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Simulation has emerged as a transformative method in surgical education, offering reproducible training in risk-free environments. While widely adopted in Western Europe and North America, traditional apprenticeship remains dominant in Central and Eastern Europe, raising concerns about skill acquisition and standardization. This study compared obstetrics and gynecology residents' perceptions of simulation-based versus apprenticeship laparoscopy training in Poland, focusing on expectations, skills acquisition, instructor engagement, and training structure. A cross-sectional survey was conducted among 59 residents: 29 completed structured VR simulation-based courses and 30 participated in operating room apprenticeship. Data were collected using two course-specific questionnaires, from which nine comparable parameters were extracted. Chi-square tests were applied where distributions allowed; other items were analyzed descriptively. Simulation participants reported significantly greater fulfillment of expectations (96.6% large/very large vs 6.7% apprenticeship; χ2=48.35, p<0.05) and higher skill acquisition (86.2% high/very high vs 10% apprenticeship; χ2=40.60, p<0.05). Training duration and repetitions were more often judged optimal in the simulation group (82.8% and 93.1%, respectively) than in the apprenticeship group (33.3% and 10%). Instructor engagement was markedly higher in simulation (96.6% high/very high vs 3.3% apprenticeship; χ2=52.24, p<0.05). Nearly all simulation residents (96.6%) endorsed making such training mandatory, with most recommending introduction between residency years two and four. VR Simulation-based laparoscopy training was perceived as superior across expectations, skills acquisition, and structural factors. These findings, aligned with international literature, support integrating simulation as a mandatory component of gynecology residency curricula in Poland to improve both resident competence and patient safety. Learning surgical skills is demanding and requires safe, structured training. For many years, young doctors relied on the traditional apprenticeship model—often summarized as “see one, do one, teach one”. Although this approach offers direct experience with real patients, it can be inconsistent and may limit the time residents have to practice essential skills in a controlled, low-risk environment. Simulation-based training has become an increasingly important alternative. Using virtual or physical models, residents can practice laparoscopic procedures repeatedly before performing them on patients. This reduces risk, supports gradual skill development, and ensures standardized feedback from instructors. In our study, we compared opinions from 59 gynecology residents in Poland. Twenty-nine of them completed structured simulation-based laparoscopy training, while 30 learned only through the traditional operating-room apprenticeship model. All residents completed a questionnaire evaluating whether the training met their expectations, what skills they gained, and how engaged their instructors were. Residents who trained with simulation reported significantly higher satisfaction. Most indicated that their expectations were fully met, they gained meaningful laparoscopic skills, and they received strong instructional support. In contrast, many residents trained exclusively by apprenticeship felt their expectations were unmet, reported minimal skill acquisition, and noted low instructor involvement. Overall, the results show that simulation-based training offers a safer, more effective, and more satisfying learning environment. Residents strongly supported introducing mandatory simulation as part of specialist training. Incorporating structured simulation may help ensure that young gynecologists develop core laparoscopic skills before operating on patients.
Cognitive measures explain only part of why some medical students perform well while others struggle. Conscientiousness is a promising non-cognitive factor, but evidence in medical education remains scattered, particularly regarding whether its association with performance varies across assessment types and stages of training. This systematic review followed PRISMA 2020 guidance and examined the association between conscientiousness and academic performance in undergraduate medical students. PubMed, ScienceDirect, and PsycINFO were searched on 5 October 2025. Twelve studies involving 3847 medical students met the eligibility criteria. Because the included studies reported heterogeneous outcomes and statistical metrics, findings were synthesized narratively. Across the included studies, conscientiousness showed a generally positive association with academic performance, with reported estimates typically ranging from 0.18 to 0.48. Associations appeared somewhat stronger in clinical assessments than in preclinical written examinations and were minimal in procedural skills, although formal subgroup meta-analysis was not performed. Longitudinal studies also suggested that the predictive relevance of conscientiousness may become more apparent across later stages of training. Conscientiousness is a modest and generally consistent correlate of academic performance in medical students. Its relevance appears greater in learning environments that require sustained self-regulation and autonomous effort. These findings do not support the use of conscientiousness for high-stakes admissions decisions. Instead, they support using these findings to guide targeted educational support and curriculum design that strengthen students' planning, follow-through, and adaptive self-regulation. Standard tests and past grades do not fully explain why some medical students do well while others struggle. We studied whether conscientiousness, a personality trait linked to being organized, reliable, and hardworking is associated with academic performance in medical school, and whether this association changes as students move through training. We reviewed 12 studies involving 3,847 medical students from different countries. Overall, students with higher conscientiousness tended to perform better academically. This association appeared more apparent in later, more independent stages of training, especially in clinical settings, where students must manage their own time, stay organized, and maintain effort with less external structure. These findings suggest that medical schools should not use conscientiousness measures for high-stakes admissions decisions. Instead, this information may be useful for: Identifying students who may benefit from extra support with organization and self-managementProviding coaching in time management, planning, and goal settingDesigning curricula that gradually increase student independence while still providing structure and feedback In practical terms, the findings support educational approaches that help students build the self-regulation skills needed to succeed throughout medical training.
Basic thinking skills serve as fundamental cognitive operations that underpin all forms of thought, acting as catalysts to enhance the speed, efficiency, and quality of mental processes. These skills are prerequisite for developing higher-level abilities such as critical thinking, problem-solving and clinical reasoning, which are essential pillars of medical education. Addressing the existing gap in practical instructional methods, this narrative review aimed to define basic thinking skills and identify specific tools and approaches for their direct instruction. A narrative review was conducted by searching authoritative databases. Keywords such as "basic thinking skills", "direct instruction", and their equivalents were utilized. From an initial pool of 4,697 records, following the removal of duplicates and a rigorous screening process, 56 sources (9 regarding the identification of skills and 47 regarding instructional methods) that were most relevant to the study objectives were selected and analyzed. Basic thinking skills align largely with frameworks such as Bloom's taxonomy (remembering, understanding, applying) and Marzano's dimensions. Identified direct instructional tools and methods were classified into three main categories: 1) Standalone programs independent of the formal curriculum (eg, CoRT, Philosophy for Children [P4C], and thinking schools); 2) Programs embedded within specific academic subjects (eg, the use of Six Thinking Hats or concept mapping in nursing and medical courses); and 3) Programs infused throughout the entire curriculum (eg, ACTS). Recent evidence (2020-2025) highlights the significant effectiveness of these tools in enhancing clinical reasoning and ethical decision-making in health professions education. The findings demonstrate that direct instruction of basic thinking skills via structured tools efficiently fosters higher-order thinking. Versatile tools like concept maps and Six Thinking Hats adapt well to medical education. Educators and curriculum planners should adopt hybrid approaches for systematic integration into pre-clinical and clinical training, building foundations for professional competence and lifelong learning.
This study aims to explore the application of artificial intelligence in medical education by comparing research hotspots and evolutionary trends between China and the international community, ultimately proposing informed educational practices and policy recommendations. Literature was retrieved from the core collections of CNKI and Web of Science for the period 2014-2024, limited to article and review publications. After applying a unified Boolean search strategy and deduplication, the data were analyzed using CiteSpace 6.4.R1 to examine publication trends, collaboration networks, keyword co-occurrence/clustering/burst detection, and co-citation patterns. A total of 379 Chinese and 552 English records were included. Publications surged after 2018 and peaked during 2023-2024. International hotspots centered on machine learning, deep learning, and large language models for simulation-based training and clinical reasoning; Chinese studies focused on "New Medical Sciences", VR/AR, and medical imaging. The emergence of generative artificial intelligence and multimodal large models has become a new frontier in artificial intelligence research within global medical education from 2023 to 2024. This study is based on a comparison of two databases to reveal the hotspots and differences in artificial intelligence and medical education research between China and the international research community. It not only compensates for the time lag of existing research, but also proposes three major trends driven by artificial intelligence in the development of medical education (generative AI, personalized learning, immersive experience). A complementary pattern exists between technology-driven and scenario-driven orientations. We recommend integrating AI literacy and ethics into curricula, establishing Generative-AI teaching/assessment guidelines, and building cross-institutional, yearly knowledge-map monitoring for sustainable innovation in medical education.
Artificial Intelligence (AI) is increasingly used in undergraduate medical education but has a potentially negative impact on clinical reasoning development. Specifically, the use of AI in medical student education may lead to deskilling and upskilling inhibition - where automation reduces practice or limits skill development - potentially impairing clinical reasoning. This systematic review aimed to synthesise evidence regarding AI-supported learning effects on acquisition and retention of clinical skills in medical students to assess its potential negative impact in medical education. A systematic search was conducted on 21 October 2025 across PubMed, Scopus, and Embase using structured Boolean queries restricted to titles and abstracts. Inclusion criteria targeted published studies involving medical students exposed to AI tools in clinical learning, reporting outcomes related to skill acquisition, reasoning, or overreliance on AI. Exclusions included non-AI digital tools, administrative AI applications, and studies without clear educational outcomes. Screening followed PRISMA guidelines. From 420 records, 255 were screened. Four studies met the screening criteria, incorporating a total of 408 medical students. Across included studies, AI exposure was associated with improved efficiency and improved basic knowledge acquisition. When higher-order clinical reasoning and complex decision-making were assessed, findings were mixed: one study reported no overall difference, while others suggested weaker performance or reduced engagement when AI-supported approaches were used. Current evidence suggests that AI-supported learning may be associated with improved efficiency and basic knowledge acquisition in undergraduate medical education. Findings were less consistently supportive of higher-order reasoning outcomes compared with traditional teaching approaches, although the evidence base was limited. Potential risks of deskilling and upskilling inhibition warrant attention as medical schools increasingly integrate AI tools into their curricula. A striking finding of our systematic review was the very low number of existing studies identified in this important field. Further research should explore the long-term impacts of AI on medical students' independent clinical judgement and consider strategies to mitigate overreliance on AI given the profound potential impact on future patient care.
With the widespread application of ultrasound in disease screening, clinical diagnosis, and efficacy monitoring, the traditional model in which ultrasound examinations and diagnoses are independently performed by ultrasound physicians has increasingly struggled to meet the growing clinical demands. The gradual introduction and standardized development of the professional role of ultrasound technicians have imposed new training requirements on graduate education in medical imaging technology. Against this background, how to effectively cultivate students' clinical thinking and technical operation abilities at the graduate level has become a significant educational challenge in ultrasound teaching reform. Based on the above educational needs, this paper proposes a competency-oriented conceptual teaching framework that integrates case-based teaching with structured practical training for ultrasound instruction in graduate programs of medical imaging technology. This framework is based on competency-based education theory and aims to bridge the gap between theoretical knowledge and practical operational skills. The framework systematically elaborates on principles for case selection and design, practical training content, and teaching methods, while constructing a closed-loop teaching structure of 'case introduction-group discussion-skills training-reflection and summary. Meanwhile, this paper analyzes the key issues that may arise during the implementation of integ rated teaching, including complex teaching organization processes, uneven student participation, and insufficient transformation of learning outcomes, and proposes corresponding strategies, such as standardized process design, formative evaluation mechanisms, and diversified assessment methods. From the perspectives of theory and teaching design, this paper proposes a structured teaching model to provide a reference for graduate ultrasound curriculum development and teaching reform, and lays a foundation for the further practice and validation of a competency-oriented training model for ultrasound technicians.
Simulation-based education plays a pivotal role in preparing healthcare providers for rare, high-acuity emergencies such as hemorrhagic extremity trauma. Advances in simulation fidelity, including hemorrhagic pumping systems (HPS), may enhance realism, urgency, and clinical decision-making. However, evidence on how such enhancements affect provider performance remains limited. In this randomized case-control study at a rural Level I trauma center simulation learning laboratory, emergency care providers (n = 146) managed a simulated extremity trauma scenario using either standard moulage (Group A; No HPS) or an active HPS (Group B). Participants were stratified by profession/licensure prior to recruitment. Within each professional stratum participants were randomized to ensure balanced representation, into the two groups and the timed endpoints included (i) First Intervention, (ii) Tourniquet-only Application, and (iii) Scenario Completion. Subgroup analyses were conducted by healthcare license (Emergency Medical Technician (EMT), Registered Nurse (RN), Others (neither EMT or RN licensure)) and years of licensure (<5 vs ≥5 years). Participants using the HPS performed the first intervention significantly faster (mean = 54.9s) than those with No HPS (mean = 71.9s; p=0.002). EMTs and "Others" showed significant time improvements with HPS use, while RN performance did not differ. Tourniquet-only and Scenario Completion times were unaffected by HPS presence. Among RNs, those with <5 years of experience performed significantly faster in the first intervention than their more experienced peers (p=0.039); no other timing differences reached statistical significance based on licensure length. Enhanced realism within simulation-based education incorporating dynamic bleeding systems improves response time in initial trauma interventions, particularly among EMTs and less-experienced providers. While total scenario times and tourniquet application did not differ, early engagement appears positively influenced by simulation fidelity. Integrating high-fidelity elements like HPS into trauma training may strengthen learner urgency, decision-making, and improve real-world provider readiness. This study explored how realistic bleeding simulations affect emergency care providers’ response times to a serious leg or arm injury. The goal was to see if adding a system that mimics real bleeding (called a hemorrhagic pumping system, or HPS) could improve how quickly and effectively providers react in a training scenario. Researchers tested 146 emergency workers at a rural trauma center. About half of them used a standard setup with no active bleeding (Group A), while the rest used a more realistic system that included simulated bleeding (Group B). They measured how long it took participants to start treating the injury, apply a tourniquet, and complete the full scenario. The study found that those who used the bleeding system started treatment faster, about 17 seconds quicker on average. This improvement was especially true for Emergency Medical Technicians (EMTs) and providers without specific nursing or EMT licenses. Nurses did not show a difference overall, but newer nurses (with less than five years of experience) responded faster than more experienced ones. Adding realistic bleeding did not change how fast tourniquets were applied or how long the entire scenario took to complete. However, it did make a difference in how quickly providers reacted at the start. In summary, using more realistic bleeding in trauma simulations helps improve early response times, especially for newer or non-nurse providers. This suggests that adding lifelike features such as active bleeding to training could better prepare emergency workers for real-world trauma situations.
This study examined the association between attendance in a first-year educational support program and academic performance among students in allied health education. This retrospective observational study was conducted at a single university and included 67 first-year students enrolled in clinical laboratory technology and clinical engineering programs during the first semester of 2025. Attendance was recorded across 11 sessions of the Introduction to Self-Learning Management program. The program was conceptually informed by self-regulated learning theory and included goal setting, individual learning activities, self-reflection, and instructor feedback. Academic performance was assessed using grade point average (GPA) at the end of the semester. Attendance was analyzed using multiple linear regression and independent-samples t-tests. In multiple linear regression analysis, attendance, academic foundation test score, and mathematics placement test score were included as explanatory variables. Multiple linear regression showed that attendance remained significantly associated with GPA after adjustment for baseline academic performance variables (β = 0.20, 95% confidence interval [CI] 0.06-0.34, P = 0.005), whereas academic foundation test score and mathematics placement test score were not significantly associated with GPA. For descriptive comparison, students with one or fewer absences showed a significantly higher mean GPA than those with two or more absences (mean difference 0.89, 95% CI 0.43-1.34, P = 0.0007, Cohen's d = 1.02). Attendance was positively associated with GPA in this sample. Because of the retrospective observational design and absence of direct self-regulated learning measures, causal interpretation is limited. Prospective studies with controlled designs are needed to determine whether attendance can serve as an indicator for identifying students requiring additional educational support. Many students in allied health programs, such as clinical laboratory technology and clinical engineering, experience difficulties during their first year at university. Developing effective study habits early is important, but educators often struggle to identify students who may need additional support. This study was conducted to explore whether attendance in a first-year learning support program could be related to students’ academic performance. The program, called Introduction to Self-Learning Management, was designed to help students plan their learning, carry out study activities, reflect on their progress, and receive feedback. The researchers examined attendance records from 11 program sessions and compared them with students’ grade point averages (GPA) at the end of the semester. The study included 67 first-year students at a Japanese university. The results showed that students who attended more sessions tended to achieve higher GPAs. In particular, students with few or no absences performed better academically than those who missed multiple sessions. Because this was an observational study, the results do not prove that attendance directly caused better academic performance. These findings suggest that attendance may be associated with academic performance during the early stage of allied health education. Further studies are needed to determine whether attendance monitoring can help educators identify students who may benefit from additional academic support.
Medical schools and healthcare institutions are increasingly committing to social accountability, the reorientation and prioritization of addressing local community health needs. Now, as part of this commitment, schools and institutions are called upon to demonstrate evidence of their progress towards social accountability to governments, accreditors, funders, and communities. This study aimed to understand what social accountability means to diverse interest holders, particularly with regard to demonstrating local evidence, to provide contextual insight for the development of an "impact framework" for one Canadian medical school. One-on-one semi-structured key informant interviews were conducted with three diverse groups: academic, health services, and community interest holders to understand multiple perspectives on social accountability in health professional education. Respondents were asked how they perceive, actualize, and measure social accountability at different levels (societal, school, individual). Interviews were transcribed and thematically analyzed. Eighteen interviews were conducted, with eight academic representatives, six health care professionals, and four community leaders. The researchers identified three high-level themes in their analysis: the definition of social accountability, enacting and embodying social accountability, and measuring social accountability. There were distinct differences in terms of defining, executing, and evaluating being socially accountable and doing social accountability. Respondents emphasized that defining what social accountability means for a specific context is critical to advancing the movement. Acknowledging that there are similarities and differences between being socially accountable and doing social accountability is important for evaluating an individual's or a group's accountability to society in health care, health professional education, and research. While the actual indicators and outcomes used to assess the progress toward social accountability are likely geographically bound; meaningful engagement, shared governance and power structures, and integrated data and analytic capacities are important enablers to move social accountability measurement forward.
Artificial intelligence (AI) is rapidly transforming medical education through large language models (LLMs), virtual reality (VR), intelligent tutoring systems, and decision-support platforms. These tools enable adaptive instruction, immersive simulation, and real-time feedback, showing strong potential to improve outcomes across health professions training. To explore both opportunities and risks, we conducted a systematic review of PubMed, EMBASE, Web of Science, and Scopus for English-language studies published between January 2015 and May 2025, following the PRISMA framework. Nineteen studies met eligibility criteria. AI modalities identified included LLMs such as ChatGPT, VR-based simulation systems, automated tutoring platforms, and clinical decision-support tools, spanning specialties including radiology, surgery, and psychiatry. Across contexts, AI enhanced examination performance, procedural competence, self-directed learning, engagement, and motivation relative to traditional methods. Students and faculty expressed strong interest and optimism but reported limited formal AI training, favoring interactive practice over didactic lectures. Despite these benefits, concerns consistently emerged regarding algorithmic bias, inaccuracy, data security, and the necessity of human oversight in educational and clinical settings. Ethical issues such as job displacement, the erosion of humanistic care, and the impact on the patient-physician relationship were also highlighted. Limited formal AI training, uneven institutional readiness, and gaps in faculty expertise were common challenges across regions.To harness its transformative potential responsibly, investment is required in faculty development, structured curricula addressing both technical and ethical competencies, and governance frameworks that ensure equitable, transparent, and accountable use. Properly integrated, AI can not only personalize learning and expand access but also support a more inclusive and ethically grounded vision for the future of medical education.
Medical education research (MER) is crucial for aligning educational strategies with healthcare demands. Despite growing interest in the Arab region, little is known about its regional research productivity, collaboration patterns, and thematic evolution. This study aimed to assess the performance and trends of research in the field of medical education from the Arab region. A bibliometric analysis was conducted using the Web of Science (WoS) database, covering publications on medical education from 2005 to 2024 across 22 Arab countries. Bibliometric indicators, at the document, author, and country levels, along with collaboration network and thematic trends, were analyzed using the R-bibliometrix package. Out of 47,237 global articles, the Arab region contributed 1844 (3.9%), led by Saudi Arabia (n=902), the UAE, and Egypt. A notable increase in publication volume was observed from 2019 onward. The Egyptian Knowledge Bank and King Saud University emerged as leading affiliations and funders. BMC Medical Education and Medical Teacher were the most productive journals. The analysis identified variations in publication volume and citation impact across the Arab region, with highly cited publications largely focusing on the development of regional medical education frameworks and the expanding use of e-learning approaches. The thematic evolution of medical education research was observed across 3 distinct phases: a foundational phase (2005-2010), a developmental phase (2011-2019), and a consolidation and innovation phase (2022-2024). Saudi Arabia showed the highest national productivity, while Qatar and the UAE demonstrated strong international collaboration. Medical education research in the Arab world has grown in volume and complexity over the last two decades, with diverse contributions and Saudi Arabia leading the regional output. Future efforts should focus on sustaining this momentum by addressing the underrepresentation of certain countries and by strengthening both regional and international collaborations.
Biomedical engineering (BME) education is critical to the growth of engineering-driven healthcare entrepreneurs and the enhancement of health systems globally. This study examines the evolution of BME education research over the past 20 years, with a focus on Sub-Saharan Africa (SSA), using a mixed-methods approach that includes bibliometric analysis and a systematic literature review. Between 2000 and 2025, there were almost 370,000 BME-related publications indexed in PubMed alone. Bibliometric data indicates a large global growth, mostly because of advances in artificial intelligence and digital health. However, compared to major producers like the US and China, SSA is notably underrepresented, and African contributions account for a very small percentage of overall output. These differences are further contextualized by the systematic review of literature that is indexed in PubMed, Web of Science, and Scopus. Important findings include chronic financing constraints, restricted growth of specialized sub-disciplines, poor infrastructure, and inconsistent research productivity across SSA nations. SSA suffers structural obstacles that limit academic progress and technical advancement, in contrast to technologically advanced regions that are distinguished by robust research capability, innovation ecosystems, and sophisticated medical device development. The study emphasizes the critical need for improved policy frameworks, long-term funding, the growth of research capacity, and the updating of BME teaching and learning methodologies. By filling these gaps, stakeholders will be able to promote long-term sectoral growth and inclusive innovation, which will ultimately align clinical practice, technological advancement, and societal demands in SSA and other low- and middle-income settings.
Neurological disorders remain a challenge in sub-Saharan Africa, with limited expertise and credible research data to guide interventions and disease prevention. Training the next generation of clinical researchers requires a focused and concerted effort to stem the growing neurological disease burden. The US National Institute of Health (NIH) research training funded through the Fogarty International Center (FIC) Global Brain Disorders Research program gave trainees an opportunity to participate in mentored neurology research and training for 1-2.5 years. We conducted a descriptive cross-sectional study among mentees of 2 FIC research programs to assess the training experience and inform program refinement. The data were collected via an online questionnaire created using Google Forms. All participants who had participated in the prior brain health research training programs received an online survey form. The form included a brief instruction with review guidance on the methodology to be used in training, and its objectives were provided. We used a descriptive analytical approach where we assessed the perceived interest in medical research, barriers to mentorship, satisfaction with the current mentorship and barriers to the current training program. About half of the trainees are male, and the majority, 62/72, reported that they had participated in research studies before enrolling for their training and few (11.1%) had a research experience of more than 3 years. Overall, 97.2% (70/72) reported that they were interested in conducting medical/neurology research as part of their career as a clinician, with 80.5% indicating that they were very interested. There were no significant differences across the several areas of interest regarding the level of satisfaction based on age groups and gender. Barriers still exist for brain health research training in sub-Saharan Africa (SSA) and efforts to improve more protected time for research, mentorship growth and tailored research training courses are still needed to increase support for young research scientists in SSA.
Three-dimensional (3D) printing technology has revolutionized the treatment of bone defects. However, medical education has lagged in integrating 3D printing into clinical training, limiting its widespread adoption. This study aimed to promote the dissemination of 3D printing technology through a novel, targeted teaching method. First, we implemented a bibliometrics aiming to identify core research forces and potential breakthrough directions. Then, from January 2022 to January 2025, a prospective cohort of 278 trainees (102 residents and 176 fellows) at a single center participated in a structured six-stage educational program encompassing: (1) foundational 3D printing knowledge, (2) video-assisted learning, (3) hands-on practice with 3D printed anatomical models, (4) virtual reality (VR)-based surgical simulation, (5) multidisciplinary treatment (MDT) discussions, and (6) supervised surgical operations. Teaching effectiveness was evaluated using pre- and post-training theoretical exams, operational assessments, and comprehensive self-evaluation questionnaires. Through the bibliometrics, 3D printing technology has been maintaining a high level of research hotspot, but the targeted education is still vacant. For the teaching study, both resident and fellowship doctors demonstrated statistically significant improvements in theoretical knowledge scores, rising from 14.3 to 32.7 in residents and from 19.1 to 33.3 in fellows (P < 0.001). Residents exhibited a greater magnitude of improvement compared to fellows. Operational metrics showed significant reductions in completion time and intraoperative blood loss (P < 0.001), alongside a marked increase in the proportion of "excellent" or "good" procedural quality ratings. Comprehensive ability assessment revealed significant gains across all evaluated domains (P < 0.001), except for self-study ability, which remained stable The total self-evaluation scores improved from 19.5 to 30.1 for residents and from 20.9 to 33.6 for fellows. This targeted, multimodal teaching method significantly enhances theoretical understanding, operative proficiency, and clinical competence in the use of 3D printing technology for bone defect repair.
The Oman Medical Specialty Board (OMSB) Internal Medicine Residency Program addressed challenges like fatigue, burnout, and academic stress by implementing programmatic changes. These interventions aimed to improve certification exam pass rates, scholarly productivity, and work-life balance, ultimately enhancing academic performance and resident well-being within the program. To evaluate the impact of four integrated programmatic interventions-reduced duty hours (24-hour to 12-hour shifts), restructured academic days, simulation-based workshops, and enhanced research mentorship-on academic performance, scholarly productivity, well-being, and resident satisfaction in an IM residency program. A mixed-methods study was conducted in the OMSB IM Residency Program during the 2022/23 academic year. Interventions included: (1) restructuring Internal Medicine Academic Days (IMAD) into full-day structured learning incorporating dedicated lectures (8 am-1 pm) and simulation-based workshops (1-3 pm), (2) reducing duty hours from 24-hour to 12-hour shifts, and (3) enhancing research training and mentorship. The quantitative component analyzed 78 residents in the pre-intervention period and 114 residents in the post-intervention period, measuring OMSB Part 1, Part 2, and Objective Structured Clinical Examination (OSCE) pass rates, as well as annual peer-reviewed resident publications. Independent z-tests compared outcomes between periods (p < 0.05). The qualitative component included semi-structured interviews with 13 purposively selected residents (third and fourth-year trainees), analyzed using Braun and Clarke's thematic framework. Part 2 exam pass rates significantly improved (85.0% to 98.0%, p = 0.014), and resident publications doubled (10.5 to 21.0 annually, p = 0.007). Interviews revealed reduced fatigue, better work-life balance, and improved satisfaction with academic days and simulations. However, concerns were raised regarding scheduling conflicts and continuity of care. Structured educational and wellness-focused interventions improved academic outcomes, scholarly output, and resident well-being. These findings support integrating similar strategies into residency programs, though further research is needed to assess long-term sustainability and broader applicability.
Following the recent change to pass-fail scoring in the United States Medical Licensing Examination Step 1 exam, medical students pursuing careers in surgery must focus on alternative areas to distinguish themselves. In particular, preparation and success in surgical clerkships have both become critical. However, the optimal pre-clinical preparation to enhance medical students' surgical skills prior to active clinical involvement currently remains unclear. We tested the hypothesis that a student-driven, mixed-modality surgical skills program would increase surgical skills, promoting readiness for clerkships and interest in surgery. This study assessed the efficacy of a student-led interest group which organized weekly in-person morning longitudinal skills sessions and in-person quarterly long-form evening skills workshops for pre-clinical students in their first and second years of schooling. Fifty-five participants were prospectively recruited and engaged in these skills events over an 18-month period. Students were surveyed anonymously using Likert scale qualitative instruments to assess the effectiveness of skills training, interest in surgery, and clerkship readiness. Confidence in hand skills increased significantly (suturing: p = 0.0046; knot-tying: p < 0.001) after engaging in the interest group, with responders reporting that skills acquisition motivated attendance. All students reported improved clerkship readiness and either "slightly" or "greatly" increased interest in Surgery. Furthermore, 90.4% of participants considered the sessions "very important". This student-led, mixed-modality curriculum improved skill confidence, anticipated clerkship readiness, and career interest in surgery. The model may guide other student groups preparing trainees for surgical careers.
Research plays a vital role in fostering critical thinking among medical students, while also strengthening related skills such as writing, communication, collaboration, and project management. Beyond skill development, research experiences can serve as valuable credentials and inspire future career paths. Despite these benefits, students often face challenges in identifying thought-provoking topics and securing suitable mentors. This study explores how medical students generate research ideas and establish connections with advisors, with the goal of identifying actionable institutional strategies to enhance research engagement. Quantitative surveys and qualitative interviews were conducted sequentially, focusing on the 2023 cohort of third-year medical students who were required to complete a research proposal as part of their graduation requirements. Quantitative data were summarized as counts, percentages, means, and standard deviations. To complement these findings, qualitative interview data were analyzed independently by two investigators using reflexive thematic analysis to contextualize and extend the quantitative findings. Quantitative data from 139 students revealed that the most important factors for generating research ideas were discussions with professors, literature reviews, and attendance at research seminars. Advisors for first research projects were usually class professors, while advisors for subsequent projects were obtained through recommendations. Qualitative interviews with 19 students reflected the survey results while also uncovering additional factors not captured in the survey options, such as assisted advisor matching systems or invitations from previous advisors to collaborate on new projects. The interviews also revealed students' perspectives on how effectively the curriculum facilitated professor matching and their personal experiences with research advisors. Additionally, while many participants expressed a personal interest in research, the majority opposed making research a mandatory requirement in medical school. Our findings suggest that strengthening faculty-student interactions, maintaining accessible platforms, and optimizing research seminars can enhance student satisfaction and the overall quality of undergraduate research.
The clinical learning environment (CLE) is essential in shaping the professional growth, competence, and well-being of medical students. Insufficient evidence exists on how medical students in Saudi Arabia perceive the CLE across diverse hospital settings, particularly in comparison between the public and private sectors. This study examined medical students' perceptions of the CLE during clerkship rotations in both public and private hospitals in Jeddah, using the Undergraduate Clinical Education Environment Measure (UCEEM) and qualitative thematic analysis. A Convergent mixed-methods study was conducted among all clerkship-phase students (Years 4-6) at Fakeeh College for Medical Sciences (FCMS), during the academic year 2024-2025. The quantitative component used a repeated- measures cross-sectional design using the UCEEM questionnaire, while the qualitative component consisted of open-ended questions exploring students' experiences. 52.2% of participants completed the qualitative component. This mixed-methods approach enabled both the measurement of overall perceptions and the exploration of contextual factors influencing the CLE. Students provided informed consent before participation. The study included 255 students. Overall, UCEEM scores did not differ significantly between public and private placements across all years. Higher academic year and male gender were associated with more positive perceptions of the CLE. Qualitative findings revealed that private placements were characterized by supportive supervision, more structured organization, and adequate resources, whereas public placements offered broader clinical exposure but faced challenges in organization and feedback provision. Both settings were viewed as generally positive. Medical students generally have a positive view of their clinical learning environments, and older students are more confident and satisfied. Improving clinical education and planning clinical placements and curriculum development requires better supervision, more efficient organizations, and solutions to logistical problems. It's just as important to make sure that all students, including girls, feel welcome and supported. To make sure that clinical placements prepare skilled and caring doctors to work in a variety of healthcare systems, they need to be evaluated and given feedback on a regular basis.
Artificial intelligence (AI) is rapidly transforming healthcare, with potential advancements in diagnostics, image analysis, and drug discovery. This study aimed to investigate how medical students in the Kingdom of Bahrain perceive AI and their understanding of its application. This study used a cross-sectional electronic survey design. A total of 350 responses were collected from students at Arabian Gulf University and the Royal College of Surgeons in Ireland in Bahrain. The survey was adopted from a previously validated instrument, assessed attitudes, knowledge, and confidence regarding AI using 5-point Likert scales and dichotomous questions. Statistical analysis was performed using SPSS, with a significance level of p<0.05. We found that 86% of students believe AI will play a crucial role in future healthcare. While 37.7% were less inclined towards radiology due to AI, 46.9% believed that some specialties would be replaced. About 60.9% understood basic AI principles. About 82% agreed AI learning would benefit their careers. Only 24.6% had received AI teaching, which they found useful. Students with AI training demonstrated a stronger belief in AI's role (p=0.008) and the necessity of AI education (p=0.010) but were less likely to consider radiology (p=0.004). They also reported higher confidence in using AI tools (p=0.004). Medical students in Bahrain had positive views on AI's future in healthcare and recognize the importance of AI education. Students with AI training showed greater confidence in utilizing and understanding AI tools. These findings identify the critical need to integrate AI education into medical curricula to prepare future physicians for the evolving AI-driven medical landscape.
This paper aims to propose a structured pedagogical framework (Ritual-Narrative-Responsibility) for seamlessly integrating medical humanities into morphological experiment teaching, and to elaborate its theoretical foundations, specific implementation pathways, and preliminary evaluation strategies. The morphology laboratory is the initial space where medical students first confront the authenticity of life, serving as a venue for learning cellular structures and histopathology while guiding learners to perceive the profound life connotations behind microscopic specimens. Nevertheless, against the backdrop of increasingly technologized and instrumentalized medical education, morphological experiment curricula are facing a severe crisis: the gradual decline of humanistic spirit. As a conceptual framework and teaching model study, this paper explores the approach of integrating medical humanities education into morphological experiment teaching like salt dissolving in water. Based on a critical analysis of the "alienation" phenomenon in current teaching, it constructs an integrated model with "Ritual-Narrative-Responsibility" as three core pillars: fostering reverence for life through ritualized practices, inspiring empathy via narrative medicine, and forging professional accountability through ethical reflection. This paper expounds the theoretical bases, detailed implementation routes, and evaluation propositions of the three pillars respectively, emphasizing that medical humanities education is not an external appendage to morphological teaching, but an inherent requirement for its return to the essence of "life education". It intends to guide students to focus on the complete "person" while exploring "diseases", shape their professional virtues of reverence, empathy, and responsibility, and lay a solid humanistic foundation for cultivating future physicians with both medical expertise and compassionate hearts.