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Trauma-informed medical education (TIME) applies trauma-informed care (TIC) frameworks to address the long-term effects of potentially traumatic events and better serve patients, learners, and faculty. Because exposure to trauma and adversity has been linked to negative clinical and educational outcomes, medical educators have the dual responsibilities of teaching students about the effects of trauma and adversity on patients while using TIME methods to support student learning and psychological safety. Despite increasing recognition of the importance of trauma-informed curricular content and educational context, many medical schools have yet to incorporate longitudinal trauma-informed instruction to ensure student clinical competency in TIC practices. As members of an inaugural student-faculty collaborative and resulting medical school-wide TIC curricular theme committee, we reflect on our student and faculty curricular co-creation journeys, including the challenges encountered and strategies employed. Drawing from TIC curricular development literature, we provide suggestions for medical schools and institutions embarking on comprehensive integration of TIME.

Simulation-based education (SBE) is increasingly used in training students in allied healthcare, yet data on its role in United States (U.S.) perfusion programs are limited. This study surveyed perfusion programs with the purpose of assessing simulation use, curricular integration, challenges, and future directions. A 22-question validated survey was distributed via REDCap to all 23 perfusion program directors in the U.S. between March and April 2025. Questions addressed demographics, simulation infrastructure, curricular integration, challenges, and future directions. The response rate was 100%. All programs use at least one simulation modality, and 82.6% use high-fidelity simulation. Most programs (69.6%) fully embed simulation into credit-bearing courses, and 73.9% grade student performance. 60.9% of programs report that they have a dedicated simulation space. 56.5% report a lack of a dedicated budget. Common challenges identified were time constraints (73.9%) and limited faculty manpower (65.2%). While all programs teach adult CPB using simulation, the incorporation of pediatric CPB, ECMO, and IABP simulation is less common. SBE is widely adopted in perfusion programs across the U.S., but standardization, faculty training, and curricular integration are necessary to optimize its impact.

To analyze and compare the attitudes, perceived barriers, and professional confidence of dental students and practicing dentists toward treating patients with sensory impairments, and to examine associations with prior clinical experience and personal connection to disability. This cross-sectional study used a structured questionnaire adapted from validated instruments, with items grouped into three composite indices (Attitudes, Barriers, and Confidence), each scored as the mean of constituent Likert items (Cronbach's &#x3b1;: 0.597, 0.773, and 0.579, respectively). Ninety-three participants were recruited (46 dental students; 47 practicing dentists). Group comparisons used Mann-Whitney U tests with rank-biserial correlation (r) as the effect size measure and Benjamini-Hochberg false discovery rate correction. Overall, participants reported positive attitudes toward treating patients with sensory impairments. Practitioners reported higher confidence than students (r = -0.40, p = 0.008) and fewer perceived barriers across several items. Prior clinical experience was associated with higher confidence and fewer barriers regardless of disability type. Experience treating patients with visual impairment showed the broadest pattern-spanning attitudes, barriers, and confidence (all composite p < 0.01, effect sizes r = -0.38 to -0.55)-likely reflecting, at least in part, greater curricular and/or clinical emphasis on visual disability relative to hearing loss in the study setting-though no formal curricular audit was conducted as part of this study, and this interpretation remains speculative pending direct assessment of training exposure. No significant associations were found for gender or personal connection to disability (all p values were FDR-adjusted). Clinical experience with patients with sensory impairments is consistently associated with greater preparedness among dental students and practitioners. These findings highlight the value of structured, impairment-specific clinical training within dental education.

Doctor of Physical Therapy (DPT) students encounter substantial academic and psychological challenges, yet there is limited consensus on effective interventions. This 4-year longitudinal program evaluation describes the integration of lifestyle medicine into both curricular and co-curricular components of a DPT program, and examines associated changes in student wellness, psychological capital, and social network development. Guided by the Social Ecological Model, the programmatic assessment highlights the multifaceted influences on student wellness, extending responsibility beyond the individual to include faculty, institutional leaders, external partners, and policy makers. Outcome measures comprised the 5 Factor Wellness Inventory (FFWEL), Psychological Capital (PsyCap) Questionnaire, and Social Network Peer Connection analyses across 4 student cohorts. Results revealed increased peer network connections and cohesion over time, emphasizing the significance of social support and collaborative learning. Improvements in FFWEL and PsyCap scores further indicate progress in well-being. These findings demonstrate the effectiveness of intentional, multi-level strategies for collective well-being, and underscore the utility of the Social Ecological Model. The results presented offer a foundation for preparing graduates to promote lifestyle medicine in varied professional contexts.

Purpose Artificial intelligence (AI) capabilities and use in health care have expanded rapidly, creating an urgent need to adapt health professions curricula. This study analyzed peer-reviewed evidence (2019-2026) on AI integration in health professional degree education relevant to U.S. programs, characterized study designs and findings, identified research gaps, and provided future directions for scalable, ethically governed AI curricula. Method A rapid scoping review approach was applied using PubMed and Google Scholar as primary sources, supplemented by citation chaining of high-yield syntheses and targeted retrieval of authoritative U.S. curricular landscape resources and selected institutional exemplars (not counted as peer-reviewed studies). Inclusion targeted English-language, peer-reviewed studies (2019-2026) addressing artificial intelligence/machine learning/generative artificial intelligence education in health professions education, including surveys, curriculum evaluations, qualitative studies, consensus/Delphi, and scoping/systematic reviews. Data were extracted into evidence-mapping Tables (study characteristics and methods summary) and descriptively synthesized by profession, content domains, and evaluation outcomes. Results Thirty-six peer-reviewed papers meeting the inclusion criteria were synthesized. Study designs were skewed toward reviews (integrative/scoping/systematic) and surveys; fewer evaluated educational interventions with objective pre/post outcomes. Medical education, especially radiology, accounted for many implementations and studies, while dentistry, pharmacy, and physical therapy education had smaller but growing bodies of work. Evidence syntheses consistently call for competency-based curricular design, faculty development, assessment redesign for generative AI, and governance aligned with ethical and risk-management frameworks. Conclusions U.S. health professions programs are moving from ad hoc AI exposure to structured offerings emerging from national organizations and institutional exemplars. However, the literature base remains early, with limited multi-institutional evaluations, minimal longitudinal follow-up, and weak linkage to clinical performance or patient outcomes. Next-generation research should prioritize competency-linked curricula, transparent evaluation methods, and equity- and safety-centered governance.

Artificial intelligence tools are reshaping global higher education, yet their deployment and systemic implications within resource-constrained, conflict-affected settings remain poorly characterized. This study examined artificial intelligence adoption prevalence, usage patterns, perceived educational benefits, self-reported usability, attitudes, social norms, and institutional support structures among undergraduate pharmacy students in Syria. A cross-sectional survey was administered between January and February 2026 to 295 pharmacy students across multiple private and public Syrian universities. Data collection utilised a five-construct psychometric instrument. To enhance analytical depth, independent-samples t-tests, one-way Analysis of Variance with post-hoc Tukey's tests, and multiple linear regression modelling were applied to evaluate variations across student subgroups and determine relational dependencies. Overall, 86.8% of participants utilised artificial intelligence tools for academic purposes, with ChatGPT emerging as the dominant platform (96.5%). Core academic use cases included concept explanation (83.2%), drug information retrieval (70.3%), and practice question generation (57.0%). While students reported positive perceived educational benefits (mean&#x2009;=&#x2009;3.60/5.00) and favourable learning attitudes (mean&#x2009;=&#x2009;3.66/5.00), institutional support was critically deficient (mean&#x2009;=&#x2009;1.55/5.00). Formal institutional guidance (93.6%) and training (95.3%) were virtually absent, forcing 95.9% of students to rely entirely on self-directed learning. Inferential analysis revealed significant variations by curricular seniority; fifth-year students demonstrated higher artificial intelligence self-efficacy and usability scores than junior counterparts (P&#x2009;<&#x2009;0.001). Construct perceptions did not vary significantly by gender, though private university students reported higher institutional support than public university peers (P&#x2009;=&#x2009;0.036). Syrian pharmacy students have autonomously integrated artificial intelligence into their academic routines at rates comparable to high-income settings, yet they do so in the complete absence of institutional scaffolding. The co-occurrence of high adoption and positive attitudes alongside deficient critical verification skills exposes a distinct risk profile: students may develop misplaced confidence in automated pharmacological outputs without possessing the evaluative competencies to intercept factual errors. This pattern demands urgent curricular interventions across low- and middle-income countries.

Integrating research into nursing education is critical for evidence-based practice and professional development. However, nursing students often encounter significant challenges when engaging in research, which may hinder their academic and clinical growth. Understanding these experiences is essential for optimizing research training in nursing curricula. This study explored the lived experiences of nursing students participating in graduation research projects, focusing on their perceived benefits, challenges, and support needs. A descriptive phenomenological approach was employed, and this study adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ). Thirty-eight nursing students (15 male, 23 female) from a Saudi Arabian university participated in focus group discussions between February and May 2024. Data were collected using semi-structured interviews, supported by demographic surveys and audio recordings. Colaizzi's descriptive phenomenological method was used for the final analysis. Four central themes emerged: (1) Skill Development and Academic Growth, (2) Mentorship and Peer Support, (3) Barriers to Success, and (4) Curricular Recommendations. Students valued the acquisition of research competencies and their practical applications in clinical practice. Mentorship, peer support, faculty guidance, and collaborative learning were pivotal in navigating research challenges. Prominent hurdles included time constraints, methodological difficulties, and stress. To alleviate pressure, participants recommended curricular adjustments, including extended project timelines (6-12 months) and earlier exposure to research. Graduation research projects are transformative yet demanding experiences for nursing students. While they enhance critical thinking and readiness for advanced studies, structural challenges persist. Institutions should implement targeted interventions, such as phased research training and strengthened mentorship, to foster student success. This study provides actionable insights for nursing educators and policymakers to refine research curricula, ensuring students are better prepared for evidence-based practice and future scholarly pursuits.

Menopause is a natural life stage with substantial impacts on women's quality of life and long-term health. Education on menopause for healthcare professionals (HCPs) remains limited and inconsistently embedded across health disciplines. This scoping review mapped current evidence on menopause education, including available programs, delivery approaches and extent of curricular integration. Following the Joanna Briggs Institute methodology and PRISMA-ScR guidelines, a search of six databases and gray literature (last searched May 2025) identified original research evaluating menopause-specific education for undergraduate and postgraduate HCPs. Data were synthesized using deductive and inductive analyses. Of 5034 records identified, 14 studies met the inclusion criteria: nine evaluated educational interventions and five examined curricular provision. Most studies originated from the USA and focused on medical residents. Education formats varied widely, including structured curricula, case-based learning, online modules, telemedicine encounters and peer-supported platforms. Core content commonly addressed menopause physiology, symptom management and hormone therapy, while long-term health implications and equity-focused content were infrequently included. Interventions consistently improved knowledge, confidence and preparedness for menopause care. Despite widespread recognition of its importance, menopause education remains inadequately integrated across healthcare training. Standardized, multidisciplinary and equity-focused menopause education frameworks are urgently required to strengthen clinical competence and improve care for midlife women. Menopause is a natural stage of life that can affect physical and mental health for many years, yet many healthcare professionals receive little formal training in how to support people during this transition. This can lead to delays in diagnosis, inconsistent advice and reduced access to effective treatments such as hormone replacement therapy (HRT).This study reviewed existing research to understand what menopause education is currently available for healthcare professionals, who receive this training and how it is delivered. We searched several international databases and included 14 studies that examined menopause education for doctors, nurses, pharmacists and other allied health professionals.Most studies were conducted in the USA and focused on doctors in training, particularly obstetrics and gynecology residents. Very few studies included nurses, pharmacists, physiotherapists, psychologists or general practitioners, despite their important roles in menopause care. Educational programs varied widely and included online learning, case-based teaching, clinic placements and peer-support networks.Overall, menopause education was found to be limited and inconsistent across healthcare training programs. However, when education was provided, it consistently improved healthcare professionals&#x2019; knowledge, confidence and ability to manage menopausal symptoms, including prescribing HRT. Only one study looked at whether learning was retained over time, suggesting that ongoing education may be necessary.This review highlights a need for better, more consistent and multidisciplinary menopause education for healthcare professionals. Improving training could help ensure that people experiencing menopause receive timely, accurate and supportive care across all healthcare settings.

The increasing frequency of emergencies, disasters, and humanitarian crises underscores the need for a health workforce adequately prepared to respond across disaster management continuum. Within this context, physiotherapists play an essential role in post-disaster care, yet evidence on students' readiness for emergency, disaster, and humanitarian action (EDHA) remains limited. This study aimed to develop and content-validate an assessment tool and examine physiotherapy students' predisposition, perceived competence, and readiness to assume functional roles in EDHA contexts. A two-phase study was adopted. Phase 1 comprised instrument development, including a 12-item questionnaire organized into three conceptual domains assessing predisposition, perceived competence, and readiness to assume functional roles in EDHA contexts. Content validation was performed using a two-round expert panel process with 12 experts, and pre-testing. Phase 2, a cross-sectional design, involved administering the final questionnaire to 126 undergraduate physiotherapy students from six Portuguese higher education institutions. The instrument demonstrated excellent content validity (S-CVI/Ave&#x202f;=&#x202f;0.98). Although a majority of students reported interest in EDHA contexts (61.9%), only 35.7% felt adequately prepared. Results from the assessment tool showed high self-reported interpersonal preparedness, with 96.8% of students rating empathy and 92.9% collaboration as "good" or "very good." In contrast, 57.2% reported positive ratings for leadership. A substantial competence gap was observed in technical domains: 60.3% of participants considered themselves not or only slightly capable of delivering specialized rehabilitation training, and 42.1% reported low confidence in training peers to identify rehabilitation needs. Similarly, low perceived competence was reported in psychological first aid and burn management. Predisposition to work in disaster contexts did not differ significantly across academic years [ESSAlcoit&#xe3;o: &#x3c7;2(2)&#x202f;=&#x202f;0.287, p&#x202f;=&#x202f;0.866; other institutions: &#x3c7;2(2)&#x202f;=&#x202f;0.200, p&#x202f;=&#x202f;0.905]. Furthermore, 64.3% of students considered curricular preparation insufficient. By providing a validated instrument that captures a composite construct of predisposition, perceived competence, and functional role readiness, this study offers a tool for monitoring educational needs and evaluating the impact of curricular reforms. The identified readiness-competence gap reinforces the urgency of integrating structured, competency-based EDHA training within undergraduate physiotherapy curricula, thereby strengthening public health preparedness and contributing to more resilient health systems in the face of increasingly frequent emergencies and disasters.

Variability exists in how US dental schools integrate predoctoral temporomandibular disorder (TMD) training, yet multilevel determinants influencing implementation are underexplored. This study applied the Consolidated Framework for Implementation Research (CFIR) to examine differences in predoctoral TMD training and challenges in implementing CODA standards from leadership perspectives. A CFIR-guided REDCap survey was distributed to deans/associate deans of academic affairs across all 75 dental schools (September, 2025 to October, 2025), assessing TMD screening, management, student exposure, and implementation challenges. Schools were classified into TMD-educational models based on orofacial pain (OFP) postgraduate affiliation (Model 1), presence of OFP specialists managing TMD patients (Model 2), OFP specialists providing didactic instruction only (Model 3), and absence thereof (Model 4). Outcomes were compared across models using chi-square tests; thematic analysis summarized implementation challenges via CFIR constructs. Of 38 responses, 84.2% provided both didactic and clinical TMD instruction and routine screening. Overall, 97.4% managed TMD patients, with modalities varying by models (p&#xa0;<&#xa0;0.001). Model 4 schools were significantly less likely to provide TMD management (p = 0.033). Confidence in meeting CODA standards was moderate-to-high for didactic (84.0&#xa0;&#xb1;&#xa0;18.2 on 0-100 scale, 100 = "high confidence") and clinical (77.3&#xa0;&#xb1;&#xa0;21.0) components. Perceived challenges differed across models (p = 0.006), including lack of specialists (Model 4), limited general faculty trained in TMD (Models 2 and 3) and patient availability, curricular constraints (Models 1, 2, and 4), and institutional barriers. Variability in TMD education reflects multilevel implementation determinants. Embedding TMD competencies in a primary-care framework, strengthening OFP faculty recruitment, and enhancing curricular integration could improve consistency and implementation fidelity nationwide.

Curricular internships are affective-motivational learning contexts in which students encounter real workplace demands while educational institutions remain responsible for learning, engagement, and well-being. Responding to the Special Issue theme of emotion, motivation, and learning, this three-wave study used temporally separated self-report data to examine challenge demands, hindrance demands, and school support among 860 Taiwanese technical and vocational education and training (TVET) interns. Challenge demands were positively associated with work engagement, which was associated with innovative behavior. Hindrance demands were positively associated with burnout, which was associated with intention to seek work outside the trained vocational field. The hindrance demands-burnout association was weaker when school support was higher. The findings are compatible with treating school support as a curricular psychological resource that may help students interpret and manage obstructive internship conditions. More broadly, the study suggests that work-integrated learning systems may support vocational persistence by designing internships as supervised affective-motivational learning environments rather than as placements alone.

Postgraduate residency in the United States is complex, and each medical field faces unique educational challenges. Child neurology has had a distinct identity for decades, yet its training curriculum originated from a joint venture of 2 larger and older fields, pediatrics and neurology. The traditional five-year training sequence consists of 2 years of pediatrics, 1 year of adult neurology, and 2 years of child neurology, as well as all other educational experiences, including electives. The contents of each major component have changed, in some instances dramatically, over the years, yet the original basic structure remains. In anticipation of upcoming reviews of the child neurology training curriculum, the Child Neurology Society (CNS) convened a task force to review key aspects of this training curriculum. The task force members were surveyed anonymously both before and after a series of discussions to consider the current and expected educational needs of child neurologists in the mid-21st century, following a modified Delphi approach. The consensus was that child neurology has matured immensely as a field, with substantial subspecialization becoming common at major academic medical centers. There was significant variability in the availability of pediatric neurologic subspecialty training in fields such as neurogenetics and neuromuscular neurology across the United States. The preponderant view of the Task Force was that the child neurology training curriculum should be reviewed and potentially modified in accordance with the evolving educational needs of child neurologists, particularly with regard to general pediatrics and adult neurology training. The spectrum of faculty expertise and curricular emphasis across programs, viewed as a strength of training options, precluded reaching consensus on details of appropriate changes. The findings of the task force indicate that there will be a need for ongoing evaluation and updating of the child neurology training curriculum in future years. Before the next formal review of the child neurology training curriculum by the Accreditation Council for Graduate Medical Education, we recommend a robust discussion among multiple stakeholders, including accreditation bodies, medical specialty boards, and professional societies such as the CNS that represent child neurologists in practice and in training.

Although artificial intelligence (AI) is increasingly transforming healthcare systems, its systematic integration into undergraduate medical education (UME) remains limited. Despite widespread recognition of AI's potential to enhance clinical practice, AI-related competencies are still inadequately embedded in most medical curricula, even though medical students generally express positive attitudes toward AI. This systematic review and meta-analysis synthesizes the current literature on medical students' attitudes toward teaching about AI and clarifies the challenges, opportunities, and potential approaches for incorporating AI into the UME curriculum. These findings underscore the need for competency-based AI integration in UME worldwide. Following Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, a systematic literature review was conducted using the PubMed, Web of Science, Scopus, and Cochrane Library databases between January 2000 and February 2025, revealing 26 studies (n&#x2009;=&#x2009;20,963 students) assessing attitudes and challenges related to learning AI. Meta-analysis calculated the pooled proportions of student support. A random-effects model with Freeman-Tukey transformation was used; heterogeneity and bias were assessed via standard statistical methods. The systematic review included 26 studies (n&#x2009;=&#x2009;20,963 medical students). Meta-analysis revealed that 16,278 participants (78.0%) held positive attitudes towards AI curriculum integration. Despite this strong support, a significant 'optimism-competence gap' was identified: while 17,420 participants (83.1%) agreed on the necessity for AI training, only 7,630 participants (36.4%) felt confident in applying AI in clinical practice. Subgroup analyses confirmed consistent support across geographic regions. The analysis indicated extreme heterogeneity (I&#xb2; = 98.5%). The primary implementation challenges, derived from the systematic review, were curricular overcrowding (reported in 13 out of 19 studies, 68%), lack of faculty expertise (in 12 out of 23 studies, 52%), and ethical concerns (in 9 out of 22 studies, 41%). A standardized AI curriculum is urgently needed to bridge the optimism-competence gap. Prioritizing faculty training, interdisciplinary collaboration, and ethical frameworks will ensure that future physicians can harness AI's potential while mitigating risks. Our findings, particularly the quantified optimism-competence gap and the influence of unmeasured institutional factors, provide a new evidence base for developing these prioritized interventions.

Pediatric nursing requires exceptional humanistic care. However, humanistic education is often delivered separately from professional nursing courses, creating a gap between caring principles and clinical practice. This mixed-methods study evaluated the effectiveness of the "Humanities in Course" model in enhancing nursing students' humanistic caring abilities and improving the caring climate in pediatric nursing education. A concurrent mixed-methods approach was adopted. Using a non-probability whole-population sampling method, all third-year undergraduate nursing students enrolled in the Pediatric Nursing course during the 2023 academic year were invited to participate. Seventy-five students who completed the course and provided both pre- and post-course data were included in the final analysis. Quantitative data were collected before and after the course using the Caring Ability Inventory, Peer Group Caring Interaction Scale, and Organizational Climate for Caring Questionnaire, and were analyzed using descriptive statistics and paired-sample t-tests. Students' perceptions of the course were evaluated after the intervention using a self-developed Teaching Effectiveness Evaluation Questionnaire. Qualitative data were collected from students' narrative diaries written after the RealCare Baby&#xae; 3 experiential learning activity and analyzed using Colaizzi's seven-step method with NVivo 12. Students' total caring ability scores increased significantly from 188.11&#x2009;&#xb1;&#x2009;18.69 before the course to 203.57&#x2009;&#xb1;&#x2009;16.26 after the course (p&#x2009;<&#x2009;0.001). Significant improvements were also observed in the total scores of the Peer Group Caring Interaction Scale and the Organizational Climate for Caring Questionnaire after the intervention. The teaching effectiveness evaluation showed that most students perceived the course positively, with 94.7% reporting curricular attractiveness, 96.0% reporting improved analytical problem-solving ability, and 98.7% reporting enhanced patience when interacting with patients. Qualitative analysis of narrative diaries identified five themes: gratitude to parents, professional quality development, bioethics, operational learning, and course experience. The "Humanities in Course" model may be a feasible approach for embedding humanistic education into pediatric nursing education. It was associated with improvements in students' overall humanistic caring ability, peer caring interaction, and perceived caring climate, while qualitative findings indicated perceived development in professional quality, bioethical awareness, operational learning, and reflective understanding of pediatric caring. Future controlled, multi-center, and longitudinal studies with objective and multi-source outcome measures are needed to confirm the effectiveness, sustainability, and transferability of this model.

Disasters in the United States are increasing in frequency and severity, yet many nurses lack formal education in disaster management. Faculty at a School of Nursing developed a comprehensive approach to integrate disaster preparedness training across all academic programs. Faculty conducted a literature review and convened monthly to assess curricular gaps using AACN Essentials and emergency response frameworks, with an emphasis on health disparities in vulnerable populations. A public health emergency response model identified existing competencies and deficits. The framework employs a hybrid top-down and bottom-up approach, ensuring consistent competency standards while incorporating community-based learning across baccalaureate, master's, and doctoral programs. Integrating disaster preparedness throughout nursing curricula using competency-based frameworks and community partnerships prepares graduates to respond effectively to increasing disaster events, ensuring nurse readiness for local, national, and global emergencies.

Social justice is increasingly emphasised in medical education, yet students often struggle to translate awareness of inequity into meaningful action. Drawing on Paulo Freire's critical pedagogy, this study explores how international medical students conceptualise social justice, encounter inequity within clinical and educational environments, and perceive their capacity to act as agents of change. Given the growing internationalisation of UK medical schools, understanding how international learners develop critical consciousness and experience inequity is essential. A qualitative study was conducted using three online focus group studies with 11&#x202f;Year 2 international medical students at a UK medical school. Data was audio-recorded, transcribed verbatim and thematically analysed using a Freirean framework. Analysis focused on students' expression of critical consciousness, experiences of structural inequity, engagement with the hidden curriculum, sense of belonging and perception of agency and praxis. Four interconnected themes were identified. (1) Emerging critical consciousness: students demonstrated early awareness of social injustice, recognising how poverty, racism, disability, immigration status and biased curricular representations shaped health outcomes. (2) Witnessing inequities in clinical practice: clinical placements in General Practice (GP) settings exposed students to structural constraints such as language barriers, limited resources, inaccessible services and challenges faced by asylum seekers, reinforcing their understanding of health inequity as systemic rather than individual. (3) The hidden curriculum, inequity and belonging: while students identified financial and representational inequities within medical education, they also described a strong sense of belonging fostered through stable Team-Based Learning (TBL) groups, supportive peers and approachable staff. For international students this relational inclusion provided psychological safety and enabled engagement with justice-focused reflection. (4) Awareness without agency: despite growing critical consciousness, students reported limited power to enact change, citing hierarchical norms, lack of authority and resource-constrained systems, reflecting a predominantly banking model of education. International medical students demonstrated emerging critical consciousness and strong relational and institutional belonging, yet faced systemic barriers that constrained their ability to translate awareness into action. Medical education must move beyond awareness-raising to intentionally create opportunities for praxis, address the hidden curriculum, and support faculty to foster action-oriented, socially just learning environments. Integrating belonging with structured opportunities for participation and change is essential to developing critically conscious, socially responsive future practitioners.