application and practice of a 3D model–driven clinically oriented, three-stage progressive teaching program in histology and embryology Na Liang, Xiang Lu, Jun Tan, Qiongyou Liu, Lian Liu, Renlian Cai, Xiaodong Yi, Ying Wu, Yanping Ren BMC Medical Education.2026;[Epub] CrossRef
Purpose This study explores how immersive simulation-based learning affects nursing students’ engagement, motivation, satisfaction, self-confidence, and knowledge gains in anatomy education.
Methods A quasi-experimental study was carried out from January to February 2025 among nursing students. A total of 76 participants were randomly assigned to one of two groups: an experimental group receiving immersive simulation (n=38) and a control group following traditional instruction (n=38). A pre- and post-intervention test framework was implemented to evaluate changes in student engagement, motivation, satisfaction, self-confidence, and knowledge acquisition. Data analysis was done through non-parametric tests, specifically the Mann-Whitney U and Wilcoxon signed-rank test, with IBM SPSS.
Results The immersive simulation group demonstrated significant improvements in motivation (Z=–4.407, p<0.001), engagement (Z=–3.555, p<0.001), knowledge acquisition (Z=–3.213, p=0.001), and self-confidence (Z=–2.054, p=0.040) compared to the traditional method group. Nevertheless, the difference in learning satisfaction between the two groups was not statistically significant (Z=–1.660, p=0.097).
Conclusion These findings indicate that immersive simulation has a positive effect on nursing students’ motivation, engagement, self-confidence, and knowledge acquisition. While satisfaction levels were comparable between groups, immersive simulation presents a valuable complement to traditional teaching methods and may help address educational challenges in healthcare training.
Citations
Citations to this article as recorded by
Impacto del uso de tecnologías de la información y la comunicación (TICs) en la formación de competencias clínicas en estudiantes de enfermería: una revisión sistemática. Génesis Viviana Solis-Amaguaya , Amanda Cristhina Freres-Salvatierra , Karla Alexandra Sovenis-Goya , Gabriela Elizabeth Poma-Ortega Más Vita.2026; 8(1): 98. CrossRef
From Novelty to Practicality: Stakeholder-Driven Design & Deployment Needs for VR Adoption in Post-Primary Education Mahmoud Hamash, Peter Tiernan, Luma Tabbaa, Gareth W. Young International Journal of Human–Computer Interaction.2026; : 1. CrossRef
Effect of simulation-based training on operating room nursing students’ performance in using electrosurgical devices: a quasi-experimental study Mina Amiri Doreh, Ali Khani, Yaser Adelmanesh, Majid Bagheri Perioperative Care and Operating Room Management.2026; 44: 100697. CrossRef
The effect of digital-based educational methods on learning outcomes ın nursing students: An integrative review proposing a conceptual framework Gülşah Sunay Ertem, Sibel Ergün, Serap Kaynak, Hilal Çelik Bayram Nurse Education Today.2026; 167: 107312. CrossRef
Effectiveness of simulation-based neonatal resuscitation training in improving nursing students’ knowledge and cognitive clinical decision-making: A quasi-experimental controlled study in Morocco Zainab Toujami, Omaima El Bouazzi, Salma Bourrai, Khalid El Ouarda, Salma Elabbassi, Aâtika Eddif Malque Health.2026; 3(1): 2027001. CrossRef
Advancing Nursing Through Artificial Intelligence: A Systematic Literature Review of Current Evidence T Angel Priya, J Agnes Philo, R Beutlin, Sahaya Hestrin, A. Antony Jemila, Rejani R Cureus.2025;[Epub] CrossRef
Purpose This study investigated how socio-cultural characteristics, including gender, age, socioeconomic status, religiosity, and parental education, influence the gender perceptions of medical students and how these perceptions are influenced by medical education.
Methods This cross-sectional study enrolled 380 volunteer medical students who completed a questionnaire comprising sociodemographic items, the validated Nijmegen Gender Awareness in Medical Scale, and the Perception of Gender Scale (PGS). Statistical significance was set at p<0.05.
Results Mean PGS scores were significantly higher among first-semester students compared to sixth-semester students (101.94±19.40 vs. 95.52±19.83, p=0.013) and among female compared to male participants (106.51±13.28 vs. 87.71±19.94, p<0.001). Self-reported “very religious” participants demonstrated significantly lower PGS scores compared to other religious categories in both female (p<0.001) and male (p=0.002) subgroups. Gender Role Ideology towards Doctors scores showed a moderate negative correlation with PGS scores (r=–0.459, p<0.001).
Conclusion Female gender, younger age, urban living, higher income, and higher levels of maternal and paternal education supported a positive gender perspective. Towards the end of medical education, gender perceptions tend to become less egalitarian. These findings highlight the potential for medical education to negatively impact gender perceptions and underscore the need for integrating gender awareness training into medical curricula to promote more equitable attitudes among future physicians.
Citations
Citations to this article as recorded by
Cross-time analysis of physical exercise and traditional gender concepts: Chinese women in the CGSS 2013 and 2023 Lei Sun, Ping Fang BMC Public Health.2026;[Epub] CrossRef
Impact of sports participation on gender inequality ideology among Chinese women—an empirical study based on the CGSS 2023 data Ping Fang, Peng yu Huo, Yan Lu, Shu sheng Shi, Lei Sun Frontiers in Public Health.2025;[Epub] CrossRef
Purpose Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies.
Methods This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations.
Results Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning objectives, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items.
Conclusion The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.
Purpose This study evaluated a school-based mental health program within a psychiatry clerkship to enhance medical students’ competencies in mental health literacy, empathy, communication, and adaptability. The program aimed to bridge theoretical knowledge with practical skills through experiential learning in a real-world, community-based setting.
Methods The study utilized convenience sampling to select 32 medical students from the 2023–2024 psychiatry clerkship cohort. Four focus group discussions, each lasting 60–90 minutes, provided qualitative data, which were analyzed using reflexive thematic analysis in Atlas.ti (ATLAS.ti GmbH, Germany) to identify themes related to professional development.
Results Five key themes emerged, highlighting significant gains in context-sensitive communication, empathy, and mental health literacy specific to adolescent issues. The students reported increased clinical confidence, enhanced resilience through psychological techniques such mindfulness and motivational interviewing, and benefited from sustained engagement and peer support, fostering collaboration and stress management.
Conclusion The school-based mental health program enhanced essential competencies in mental health literacy, empathy, communication, and practical skills for medical students. By integrating experiential learning into medical education, the program addressed training gaps, equipping future healthcare providers with the skills necessary for holistic and patient-centered mental healthcare across diverse clinical settings. The approach showed potential for broader applications in medical education to prepare students for comprehensive mental health support skills.
Citations
Citations to this article as recorded by
Practical application and evaluation of an integrated training pathway for mental health literacy and clinical communication skills for undergraduate dental students based on simulation-based training Yao Wang, Lanlan Ye, Meiqin Zhou, Xi Chen Frontiers in Medicine.2026;[Epub] CrossRef
Effectiveness of AI-enhanced virtual patients for psychiatric interview training in health professions education: a meta-analysis Senay Kilincel, Furkan Bulut, Pelin Goksel, Mirac Baris Usta, Tuba Mutluer, Oguzhan Kilincel Frontiers in Medicine.2026;[Epub] CrossRef
Purpose Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students’ deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students’ learning experiences related to health equity.
Methods This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience.
Results Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students’ understanding of health inequities and physicians’ roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students’ outlook and beliefs.
Conclusion Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students’ capacity to understand and tackle health inequities.
Citations
Citations to this article as recorded by
Project Based Learning (Pjbl) Model on Creativity and Learning Outcomes Project of Vocational High School Students Maya Fitria Eva Kristiana, Kustiyowati, Eges Triwahyuni JPI (Jurnal Pendidikan Indonesia).2025; 14(4): 801. CrossRef
Purpose This study investigated the association between intern doctors’ performance as assessed by their peers and their academic performance in medical school.
Methods A retrospective cohort analysis was conducted with 21 graduates from a South Korean medical school who interned at an affiliated center. Participants underwent bi-annual peer evaluation for intern performance evaluations using a 5-point Likert scale on professionalism, clinical competencies, and interpersonal skills. Associations between peer ratings and grade point average (GPA), exit assessment scores, and Korean Medical Licensing Examination (KMLE) scores were analyzed.
Results Peer ratings showed moderate to strong positive associations with exit assessments and KMLE scores, but no relationship with cumulative GPAs. Peer ratings correlated more strongly with objective structured clinical examinations than written tests.
Conclusion Medical students’ outcomes in exit assessments and KMLEs, especially clinical performance tests, are strong predictors of their performance as intern doctors. These findings highlight the value of clinical performance assessments for predicting intern doctors’ performance and suggest the need for more comprehensive and authentic assessment methods to enhance their predictive validity.
Purpose With the accelerated adoption of artificial intelligence (AI) in medicine, the integration of AI education into medical school curricula is gaining significant attention. This study aimed to gather the perceptions of faculty members and students regarding the integration of AI education into medical curricula in the Korean context.
Methods Faculty members and medical students’ perspectives on integrating AI into medical curricula were assessed through thematic analysis of free-written responses from 157 faculty members and 125 students in a national online survey on medical AI competencies in South Korea.
Results Three key themes emerged: content, which prioritizes basic knowledge and its practical applications, with an emphasis on ethical and legal responsibilities; curricular design, which advocates for a spiral curriculum tailored to learners' needs; and concerns, which highlight balancing AI integration with the principal goals of medical education while critically evaluating ongoing advancements.
Conclusion Our study adds valuable insights into the content and methods to prioritize AI education. Given the rapid evolution of medical learners and AI technologies, continuous and timely needs assessment for AI curriculum development is crucial to maintain relevance and effectiveness.
Citations
Citations to this article as recorded by
Artificial Intelligence in Neurology and Stroke Education: Current Applications and Future Directions Braydon Dymm, Abdullah Khalid Seminars in Neurology.2026; 46(01): 049. CrossRef
Not all AI is created equal: considerations for equity in medical education Michael Soh, Nidhi Goel, Violet Kulo Korean Journal of Medical Education.2026; 38(1): 15. CrossRef
Are future doctors ready for AI? Artificial intelligence in the field of medicine: perception among medical students in North Karnataka: a cross-sectional study Shamin Eabenson, M. R. Gudadinni, M. C. Yadavannavar, Rekha Udgiri, A. M. Rangoli International Journal Of Community Medicine And Public Health.2026; 13(3): 1384. CrossRef
Bedside skills as context engineering: reframing history taking and physical examination for the AI era Sanghyun Ahn, Eunbae B. Yang Korean Journal of Medical Education.2026; 38(2): 207. CrossRef
Artificial Intelligence in Nursing Education: A Scoping Review of Academic Perspectives Natasha Hawkins, Anthea Fagan, Yumiko Coffey, Henri Dohnt Journal of Advanced Nursing.2026;[Epub] CrossRef
Development of AI competencies within the medical curriculum María Belén Morales-Cevallos, Diego Fabián Vique López, Catherine Hortensia Martínez Avalos, Brigette Carolina Huaraca Morocho, Jhonatan David Silva Ameza, Marwin Leandro Lavayen Leon Frontiers in Medicine.2026;[Epub] CrossRef
Medical AI Use Intention Among Medical Students and Faculty and Its Associations With AI Literacy, Perceived Benefits, and Risks: Cross-Sectional Survey Study Bomyee Lee, Gwanwook Bang, Su Jin Chae JMIR Medical Education.2026; 12: e105032. CrossRef
Transforming Learning in the Digital Age: Examining the Role of AI for Catholic Religious Education Teachers Hartutik Hartutik, Dani Kusuma, Stepanus Istoto Raharjo, Dewi Ratna Jai, Irene Nindita Pradnya, Matilda Stella Pradnya, Johanis Luturmas Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika.2025; 9(2): 429. CrossRef
Development and evaluation of a Wikipedia based group assessment to enhance science communication Katelyn Mroczek, Pru Mitchell, Brian Patrick McSharry, Alice Woods, Belinda Spry, Timothy Paustian, Thiru Vanniasinkam Frontiers in Education.2025;[Epub] CrossRef
From Bainbridge to bedside: applying automation insights to medical curriculum and assignment design in the artificial intelligence era Sangzin Ahn Korean Journal of Medical Education.2025; 37(4): 519. CrossRef
Purpose This study aims to confirm the degree of stress perceived by medical students in Korea and to study the difference between the methods used to relieve stress. In addition, this study evaluates the stress relief methods medical students believe are effective.
Methods The subjects of the study were 147 students of a medical school in Korea who voluntarily participated in an online survey. The degree of stress perceived by medical students in Korea was confirmed, and the differences between the methods used to relieve stress were analyzed, along with the effective stress relief methods considered by the students themselves.
Results There was no difference found in the degree of stress experienced by medical students based on their year in school and gender. The most commonly reported method to relieve stress was sleep, and it was found that this method provided the highest degree of stress relief.
Conclusion As stress has been consistently reported as an issue among medical students, tackling stress among medical students should not be handled solely at the individual level.
Citations
Citations to this article as recorded by
Correction of co-first authorship marks: Stress and coping skills in medical students Yu Ra Kim, Hye Jin Park, Seong Yong Kim Korean Journal of Medical Education.2026; 38(1): 120. CrossRef
Stress coping strategies and hardiness characteristics among medical students in wartime O.O Belov, N.G Pshuk, A.R Markov, M.Yu Pershyn Psychiatry Neurology and Medical Psychology.2026; : 404. CrossRef
Calidad de sueño percibida y su asociación con el estrés en estudiantes del área de la salud en México: estudio longitudinal Alberto Fouilloux Morales, Mariana Fouilloux Morales, Ileana Petra Micu, Beatriz Zamora López, Silvia Aracely Tafoya South Florida Journal of Development.2025; 6(7): e5549. CrossRef
In recent years, professionalism education has been incorporated into medical education as an important part of the curriculum. Through receiving professionalism education, most medical students gradually acquire professionalism, including a professional attitude. However, some medical students demonstrate unprofessional behavior that raises concerns among faculty and other students. There are various stages to dealing with unprofessional behavior, as follows: definition, prevention, detection, evaluation, correction, and follow-up. However, it is often difficult to identify unprofessional behavior and respond appropriately. In this study, overview of medical students’ unprofessional behavior from previous studies on medical students’ unprofessionalism behavior, and how to identify and evaluate medical students’ unprofessional behavior, and effective education that can correct medical students’ unprofessional behavior was analyzed by reviewing 52 articles. Medical students’ unprofessional behavior is classified into the following four categories: “lack of involvement,” “lack of integrity,” “lack of interaction,” and “lack of introspection.” The occurrence of unprofessional behavior was found to be attributed to personal problems, interpersonal problems, external factors, and environmental factors. Educators analyzed unprofessional behavior and its causes from four categories. Medical students should perform reflective writing to help them reflect on their unprofessional behavior. Educators should use this reflective writing to interact with medical students, and to investigate and analyze the students’ unprofessional behavior. Furthermore, educators will need to assess unprofessional behavior using a roadmap to address unprofessionalism, and to respond appropriately to each stage of the roadmap. Individualized educational interventions should be provided to help students correct their unprofessional behavior.
Citations
Citations to this article as recorded by
A Qualitative Study of Students’, Teachers’, and Administrators’ Perspectives on Educational Ethics in Medical Education in Türkiye Sukru Keles, Meral Demiroren, Sevgi Turan Teaching and Learning in Medicine.2026; 38(4): 474. CrossRef
Predicting and explaining professionalism issues in medical students with time-to-event models: An exploratory longitudinal learning analytics study Chang Cai, Minyang Chow, Ruth Choe, Faith Chia Li-Ann, Jennifer Anne Cleland, Xiuyi Fan Computers and Education: Artificial Intelligence.2026; 10: 100600. CrossRef
Beyond a linear assumption: A systematic review of academic and clinical dishonesty in nursing education Efrat Danino, Elena Maoz, Nikole Bekman Journal of Professional Nursing.2026; 66: 59. CrossRef
Assessment of professionalism in medical students: A framework for remediation Ana Crew, Katherine Sanchez Baylor University Medical Center Proceedings.2026; : 1. CrossRef
Development and application of a Workplace-Based Assessment (WPBA) instrument based on competency for medical internship Sylvia Costa Lima Farhat, Gustavo da Silva Azevedo, Giulianna Simonetti, Matheus Belloni Torsani, Iolanda de Fatima Lopes Calvo Tibério BMC Medical Education.2026;[Epub] CrossRef
The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students’ understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges.
Citations
Citations to this article as recorded by
A global overview of anatomical science education and its present and future role in biomedical curricula Michael Hortsch, Virginia Claudia Carneiro Girão‐Carmona, Ana Caroline Rocha de Melo Leite, Ilias P. Nikas, Margaret K. Gatumu, Nii Koney‐Kwaku Koney, Benjamin Arko‐Boham, Doris George Yohannan, Aswathy Maria Oommen, Yan Li, Jian Yang, Alexandra F. Trollo Anatomical Sciences Education.2026; 19(1): 5. CrossRef
Medical students’ perceptions of anatomy teaching resources and their impact on learning outcomes: Insights from a private medical university in Malaysia Sambhram Samdeshi, Krishna Chaitanya Reddy Dandala, Thirupathirao Vishnumukkala, Prarthana Kalerammana Gopalakrishna, Gandrakota Ravindranadh, Mohammad Yusuf Bin Abdul Latif, Sowmya Ramakrishnappa, Saravanan Jagadeesan, Che Mohd Nasril Che Mohd Nassir, Sr Translational Research in Anatomy.2026; 42: 100454. CrossRef
From pandemic to earthquakes: crisis-driven challenges in distance anatomy education Asli Beril Karakas BMC Medical Education.2025;[Epub] CrossRef
Purpose Surgical trainees are at high risk of burnout and poor wellbeing during their training. A range of workplace factors have been linked to poor wellbeing, including excessive work hours, lack of support networks, and training program demands. However, little is understood about the individual experiences of Australian trainees and their perceptions of the impact of the work environment on wellbeing. The aim of this study was to explore the experiences of Australian surgical trainees regarding their wellbeing in the surgical learning environment.
Methods Eleven semi-structured interviews were conducted with Australian surgical trainees at the start of their training and 18 months later, exploring their perspectives of wellbeing in the workplace. Results were analyzed thematically using the Job Demands-Resources model as a scaffold.
Results Seven themes emerged: (1) relationships with colleagues, (2) work hours and workload, (3) the learning environment and supervision, (4) training program requirements, (5) moving around, (6) hospital and team administration, and (7) hospital facilities and programs. Participant experiences between training commencement and 18 months follow-up did not change.
Conclusion Trainees have unique experiences of wellbeing in the workplace. Some workplace factors, such as relationships with colleagues, can be demands or resources depending on their nature. Effective leadership and administrative practices, mentorship, and proactive rostering act as resources for trainees to balance workplace demands, and these should be prioritized by hospitals and training institutions to improve and protect trainee wellbeing.
Citations
Citations to this article as recorded by
Surgeon’s mental health: an overlooked crisis in the post-pandemic surgical landscape G Gulothungan, Ramkumar Vahalingam, Y P Ragini, Hitesh Chopra, Talha Bin Emran International Journal of Surgery Open.2026; 64(2): 153. CrossRef
Purpose To understand medical students’ perceptions and needs for e-learning to provide e-learning tailored to the needs of the generation Z students.
Methods A focus group interview was conducted of 30 students in various years of study from five medical schools in South Korea. Subsequently, participants were also surveyed on their perceived importance of and satisfaction with e-learning. Finally, log data from the e-learning portal were analyzed to investigate medical students’ actual use of e-learning.
Results Participants favored multimedia learning resources and found them useful for studying subjects that could not be easily grasped by reading textbooks alone. Participants preferred video resources, and the most popular resources at the portal were also videos, where the most frequent search or browsing were on those that demonstrated physical examinations and clinical procedures. Participants particularly preferred resources recommended or created by medical faculty as credible sources of information. Participants favored short video clips and preferred them to be segmented into detailed topics. Participants also suggested more detailed categorization of resources for easier access to the contents that are highly relevant to their learning needs.
Conclusion This study highlights the needs for an e-learning environment closely aligned with the practices and preferences of today’s students and the importance of medical teachers’ role as resource developers. Suggestions for the design and development of e-learning for more convenient browsing and searching of resources highly relevant to student’s learning needs are discussed.
Citations
Citations to this article as recorded by
Medical students’ perceptions of anatomy teaching resources and their impact on learning outcomes: Insights from a private medical university in Malaysia Sambhram Samdeshi, Krishna Chaitanya Reddy Dandala, Thirupathirao Vishnumukkala, Prarthana Kalerammana Gopalakrishna, Gandrakota Ravindranadh, Mohammad Yusuf Bin Abdul Latif, Sowmya Ramakrishnappa, Saravanan Jagadeesan, Che Mohd Nasril Che Mohd Nassir, Sr Translational Research in Anatomy.2026; 42: 100454. CrossRef
Artificial Intelligence in Neurology and Stroke Education: Current Applications and Future Directions Braydon Dymm, Abdullah Khalid Seminars in Neurology.2026; 46(01): 049. CrossRef
Adapting Pediatric Anesthesia Education to Generation Z Learners: A Narrative Review Barkha D Agrawal, Revanth B. Challa, Nand Kishore Joshi, Mangesh Mulaokar, Ashutosh Kumar Cureus.2026;[Epub] CrossRef
How Generative AI Factors Support Cognitive Engagement and Patient Safety Learning in Medical Education: A Mixed-Methods Study (Preprint) Gilbert Golahi, Ferdi Antonio, Devina Nur Annisa JMIR Medical Education.2026;[Epub] CrossRef
Technology-enhanced learning in medical education in the age of artificial intelligence Kyong-Jee Kim Forum for Education Studies.2025; 3(2): 2730. CrossRef
Short and Sweet: Reducing Extrinsic Cognitive Load When Authoring Self-Study Materials for Medical Students Thomas McNamara, Roey Ringel, Luke S. Scheuer, Cameron Hill, Gwynneth D. Offner, Caitlin M. Neri, Molly B. Cohen-Osher, Priya S. Garg, Jonathan J. Wisco Medical Science Educator.2025; 36(1): 185. CrossRef
Teaching Machine Learning to Undergraduate Electrical Engineering Students Gerald Fudge, Anika Rimu, William Zorn, July Ringle, Cody Barnett Computers.2025; 14(11): 465. CrossRef
Purpose The traditional method of oral examination, though a good tool for assessing the depth and breadth of student’s knowledge, has its shortcomings. A variable number of questions with variable difficulty levels by different examiners with different expectations can introduce bias in scores. The process aspect of oral examinations of first-year undergraduate medical students was improved by structuring them and by creating uniformity in the number, time, and difficulty level of questions for assessment, and feedback was taken regarding its acceptance as an improved tool of assessment.
Methods After finalizing the topics, questions from a viva viewpoint were structured and categorized into three difficulty levels covering all aspects of chosen topics validated by subject experts. The number of questions asked per difficulty level, time, and marks given to each question was pre-decided. After briefing the students, the structured viva was conducted, and feedback was taken from students and examiners.
Results The majority (87%) of first-year undergraduate students undertook the structured viva and filled in the feedback form. Nearly all students felt that the structured oral examination was a fair and unbiased assessment tool with less subjectivity compared to traditional viva. Most students (83.9%) felt that the topics were comprehensively covered, and 96.4% of students felt less stressed. Among examiners, there was 100% agreement on the uniformity of questions asked, topics covered, less subjectivity, and no carryover effect.
Conclusion The examiners have accepted it as one of the formative assessment tools for future batches of students and are ready to explore its utility as a summative assessment tool.
Citations
Citations to this article as recorded by
Formative Structured Oral Examination as a Novel Method of Academic Mentoring for Slow and Medium Achievers in Medical Biochemistry: A Mixed-Method Study Zachariah Bobby , Monisha Muralidharan, Hanumanthappa Nandeesha, Ramesh R, Devanatha Desikan V, Deepthi Sudha M, Zayapragassarazan Z Cureus.2026;[Epub] CrossRef
БІОХІМІЧНИЙ ДИКТАНТ ЯК ФОРМА ОЦІНЮВАННЯ ЗНАНЬ МАЙБУТНІХ ЛІКАРІВ У ПОРІВНЯННІ З ТЕСТОВИМ КОНТРОЛЕМ ПРИ ВИВЧЕННІ ДИСЦИПЛІНИ «БІОЛОГІЧНА ХІМІЯ» Олена Коновалова, Тетяна Андреєва, Ольга Білан Grail of Science.2026; (66): 799. CrossRef
Comparison of Structured and Conventional Viva Voce in Pharmacology Teaching Among Second-Year Bachelor of Medicine, Bachelor of Surgery (MBBS) Students: A Prospective Study Mohit Kulmi, Sameer Pandit, Pallav Hetawal, Devendra Pandya, Somdutt Rawat Cureus.2026;[Epub] CrossRef
Structured or Traditional? Student and Faculty Perceptions of the Objective Structured Viva Examination in Anatomy Education in Eastern India Rajasri Chunder, Suvarna Sande, Vaibhav Anjankar Journal of Datta Meghe Institute of Medical Sciences University.2026; 21(2): 275. CrossRef
Structured oral clinical assessment for pharmacotherapy competencies in medical education: a study of validity and reliability analyses of seven domains Abdul Khairul Rizki Purba, David Sontani Perdanakusuma, Arifa Mustika, Tanja Fens, Maarten Jacobus Postma Korean Journal of Medical Education.2025; 37(3): 331. CrossRef
Purpose This study aimed to implement and evaluate the outcomes, perceptions, and satisfaction of the Capstone Program developed at the Catholic University of Korea, which integrates career exploration and medical humanities.
Methods This study was conducted with fourth-year medical students from 2017 to 2019. First, the study analyzed the trends in the results of Capstone Projects conducted by students as part of their career exploration, where they independently explored areas of interest and selected topics. Second, it qualitatively analyzed the content of individual reports in which students reflected on their experiences from a “medical humanities perspective” through the Capstone Program. Third, it examined students’ perceptions and satisfaction with the Capstone Program.
Results The analysis revealed that students chose research topics from a wide range of fields, including basic medicine, clinical medicine, global healthcare, and integrated healthcare systems and innovation. The students reported positive perceptions of their career exploration and research experiences through the Capstone Program, particularly valuing sessions like “Meetings with Seniors” within the conference framework. Students indicated that the Capstone Program enhanced their ability to think introspectively from a humanities perspective, deepening their understanding of their roles and responsibilities as medical professionals.
Conclusion The Capstone Program provides a significant opportunity for medical students to explore their career paths and engage in introspective reflection from the viewpoint of medical humanities and social sciences. Thus, the integration of programs like capstone into the broader medical curriculum, focusing on career guidance and the reinforcement of medical humanities education, is imperative.
Citations
Citations to this article as recorded by
Development of AI competencies within the medical curriculum María Belén Morales-Cevallos, Diego Fabián Vique López, Catherine Hortensia Martínez Avalos, Brigette Carolina Huaraca Morocho, Jhonatan David Silva Ameza, Marwin Leandro Lavayen Leon Frontiers in Medicine.2026;[Epub] CrossRef
Student Learning Outcomes and Program Evaluation in Medical Humanities Education in Korea: A Systematic Review Gyoungmin Park, Tae Yang Yu Korean Medical Education Review.2025; 27(Suppl1): S18. CrossRef
Purpose This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness.
Methods The study had a pretest–posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance.
Results Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants’ general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program.
Conclusion A global health competency-based GHE program effectively increases medical students’ interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.
Citations
Citations to this article as recorded by
Self-Efficacy–Based Leader Development Program to Address Loneliness in Older Adults Thanida Nilamphachat, Farkjit Rattanapanyakorn, Wachira Suriyawong, Tharadol Rodkaeo, Decha Tamdee, Rukchanok Koshakri, Theerachol Satsin, Natsuda Khatichop, Nuth Graipaspong, Sasiri Tangsasom, Panawat Sanprakhon Journal of Gerontological Nursing.2026; 52(7): 18. CrossRef
A bibliometric analysis of global health curriculum teaching models: Current status, hotspots, and trends in higher education between 2014 and 2024 Beiran Qian, Yuxuan Li, Bin Wu, Yutong Lu, Kun Tang Global Health Research and Policy.2026; 11(1): 59. CrossRef
Design, development and validation of the “START CBME” module: a foundational program to acquaint first-year medical students with competency-based medical education Krishna Mohan Surapaneni Journal of Medical Education Development.2025; 18(3): 145. CrossRef
A Quasi-Experimental Assessment of Student Self-Efficacy in Professional Skills Following a Competency-Based Graduate Program Redesign Monideepa B. Becerra, Salome K. Mshigeni, Marwa Ahmad, Robert M. Avina Pedagogy in Health Promotion.2025;[Epub] CrossRef
Clinical reasoning has been characterized as being an essential aspect of being a physician. Despite this, clinical reasoning has a variety of definitions and medical error, which is often attributed to clinical reasoning, has been reported to be a leading cause of death in the United States and abroad. Further, instructors struggle with teaching this essential ability which often does not play a significant role in the curriculum. In this article, we begin with defining clinical reasoning and then discuss four principles from the literature as well as a variety of techniques for teaching these principles to help ground an instructors’ understanding in clinical reasoning. We also tackle contemporary challenges in teaching clinical reasoning such as the integration of artificial intelligence and strategies to help with transitions in instruction (e.g., from the classroom to the clinic or from medical school to residency/registrar training) and suggest next steps for research and innovation in clinical reasoning.
Citations
Citations to this article as recorded by
Reconsidering the Linearity of Cause and Effect Thinking in Teaching Clinical Reasoning Zara Aayat Adil, Vinay Saini The Clinical Teacher.2026;[Epub] CrossRef
Script concordance test issues, the trail of expert calibration Yannick Perdrix, Nicolas Pinsault, Eric Dionne BMC Medical Education.2026;[Epub] CrossRef
Developing and Validating a Coding Scheme for Clinical Reasoning in History Taking Using Generative AI–Based Virtual Patients: Systematic Text Condensation Approach Naping Chen, Luzhen Tang, Yang Liu, Changmin Lin, Zijian Li, Chujun Shi, Mengyu Xia, Dragan Gasevic, Danijela Gasevic, Jinbin Zheng, Yizhou Fan, Xinyu Li JMIR Medical Education.2026; 12: e84347. CrossRef
AI Use for Medical Students: Impact on Clinical Skill Acquisition and Retention. A Systematic Review Jonathan Turney, Tim Young, Dhyana Chauhan, Roshni Beeharry, Mohammad Mahmud Advances in Medical Education and Practice.2026; Volume 17: 1. CrossRef
Pattern Disruption in GP speciality training: a practical intervention to enhance cognitive flexibility and diagnostic reasoning Waseem Jerjes, Azeem Majeed Education for Primary Care.2026; 37(3-4): 180. CrossRef
Enhancing diagnostic logic in high-acuity care: evidence from an online flipped classroom intervention in emergency medicine Ali Delirrooyfard, Mehdi Sayyah, Soleiman Ahmady, Noushin Kohan BMC Medical Education.2026;[Epub] CrossRef
The educational potential of Microsoft Teams in developing the professional competencies of future doctors Bogdan Orestovych Migenko, Oksana Ivanivna Khlibovska, Anna Zakharivna Mykolenko, Yana Vyacheslavivna Rohalska, Ihor Horishnyi, Iryna Olehivna Stakhurska Academic Visions.2026;[Epub] CrossRef
The PAPER heuristic: a structured cognitive aid to reduce intrinsic cognitive load in early clinical reasoning training Marius Gebauer, Frank Herbstreit, Thorsten Brenner, Sven Benson, Cynthia Szalai BMC Medical Education.2026;[Epub] CrossRef
A Luddite bemoans the death of bedside education Jeffrey H Lipton Canadian Journal of General Internal Medicine.2026; 21(2): 164. CrossRef
An RQMN Integrated Teaching Model to Improve Clinical Competence in Undergraduate Internal Medicine Education: A Randomized Controlled Study Haoruo Zhang, Liqi Liao, Rui Cao, Chunlin Gong, Jiaoyue Zhong, Xindan Zhang, Siting Hong Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Navigating the Neurological Fog: A Framework for Understanding and Managing Clinical Uncertainty in Adult Medical Education Angelica Lee, Eulho Jung New Directions for Adult and Continuing Education.2026;[Epub] CrossRef
Une formation structurée des médecins au raisonnement clinique et à la prise de décision a un impact favorable sur la qualité des soins Etienne Rivière La Revue de Médecine Interne.2026;[Epub] CrossRef
The Roozbehi Integrated Spiral Anatomy Model (R-ISAM): a five-phase framework for fully integrated anatomical sciences education Sahar Almasi-Turk, Amrollah Roozbehi BMC Medical Education.2026;[Epub] CrossRef
Artificial intelligence in the Otorhinolaryngology class Alejandro Carías, Jhossmar Cristians Auza-Santivañez, Pablo Carías, Vilma Díaz Bonilla, Freddy Ednildon Bautista-Vanegas, Daniel Ramiro Elías Vallejos-Rejas, Jorge Márquez-Molina Seminars in Medical Writing and Education.2025; 4: 160. CrossRef
Undergraduate medical students’ perceptions and perspectives on their clinical reasoning learning experiences Mohamed Hesham Sayed, Moustafa Abdelaal Hegazi, Nadeem Alam Zubairi, Turki Saad Alahmadi, Fajr Adel Saeedi Scientific Reports.2025;[Epub] CrossRef
Medical reasoning in LLMs: an in-depth analysis of DeepSeek R1 Birger Moëll, Fredrik Sand Aronsson, Sanian Akbar Frontiers in Artificial Intelligence.2025;[Epub] CrossRef
Clinical Reasoning Profiles in Nursing Students: Associations With Academic Performance, Encouragement for Questioning, and Access to Relevant Literature Nannan Li, Lin Wang, Qiong Fang, Lili Hou Nurse Educator.2025; 50(6): E390. CrossRef
Concept mapping to promote clinical reasoning in multimorbidity: a mixed methods study in undergraduate family medicine Marta Fonseca, Paula Broeiro-Gonçalves, Mariana Barosa, Pedro Marvão, Marta Carreira, Sofia Azeredo-Lopes, Joana Pires, António Rendas, Patrícia Rosado-Pinto, Bruno Heleno BMC Medical Education.2024;[Epub] CrossRef
Purpose This study aimed to analyze the research trends of the Korean Journal of Medical Education (KJME) since it became an English-language journal.
Methods A total of 274 articles published in KJME from 2016 to 2023 were analyzed. All article types were included in the analysis. NetMiner ver. 4.0 (Cyram Inc., Korea) was used for the main keyword and topic modeling analysis.
Results Of the 274 articles, 170 (62%) and 104 (38%) were by domestic and international authors, respectively. The main keywords with high frequency were “students,” “learning,” “experience,” “pandemic,” and “perception.” Three topics were derived using topic matching analysis: “residents’ perception and attitude of the pandemic,” “assessment of learning and achievement,” and “learning experiences in the pandemic.”
Conclusion Since the shift to English-language journals, medical education research has witnessed an increase in the number of articles published by international authors. Research on postgraduate education has increased. Research topics are relevant to situations such as the coronavirus disease 2019 pandemic. These findings can help researchers select research topics and encourage them to submit their research to the journal.
Purpose The Korean Society of Medical Education (KSME) was founded in 1983 and celebrated its 40th anniversary in 2023. This study examines the evolution of topics discussed at KSME conferences from 1971 through 2023, highlighting shifts in the focus of medical education.
Methods We analyzed 90 KSME conferences over 5 decades (1970s, 1980s, 1990s, 2000s, and 2010s), categorizing the topics into three eras based on emerging themes and continuity.
Results Consequently, 37 topics covered at the conference were categorized. Ten topics continuously appeared from the 1970s to the 2010s, including future directions of medical education, teaching methods, faculty development, and curriculum. The topics from the 1970s to the 1990s included 14 areas, such as medical education evaluation, non-undergraduate curriculum, community-related, and research. Thirteen new topics emerged after the 2000s, such as social accountability, student support, professionalism, and quality improvements. The most common topics under innovations in medical education, a case of curriculum innovation at universities that began after 2000, were clinical clerkship, curriculum development, and medical humanities.
Conclusion KSME’s selection of conference topics has been strategically aligned with societal needs and the evolving landscape of medical education. Future topics should continue to address relevant societal and educational challenges.
Purpose Although interest in various forms of learning media is increasing due to the coronavirus disease 2019 (COVID-19) pandemic there is relatively little research on influencing student motivation by intervening in cognitive processing. The purpose of this study was to present the optimal form of learning materials provided to medical students.
Methods This study provided learning materials in class at a level according to social cues (script, video [artificial intelligence (AI) voice], video [professor voice]) based on the principle of voices among the principles of personalization, voices, image, and embodiment of social cues in multimedia learning, and surveyed students’ opinions.
Results There was no statistically significant difference according to social clues in satisfaction and learning help, but both appeared in the order of silent videos containing the professor’s voice, followed by videos containing the AI voice.
Conclusion This study is significant in that there is no research on the impact of student motivation on the provision of learning materials for medical school education in Korea, and we hope that it will help provide learning materials for self-directed learning of medical students in the post-COVID-19.
This scoping review aimed to systematically explore the complex and nuanced perceptions of residents entrusted with significant responsibilities by their supervisors in the clinical context. We conducted a comprehensive search strategy targeting six major electronic databases. Data were extracted using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist and a scoping review protocol. Resident perceptions regarding entrustment and its impact on learning and professional development were categorized. This review elucidated the role of supervisor entrustment in shaping residents’ clinical performance, notably influencing autonomy, self-confidence, responsibility for patients, learning needs and goals, uncertainty management, and professional identity formation. Residents identified factors that promote and hinder performance and entrustment development resulting from supervisor entrustment and distinguished between appropriate supervision and over- or under-supervision. Our review suggests that residents’ perceptions of supervisor entrustment, as bestowed by supervisors, serves as a catalyst for enhancing autonomy, thereby exerting a significant influence on clinical performance, and fostering the development of a professional identity. However, residents’ views on appropriate supervision differ in some ways from supervisors’ perspectives. Further research is needed to bridge the gap between residents’ expectations of autonomy and what they are given, and to explore the intricate relationship between autonomy and entrustment.
Citations
Citations to this article as recorded by
When supervision works: Analysis of supervisors' and residents' perceptions of ‘good supervision’ using video-stimulated interviews Martine C. Keuning, Bart Lambert, Paul C. Jutte, Patrick Nieboer, Agnes D. Diemers The American Journal of Surgery.2026; 255: 116774. CrossRef
Factors influencing novice supervisors’ trust decisions in postgraduate family medicine training: a qualitative study Aminah Al-Sulaiman, Sylvia Heeneman, Muhammad Zafar Iqbal, Cees van der Vleuten Frontiers in Medicine.2026;[Epub] CrossRef
Factors associated with attainment of ad hoc entrustability among Taiwan otolaryngology resident physicians: a nationwide cross-sectional study Chia-Pei Lin, Wei-Chung Hsu, Guan-Ling Wang, Hui-Chen Su, Han-Chi Chung, Sheng-Hui Hung, Mingchih Chen, Jeng-Wen Chen, Pa-Chun Wang BMC Medical Education.2025;[Epub] CrossRef
Augmented reality technology had developed rapidly in recent years and had been applied in many fields, including medical education. Augmented reality had potential to improve students’ knowledge and skills in medical education. This scoping review primarily aims to further elaborate the current studies on the implementation of augmented reality in advancing clinical skills. This study was conducted by utilizing electronic databases such as PubMed, Embase, and Web of Science in June 2022 for articles focusing on the use of augmented reality for improving clinical skills. The Rayyan website was used to screen the articles that met the inclusion criteria, which was the application of augmented reality as a learning method in medical education. Total of 37 articles met the inclusion criteria. These publications suggested that using augmented reality could improve clinical skills. The most researched topics explored were laparoscopic surgery skills and ophthalmology were the most studied topic. The research methods applied in the articles fall into two main categories: randomized control trial (RCT) (29.3%) and non-RCT (70.3%). Augmented reality has the potential to be integrated in medical education, particularly to boost clinical studies. Due to limited databases, however, any further studies on the implementation of augmented reality as a method to enhance skills in medical education need to be conducted.
Citations
Citations to this article as recorded by
From Conventional OSCE to Virtual Reality–Enhanced OSCE: A Narrative Review of Promise and Pitfalls in Medical Education Xiaohui Zhang, Xiaohong Lyu, Xisheng Weng, Yidong Zhou Advances in Medical Education and Practice.2026; Volume 17: 1. CrossRef
Effect of augmented reality-based endotracheal suctioning skill training of undergraduate nursing students: An open-label randomized controlled trial Kurumi Asaumi, Masataka Oki, Wataru Ohashi, Hirotaka Sato, Kohei Tanaka Clinical Simulation in Nursing.2025; 100: 101692. CrossRef
The effectiveness of ChatGPT in pediatric simulation-based tests of nursing courses in Taiwan: A descriptive study Hui-Man Huang, Shao-Hui Shu Clinical Simulation in Nursing.2025; 102: 101732. CrossRef
Aspiring to mastery clinical skills learning in regional anaesthesia Stuart Marshall, Walter Eppich British Journal of Anaesthesia.2025; 135(1): 26. CrossRef
Development of an Augmented Reality Application for Learning Family Archive Management in Vocational Education Yuliansah Yuliansah, Umar Yeni Suyanto, Yeni Nur Prilanita IJORER : International Journal of Recent Educational Research.2025; 6(4): 1039. CrossRef
Effectiveness of simulation-based augmented reality in enhancing pediatric nursing and clinical reasoning competency among students: A quasi-experimental study Hui-Man Huang Clinical Simulation in Nursing.2024; 95: 101601. CrossRef
Purpose This study aimed to identify the teaching competencies of medical residents.
Methods A modified Delphi study was conducted from January to March 2017. Twenty-four panelists (six medical educators, program directors, chief residents, and residents each) from various facilities in Japan participated in the study. The consensus criterion for this study was that more than 80% of the panelists gave a rating of 6 or higher on the 7-point Likert scale (“not at all important” to “extremely important”) without any comments. The modified Delphi approach resulted in a list of 27 resident teaching competencies after three rounds. These competencies were categorized based on Harden and Crosby’s 12 roles of medical teachers.
Results Our study revealed that, of the 12 roles, residents were primarily viewed as “clinical or practical teachers,” “teaching role models,” “on-the-job role models,” “learning facilitators,” and “student assessors.”
Conclusion The 27 resident teaching competencies indicate the importance of educational proximity for residents as teachers. It is expected that this finding will contribute to competency-based resident-as-teacher education.
Citations
Citations to this article as recorded by
A Longitudinal Competency-Based Residents-As-Teachers Online Program: A Pilot Study Across Multiple Medical Specialties Shunsuke Kosugi, Tadayuki Hashimoto, Makoto Kikukawa Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Purpose Developing clinical reasoning across the medical curriculum requires valid, reliable, and feasible assessment tools. However, few validated tools are available for the convenient and efficient quantification of clinical reasoning. Thus, this study aimed to create a shorter version of the Diagnostic Thinking Inventory (DTI) and validate it in the Korean medical education context (DTI-SK).
Methods The DTI-SK was constructed using content validity and a translation and back-translation process. It comprises two subcategories and 14 items. Its validity and reliability were explored using exploratory and confirmatory factor analyses, mean comparisons of four medical student groups (med 1 to med 4), and internal consistency using Cronbach’s α. Two hundred medical students were invited to participate through email, and the survey was administered for 2 weeks.
Results Data from 136 students were analyzed. Exploratory factor analysis revealed two factors with eigenvalues greater than 1.0 and they together explained 54.65% of the variance. Confirmatory factor analysis demonstrated that the model had acceptable level of fit and convergent validity. Discriminant validity was confirmed using heterotrait-monotrait criterion. Group comparisons demonstrated that the med 4 students showed significantly higher scores than the med 1 and 2 students. The inventory exhibited strong internal consistency for all items (Cronbach’s α=0.906).
Conclusion The findings indicated that the DTI-SK is a reliable and valid tool for measuring medical students’ clinical reasoning in the context of Korean medical education.
Purpose The purpose of this study was to examine perceptions of global health education (GHE) among medical students and their involvement in global health activities and identify priorities of educational needs for developing GHE programs.
Methods This study was cross-sectional and conducted through an online survey for medical students. The participants were students attending medical schools nationwide, and the final analysis target was 678. The survey developed questionnaires necessary for research purposes regarding global health-related experiences and perceptions, level of awareness of global health competencies (GHC), and needs assessments. The data were analyzed using the frequency analysis, chi-square test, independent t-test, Borich Needs Assessment Model, and the Locus for Focus Model.
Results In total, 60.6% (411/678) agreed on the need for GHE, whereas 12.1% (82/678) agreed on the appropriateness of GHE in the current medical school curriculum, indicating a perception gap between the necessity and the status. At the current level of awareness of global health and GHC, we identified statistically significant differences according to gender, participation in global health activities, and GHE. In the analysis of the educational needs of GHC, all items of GHC had statistically significant differences between the importance level and the current level, and priorities were derived. The competency with the highest priority was domain A (Global Burden of Disease).
Conclusion We expect the findings of this study to be used in Korean medical education as fundamental data to prepare a hereafter research foundation for GHE and discuss systematic GHE based on GHC.
Citations
Citations to this article as recorded by
Exploring Trends and Challenges in Global Health Medical Education: A Scoping Review Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Explorando tendências e desafios na educação médica em saúde global: revisão de escopo Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Simulation Needs Assessment Project (SNAP): Use of the Borich Model in Undergraduate Medical Education Samantha Wong, Bradson Serikawa, Meliza Roman, Nicole Hada, Jannet Lee-Jayaram, Benjamin W. Berg International Medical Education.2025; 4(4): 42. CrossRef
The effectiveness of competency-based global health education programs for medical students Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park Korean Journal of Medical Education.2024; 36(3): 243. CrossRef
First
Prev
