The medical educator career pathway is not well defined, and a substantial proportion of medical teaching is delivered by clinicians who are not employed by medical schools nor trained as educators. The Clinical Medical Education Fellow (CMEF) programme at the University of Auckland offers medical graduates protected time to engage in teaching, research, and academic service. This study examines former CMEFs' experience and assesses the impact of this role on their intentions to become medical educators. A qualitative descriptive study was conducted with ten CMEFs interviewed. Inductive thematic analysis was used to identify themes that described the CMEF experience and impact. We identified three overarching themes: 'navigating academia and developing as educators', 'tensions between clinical practice and pursing an educator career', and 'strategies to attract medical graduates to become educators'. Participants valued the CMEF programme for enhancing teaching skills, gaining insights into the academic environment, and understanding of medical education. However, the short-term nature of the role, insufficient protected time, financial constraints, and the demands of clinical practice limited the translation of these experiences into long-term academic careers. Despite finding the CMEF experience valuable, most participants did not pursue formal educator roles beyond the programme. Systemic changes, including raising the profile of educational scholarship, better integration of teaching within clinical roles and enhanced recognition of educational contributions, are necessary to make the medical educator a viable career path for medical graduates. The online version contains supplementary material available at 10.1007/s40670-025-02594-3.
Despite a recent focus on healthcare student and worker well-being, few studies have investigated the correlates of medical educator well-being. To address this limitation, this study examined workplace factors associated with burnout, job satisfaction, and likelihood to recommend the workplace among medical educators at 42 osteopathic medical campuses in the U.S. Our sample included 466 educators (47% female, 11% underrepresented in medicine [i.e., black, Hispanic/Latino, Native American, Pacific Islander], 59% clinical) who completed measures of perceived professional development support, workplace belonging, workplace inclusivity, work-life balance, burnout, job satisfaction, and likelihood to recommend their workplace. Results indicated that perceived professional development support, workplace belonging, workplace inclusivity, and work-life balance were all significantly associated with our outcomes: burnout, job satisfaction, and likelihood to recommend their workplace. Regression analyses revealed that these workplace factors, together with personal identities (i.e., gender, race/ethnicity) and academic discipline, explained a significant proportion of variance in all three outcomes. We also found significant differences in both the predictor and outcome variables based on gender, race/ethnicity, and academic discipline (i.e., basic science, clinical) highlighting significant disparities in educator experiences based on their personal identities and discipline. Targeted institutional initiatives promoting professional development, workplace belonging, inclusivity, and work-life balance may increase job satisfaction, decrease burnout, and address workplace disparities.
Health science educators often receive little formal training in teaching methods, which may limit the adoption of evidence-based strategies. Synchronous, less flexible development programs are also difficult for many interprofessional educators to access. We designed Education Essentials, a modular, asynchronous curriculum to support foundational teaching skill development across health professions. Guided by growth mindset and experiential learning frameworks and informed by our needs assessment, we developed 9 modules aligned with core teaching domains. As of April 2025, 185 unique learners had enrolled in at least 1 of the first 6 modules, with 110 modules completed. This curriculum addresses an institutional need and supports scalable, accessible educator development across clinical, basic science, and interprofessional settings.
Effective translation relies on high performance teams integrating diverse disciplines to bring new drugs, medical devices, diagnostics or behavioral interventions into improved health. Despite substantial advancements informed by the Science of Team Science (SciTS), challenges remain in effective translational team (TT) operations, while limited institutional, scholarly, and practitioner legitimacy of team science expertise constrains efforts to address them. Here, we describe an essential member of the TT, the Team Science Professional (TSP). Serving as a team educator and facilitator of team interventions, the TSP plays a pivotal role in facilitating effective team performance. Current challenges faced by this nascent profession are defining career pathways and establishing competencies needed for expert performance. To address these challenges, the authors, representing a spectrum of academic universities organized as a special interest group (SIG) of the Association of Clinical and Translational Science (ACTS), propose a suite of individualized, standardized and pathway-selective micro-credentials (digital badges). Digital badges in "Team Science (TS) Fundamentals," "TS Practitioner," "TT Trainer" and "TT Intervention Expert" are described, along with preliminary feasibility and usability evaluations of the submission process. These stackable credentials provide a customizable, portable recognition of skills and help advance career pathways for TSPs. In so doing, the Digital Badge Initiative will enhance the capacity of translational science "Hubs" such as those supported by Clinical and Translational Science Awards to conduct effective and rigorous translation. Moving forward, the ACTS TSP SIG will be examining the impact of digital badging on standardization and its effect on career recognition and retention.
Communication skills are essential for patient-centered clinical research, yet traditional teaching methods offer limited opportunities for trainees to strengthen this competency. This study evaluates the impact of virtual reality (VR) modules on enhancing communication skills among graduate research trainees in medical science. A mixed-methods pre-post design was used to triangulate quantitative and qualitative data. Pre- and post-course scores for readiness and knowledge (Winter: n = 11, Fall: n = 29) were analyzed using a paired sample t-test. Qualitative data were collected during a class debriefing. Our quantitative findings revealed significant improvements in post-course scores for both knowledge (p < .001) and readiness for clinical integration (p < .05) compared to pre-course scores. Qualitatively, students described the modules as realistic, immersive, and engaging. However, they faced challenges in distinguishing their roles as researchers versus clinicians and in addressing cultural nuances during informed consent. VR-based learning improved students' confidence and preparedness for real-world clinical research. Findings suggest the need for comprehensive education on informed consent and a stronger focus on ethical communication and culturally safe research practices. The modules also encouraged deep self-reflection, prompting students to confront their biases and their impact on participant inclusion. The online version contains supplementary material available at 10.1007/s40670-025-02604-4.
A persistent challenge in medical education is ensuring the retention and application of basic science knowledge during clinical clerkships. Despite its foundational role in clinical reasoning, opportunities to revisit and meaningfully apply basic science concepts are often limited during the clerkship year. The Sciences and Art of Medicine Integrated (SAMI) course at Case Western Reserve University School of Medicine addresses this gap by integrating structured, small-group experiential learning sessions alongside clinical rotations. This mixed-methods study explored third-year medical students' perceptions of the course and experiential learning during the 2024-2025 academic year. Quantitative data were collected through an end-of-course survey, including Likert-scale items on course quality and specific components. Qualitative data were gathered from open-ended survey responses and voluntary focus groups, analyzed using thematic analysis grounded in Kolb's experiential learning theory. Most students rated their overall educational experience in SAMI as good or excellent. Teamwork activities and standardized patient encounters were highly rated for supporting clinical reasoning and communication. Qualitative findings highlighted the value of collaborative learning, integration of basic and clinical sciences, and opportunities for skill-building not routinely practiced during clerkships. Students appreciated revisiting foundational science concepts, particularly through tools like Mechanism of Disease Maps, and valued the psychologically safe, team-based environment. Suggestions for improvement focused on enhanced feedback mechanisms. SAMI demonstrates that experiential, small-group learning grounded in Kolb's model can effectively bridge the gap between basic science and clinical reasoning during clerkships. Enhancing feedback and streamlining logistics may further strengthen such integrative educational interventions.
Medical education in India has progressed through distinct phases, from holistic pre-colonial systems to colonial biomedical models, post-independence expansion, rapid privatization, and the transformative reforms of the National Medical Commission. India now has the world's largest network of medical colleges and a rapidly growing healthcare workforce. Enhanced integration of community-based learning, broader early clinical exposure, a more explicit emphasis on ethics and communication, and a progressively integrated, learner-centered approach now define the system's evolving strengths. As India advances, in 2025 the priority is to ensure equitable quality across institutions while integrating technology, supporting student well-being, and shaping a globally influential medical education framework. Medical education in India is not just a set of academic formulas; it is a reflection of our nation's history, values, and aspirations. The process has been long, complicated, and closely connected to the social and political texture of the country. In 2025, when India stands at the leading edge of world healthcare discourse, it is time to look back at how medical education has developed, what it has accomplished, where it is now, and what the future needs to call for.
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Medical educators' interest in student perspectives surrounding external study resources, resource preferences, and the academic impact of such resources has been evident in the literature and scholarly meetings of the medical education community for some time now. The transition of the United States Medical Licensing Exam (USMLE) Step 1 to Pass/Fail in 2022 added yet another element to this already nuanced matter, as Step 1 preparation has been a presumed driving factor for both the creation and utilization of external resources. Hence, a reevaluation of external resource use in pre-clerkship students is warranted. This longitudinal study investigates students' external resource use patterns throughout their first year of medical school within a clinically oriented, organ systems-based curriculum. We evaluated students' motivations, resource preferences, prioritization of external resources versus class materials, and the impact of resource use on academic performance. We found that our students primarily used external resources to prepare for class exams rather than licensing exams. Despite widespread use, prioritizing external resources over class materials was weakly associated with slightly lower exam scores, and no correlation was found between the number of resources used and academic performance. These results suggest that external resources may not be necessary for academic success and that overreliance on them could potentially detract from curriculum-aligned learning. The online version contains supplementary material available at 10.1007/s40670-025-02581-8.
All US medical schools are required to train students to interpret and apply research findings, but students' direct participation in scholarly projects is highly variable across and within institutions. DO (Doctor of Osteopathic Medicine)-granting schools exhibit lower research participation than MD (Doctor of Medicine)-granting schools, yet the origins of these differences remain unclear. In this study, we aimed to understand how DO and MD students seek out research opportunities, their motivation for pursuing research opportunities, and their experiences navigating barriers to finding, completing, and publishing research projects. We also sought to clarify any divergence between DO and MD students in the concept of "research" and its perceived value to DO and MD students. The study was conducted at two public medical schools with similar, state-focused, primary care missions: Ohio University Heritage College of Osteopathic Medicine (HCOM), a DO-granting school, and the Brody School of Medicine at East Carolina University (BSOM), an MD-granting school. We administered an online survey to first- through fourth-year medical students, with 42 participants from HCOM and 36 participants from BSOM. Students from both medical schools shared similar beliefs and experiences regarding research participation during undergraduate medical education, despite nationwide statistics indicating higher research productivity among MD graduates compared to DO graduates. Given the shared experiences of DO and MD students, increased collaboration between their institutions in research education and mentorship could better support students' research aspirations. The online version contains supplementary material available at 10.1007/s40670-025-02603-5.
Medical students face tremendous challenges during their medical training. To better support our medical learners, we should create institutional culture that promotes well-being and provides students with tools needed to prioritize their mental, emotional, and physical health. This guide offers considerations for co-creating and implementing a culture of well-being at medical institutions with an emphasis on team building, leadership, engagement, adaptability, and sustainability. When learners are supported in an institution that values well-being, positive impacts include improved performance and resilience, increasing the likelihood of training medical professionals who are equipped to provide humanistic healthcare.
This study explores the resources needed by minoritized students-particularly students of color and first-generation college students-to succeed in the pathway toward advanced health sciences degrees. Using Teemant et al.'s equity framework, we investigated how partnerships among key stakeholders-including students, parents, school leaders, and community members-contribute to these students' academic success in the health sciences. We conducted four focus groups (total = 31 participants) with the following groups: (1) parents of first-generation college students, (2) community college students, (3) graduate students in health sciences, and (4) academic advisors. An additional four participants provided perspectives through individual interviews. Focus groups and interviews were transcribed verbatim and coded inductively by a subset of the authors. Using Teemant et al.'s framework, our analysis illustrated three overarching themes: barriers, supports, and capacities. Key barriers included limited access to information about applying to higher-education programs and facing skepticism from teachers and advisors regarding the potential to succeed in health sciences. Supportive factors included university-based diversity programs and bridge programs that provided target guidance, resources, and information to both students and their families. Data also indicated that higher-education systems often fall short in ensuring that resources are truly accessible and relevant to diverse student populations. Our study illuminates how the success of minoritized individuals in advanced health sciences hinges on bolstering both students' and their parents' navigational capital, while addressing the complex interplay of structural barriers and targeted supports that shape their educational journeys.
The integration of artificial intelligence (AI) and augmented intelligence (AuI) in health informatics enhances clinical decision-making by supporting transparency, efficiency, and data-informed care. This study aims to measure the perceived need for novel health informatics and AI curriculum among medical students. This is a cross-sectional survey study. An electronic needs-assessment survey was administered to medical students in a single undergraduate medical program. The survey measured perceived value and interest in different health informatics, AI, and AuI areas outlined in a novel longitudinal curriculum. The curriculum design applies the Master Adaptive Learner (MAL) model and experiential learning theory. The assessment revealed strong student interest in learning about the use of health informatics and AI in health care and clinical decision-making. Top areas included electronic health records (EHRs) (88%), evidence-based medicine (85%), and telemedicine (83%). Students preferred case studies and simulations as learning activities (70% and 69%, respectively). The needs assessment showed a strong interest in learning a variety of topics in health informatics, AI, and AuI. The students had a strong preference for experiential and practice-based learning activities. These results can help medical programs design new curricula in this area. The online version contains supplementary material available at 10.1007/s40670-025-02608-0.
This review aimed to provide a comprehensive overview of the current literature on the inclusion of people with lived experience of disability (PWLED) in medical education. A scoping literature review was conducted by searching three scientifc literature databases. Twelve articles met the inclusion criteria. PWLED were involved in medical education in a range of roles, most commonly as standardized patients, educators and contributors to simulated clinical encounters. Positive impacts on students were observed, including improved confidence, communication, clinical competence, and professional identity formation. In contrast, although the input on PWLED has been explored, it has rarely been evaluated. Educators have described positive PWLED outcomes, including personal empowerment, social connection, and a sense of contributing to future healthcare. The involvement of PWLED was often limited in scope and duration, with only a minority of studies demonstrating deep, sustained engagement or co-leadership in curriculum development. The online version contains supplementary material available at 10.1007/s40670-025-02558-7.
The coronavirus disease 2019 pandemic forced medical education to adopt alternative programs focused on infection prevention. Simultaneously, simulation training gained importance as a tool to complement clinical experience. This study aimed to compare medical students' perceptions regarding the effectiveness of simulation training between those who participated during COVID-19-related clinical practice restrictions and those in the post-restriction period. Fifth-year medical students from academic year (AY) 2022 (during restrictions) and AY 2023 (after restrictions) completed a survey before and after simulation training in general internal medicine. The survey assessed students' perceptions of effectiveness in knowledge, skills, motivation, communication, team healthcare, and clinical experience using a 5-point Likert scale. Simulation training significantly enhanced students' perceptions across all survey domains regardless of clinical practice restrictions. The most notable improvement was observed in team healthcare awareness, which increased from 3.9 to 4.8 in both cohorts. In contrast, perceived contribution to clinical experience remained lower than other domains, with only modest increase in both AY 2022 (3.2 → 3.4) and AY 2023 (3.4 → 3.7). This study found that medical students perceived simulation training as effective for enhancing their learning in clinical competencies, but felt its role in replicating real patient experience was limited. The online version contains supplementary material available at 10.1007/s40670-025-02568-5.
Many medical students pursue pre-matriculation medical scribe experiences. Previous research has explored how these experiences may benefit academic performance, confidence, and commitment to medicine. However, no studies have investigated the effect of medical scribe experiences on specialty selection outcomes. Seven fourth-year medical students were interviewed after matching through the National Residency Matching Program in 2023 and 2024. Interviews revealed that scribing had minimal impact on student specialty selection, but significantly influenced career exploration, personal growth, and professional development.
In medical education, teaching by humiliation (TBH) has been identified as a potentially harmful practice contributing to mental distress. However, this is under-researched in the Australian context. This study aims to investigate the prevalence of TBH and mental distress in Australian medical students. It will explore correlations between these variables, seeking to establish a mediation relationship. Data was collected through an online cross-sectional survey of Australian medical students, returning 244 responses. Using SPSS, crosstabulation was conducted to estimate the prevalence of TBH and mental distress. Spearman's rho correlation tests were performed to determine associations between variables. Mediation analysis was conducted with TBH as the independent variable, mental distress as the dependent variable, and anger, shame, and embarrassment as mediators. The majority (80.3%) of participants experienced TBH. There was a high prevalence of depression (57.8%), anxiety (54.1%), and stress (72.9%). A weak positive correlation was found between TBH, mental distress, and mediators. TBH did not have a direct effect on mental distress (c' = 0.28 (95%Cl = -1.00, 1.55), p = .67). However, indirect effects through anger (a1b1 = 1.31 (95%Cl = 0.55, 2.27)), shame (a2b2 = 0.45 (95%Cl = 0.02, 0.99)), and embarrassment (a3b3 = 1.19 (95%Cl = 0.33, 2.18)) were significant. This study suggests that TBH is a systemic issue, indicating a significant prevalence of mental distress in Australian medical students. While experiencing anger, shame, or embarrassment from TBH was linked to mental distress, TBH itself did not have direct effects on mental health.
Anatomy and physiology are foundational to health science education, yet student engagement in these modules often declines during later years of study. This discursive article aims to describe a teaching intervention which increased student engagement and provide educator reflection of implementation and improvement over time. The teaching intervention, implemented as a semester-long, multidisciplinary case-based portfolio, designed to re-engage second-year students with anatomy and physiology content. Centered on a simulated patient case, the intervention scaffolded a series of tasks-ranging from reflective journaling to image interpretation and evidence-based decision-making-that progressively increased in complexity. The design aimed to foster cognitive integration, critical thinking, and professional identity development by situating anatomy and physiology knowledge within authentic clinical reasoning scenarios. The intervention drew on constructivist, authentic, and situated learning theories and was iteratively refined over three academic years. Reflective teaching practice, peer assessment, and collaborative task structures supported metacognitive growth, while diverse modalities addressed variability in student learning preferences. Key outcomes included increased student engagement, stronger multidisciplinary connections, and enhanced evaluative judgment as perceived and reflected on by the educators. However, challenges related to academic integrity, group dynamics, and educator workload highlighted the need for improved scaffolding and institutional support. Future directions include collaboration with clinical specialists to enhance authenticity, and partnerships with academic literacy and library teams to strengthen support for applied reasoning tasks. This intervention offers a replicable model for integrating clinical relevance into undergraduate anatomy and physiology education, supporting deeper learning and professional readiness within foundational disciplines.
Vibe Coding offers an accessible entry point to create interactive digital applications through human-in-the-loop conversational prompts and AI-assisted workflows. This approach not only lowers technical barriers and fosters experimentation but also raises important considerations. As educators adopt AI in their teaching, it becomes essential to address both its benefits and challenges. We present practical tips to help educators design, develop, and sustain their own educational applications, along with common pitfalls to anticipate when using AI-assisted Vibe Coding. By understanding both the opportunities and the limitations, educators can take confident steps toward creating innovative pedagogically aligned tools for health professions education. The online version contains supplementary material available at 10.1007/s40670-025-02596-1.
Since 2022, generative artificial intelligence (AI) use has grown rapidly across many sectors, including medical education. While prior research has explored perceptions of AI, the understanding of AI use amongst medical trainees has been limited. This study surveyed medical trainees to better identify the patterns of generative AI use. Results showed varying patterns based on the phase of training, with ChatGPT emerging as the predominantly used platform across all phases. While awareness of AI policies was limited, the majority reported efforts for responsible use of AI. Implications include understanding of equitable access and onboarding regarding AI use policies.