BMC Medical Education

Background The professional education of dentists and nurses includes literacy, academic and professional literacy, and professional knowledge. These have a reciprocal relationship and contribute to the development of students and professionals. However, this is an area in need of further exploration. Therefore, this study aimed to investigate dentists’ and nurses’ experiences of academic and professional literacy and professional knowledge at the time of their graduation, and five years into their profession. Methods The material consisted of an evaluation distributed twice to dentists and nurses. The first time was immediately after graduation (degree evaluation), and the second time was five years after graduation (alum evaluation). Approximately 30% of the dentists and the nurses responded both times. We analyzed the data using non-parametrical methods. Results Upon graduation, the dentists scored high in academic and professional literacy and knowledge. Five years into the profession, dentists reported experiencing challenges with communication in English and tasks related to equitable treatment and equal rights. Nurses followed a similar pattern as the dentists. Still, by graduation, the newly graduated nurses expressed concerns about communication in English, and promoting sustainable development within their profession. The challenges persisted five years into their profession, particularly in areas such as communication in English and sustainable development, as well as work related to equitable treatment and equal rights. Conclusions The level of confidence and perception of a sufficient degree of knowledge regarding academic literacy, professional literacy, and professional knowledge is higher at the time of graduation in both professions compared to five years into the profession, where there is a decrease in areas concerning work related to equitability, and equality, and for dentists also in communication in English. Furthermore, nurses had a constant low confidence rating in both evaluations concerning sustainable development and communication in English. This indicates that targeted and continuous professional development is crucial to address these challenges and to bridge the gap between the knowledge and confidence levels at graduation and the evolving demands of professional practice over time. Thus, when reconstructing the overall curriculum in professional educations it is of great importance to provide tools to enhance future professional development rather than the perception of that they can rely solely on their education at graduation time.

Background Primary dysmenorrhea (PD) is one of the most common pains experienced by women. Stress Inoculation Training (SIT) is a cognitive-behavioral technique that immunizes them against future periods of stress. The purpose of this research is to investigate the effectiveness of a computer-based stress inoculation approach on pelvic pain, depression, and anxiety symptoms in students with PD. Methods The present study is a clinical trial conducted on 100 students with PD. The SIT intervention consisted of eight consecutive sessions. The content of the sessions was created as multimedia on a computer platform of a site. In each session, several interactive questions were asked about the topics of that session, and participants answered them, with responses recorded in the system. Then, each individual session, lasting about 50 min, was sent as a link (offline) to a participant. Data collection tools included the demographics Checklist, McGill Pain Questionnaire (MPQ), Moos Menstrual Distress Questionnaire (MMDQ), Hospital Anxiety and Depression Scale (HADS), Pain Self-Efficacy Questionnaire (PSEQ), and Perceived Stress Scale (PSS-14), which were completed on the second menstrual day of the cycle before the study and for three consecutive cycles after the intervention by each student. The data were analyzed using chi-square, generalized linear mixed models (GLMM), and multiple linear regression tests. The significance level was set at P < 0.05. Results The results of the GLMM test showed that the SIT intervention decreased depression (p = 0.002), anxiety (p = 0.001), menstrual distress (p = 0.001), pain intensity (p = 0.003), and perceived stress (p = 0.002), while it increased pain self-efficacy (p = 0.001). Based on multiple linear regression analysis, the main predictors of depression were the student’s age and residence in a dormitory (β=-0.255, p = 0.047 and β=-0.376, p = 0.005, respectively). The factors influencing pain self-efficacy were birth rank and the type of university admission (β=-0.351, p = 0.027 and β=-0.249, p = 0.030, respectively). In the presence of confounding variables, increasing age and living in a dormitory were risk factors that increased depression, while studying with tuition fees and a higher birth rank were associated with decreased self-efficacy. Conclusion The computer-based SIT was effective in reducing pelvic pain, and psychological factors, and in increasing pain self-efficacy in students with primary dysmenorrhea. Therefore, it can be used as a useful solution to manage complications associated with primary dysmenorrhea. Trial registration IRCT20230130057274N5 Date of registration: 2024-04-29 Retrospectively registered

Background Empathy plays an important role in the interaction and communication with patients. Physicians’ empathy has various positive patients’ and physicians’ outcomes. Despite the inclusion of empathy in medical curricula and the relevance of empathy in general and physicians’ concept of it to medical care, there is no common definition of empathy in the clinical context: definitions tend to be abstract and we do not know enough about medical students’ conceptualization of clinical empathy. A clear and consensual definition of empathy is needed to be able to teach and measure empathy adequately. We aimed to explore German medical students’ views and understanding of (clinical) empathy. Methods We interviewed 24 students from the second half of the 3rd year and in their final clinical year (six female and male students in each subgroup) using a semi-structured interview guide. Interviews were digitally recorded and transcribed verbatim. We analysed the transcripts using thematic synthesis (Braun & Clarke). Results We found three overarching themes: (1) empathy means perceiving and understanding patients’ needs and acting accordingly, (2) empathy as an interpersonal, intangible construct and (3) taking time for patients. Showing interests, impartiality and openness towards the patients as well as the need to take patients seriously, treating them with respect, having a holistic view on patients and generate some kind of closeness with patients are subthemes of the first overarching theme. Conclusions Although it is often stated that the various existing definitions of empathy are abstract or far from practice, German medical students seem to have a good idea how to define empathy. Their definition resembles definitions known from the literature and used in education. Further research is needed to compare concepts of empathy of medical students from different countries and cultural backgrounds to inform research and teaching. It would also be interesting to investigate how concepts of empathy change over the course of study and affect perceptions of empathy in third party assessments.

Background The full-scale Russian invasion of Ukraine, initiated on February 22, 2022, has created numerous challenges, including the need to study under the constant threat of bombardment. This study aimed to analyze the effects of the war on the academic performance of medical PhD students in Ukraine, explore their perceptions of stressful wartime events, and identify their motivations and future aspirations. Methods This mixed-method study included medical PhD students from Bogomolets National Medical University in Kyiv, Ukraine, during the 2022–2023 academic year amid ongoing Russian military attacks. Data were collected through self-completed questionnaires. Additionally, qualitative data were gathered via one-on-one interviews with participants. The questionnaire and interviews addressed educational difficulties during the war, motivation to pursue academic studies, the likelihood of continuing an academic or medical career in Ukraine, academic progress at the time of the survey, and self-assessed adaptation to studying during the war. Results 108 PhD students participated in the questionnaire, and 53 were interviewed. Nearly half of the participants described their education as challenging. More than two-thirds experienced class disruptions due to air raid alarms or shelling, and a similar proportion resumed classes afterward. Among the PhD students, 85% envision their future careers as physicians, scientists, or teachers in Ukraine. Adaptation to the extraordinary conditions varied, with half adapting well. A substantial number remained motivated to pursue their education and professional careers in Ukraine despite financial strain, loss of research data, and damaged infrastructure, which hindered progress for some. Others struggled significantly, highlighting the war’s profound impact on their education and mental well-being. Conclusion While the war has imposed severe challenges on the educational pursuits of medical PhD students in Kyiv, Ukraine, the resilience displayed by many underscores their determination to persevere. This resilience reflects their commitment to their academic careers despite the adversities posed by the ongoing conflict. However, some students struggled to cope. Further psychological and financial support will be crucial in helping these students continue their studies and contribute to the rebuilding of their country.

Background This randomized controlled trial examines the effectiveness of a “teach-back” educational strategy in increasing knowledge about breast cancer among women with low health literacy. Methods Data collection for this study was conducted at the Farabi Comprehensive Health Services Center in Sanandaj, Iran, between December 2020 and October 2022. In this randomized controlled trial, 84 women who had low health literacy were randomly allocated into groups of the study (teach back, and control groups). The educational intervention focused on increasing knowledge of breast cancer risk factors, signs and symptoms, early detection methods (including breast self-examination), and the importance of regular screening. The intervention group received 3 face to face education within three weekly sessions, each lasting 20 min. The Health Literacy Instrument for Adults (HELIA), breast cancer knowledge was measured by valid tool and compared in the two groups before and eight weeks after the interventions. Results Mean scores of breast cancer knowledge revealed significant differences between intervention group and control group (P < 0.001) eight weeks after intervention. There were significant differences between baseline and follow-up measurement scores demonstrating that there were differences in the participants’ breast cancer knowledge (P < 0.001), and diagnosis technique knowledge (P < 0.008), between the intervention and control groups. Conclusion Teach Back educational strategy increased knowledge breast cancer among low health literacy women. Teach Back educational strategy seems to be effective for women with low health literacy.

Background Having lifelong learning skills is a necessity for healthcare professionals. To evaluate these skills, sound instruments are needed. Those working in healthcare of medical educating looking for a suitable instrument to evaluate lifelong learning (LLL) skills in healthcare professionals are faced with a multitude of definitions and operationalizations of the concept of LLL. A systematic review was performed to analyze the methodological quality and content of instruments measuring LLL for professionals. Methods A systematic search of literature published until October 2023 in the electronic databases MEDLINE, CINAHL, PsycINFO, ERIC, Sociological Abstracts, EMBASE, and Web of Science was conducted. English articles describing the development, validation or use of an instrument measuring lifelong learning for professionals working in a professional context were included. A data extraction form was developed to evaluate the content and methodological quality of the instruments. The STORIES statement was used to support reporting this review. Results The search revealed 85 articles on 18 questionnaires, no qualitative instruments were found. The instruments covered a range of settings, for example the Jefferson Scale of Physician LLL (JSPLL) covered healthcare and the Effective LLL Inventory (ELLI) covered education. Most instruments provided evidence on content validity and internal consistency, other aspects of validity were examined less frequently. Furthermore, the way that LLL was defined varied greatly, also great variety in the constructs that were defined in the instruments was found. Most instruments lacked a clear description of how the dimensions and items were formalized. Conclusions There is a need for LLL instruments that provide more evidence on their validity and put greater emphasis on the development of the definition and operationalization of LLL. Furthermore, there is a need for a better understanding of how to interpret and use the results of the instruments. It is recommended to take a critical look at these constructs before selecting an instrument. This will help all those involved in the training and working environment of healthcare professionals in evaluating lifelong learning skills in their context. Registration PROSPERO registration number: CRD42019134804

Background Registered Dietitian Nutritionists (RDNs) have long been part of the interdisciplinary team recommended for obesity treatment. Obesity education for RDNs is important not only for ensuring adequate knowledge but also for reducing weight stigma. The objective of this study was to benchmark the inclusion of obesity-related competencies in dietetic supervised practice programs, as self-reported by supervised practice directors, to begin to understand the training that U.S. RDNs receive. Methods This was an exploratory, cross-sectional, online survey of U.S. dietetic supervised practice directors distributed in July of 2022. The directors were asked about the importance and extent of inclusion of 31 obesity-related competencies, as well as barriers for inclusion. The competencies were derived from the 2017 Provider Competencies on the Prevention and Management of Obesity. Results We received 36 survey responses, representing 10.4% of supervised practice directors in the U.S. Very few programs reported ‘not at all incorporated’ for any competencies; the most frequent were ‘potential role of genetics/epigenetics’ (15%, n = 5) and ‘physiology/pathophysiology of obesity’ (12%, n = 4). The competencies most frequently reported as ‘very important’ were ‘perform effectively in an interprofessional team’ and ‘discuss obesity in a non-judgmental manner’. Lack of time in the curriculum was the most frequently reported barrier. Conclusions For programs hoping to both expand obesity education and decrease weight stigma in a limited amount of time, improving coverage of competencies related to non-modifiable causes of obesity may be an area to prioritize.

Background The topic of patient safety and attitudes toward patient safety among health professionals is a main priority of healthcare systems globally. This study aims to investigate the psychometric properties of APSQ-III among Iranian nursing students. Methods There were 307 undergraduate nursing students who participated in the cross-sectional methodological study, from December 2022 to January 2023. Content validity, Construct validity and reliability of the APSQ-III was evaluated. Results In the exploratory factor analysis, three factors were identified from 11 items, accounting for 58% of the total variance. The confirmatory factor analysis indices confirmed the model fit (χ²(38) = 91.851, p < 0.001, χ²/df = 2.417, CFI = 0.966, PNFI = 0.652, IFI = 0.966, TLI = 0.951 and RMSEA = 0.068). The results of the reliability evaluation indicated that the factors demonstrated a satisfactory level of internal consistency, as evidenced by Cronbach's alpha (α) and McDonald's omega (ω) values. Additionally, the Composite Reliability (CR) and Maximal Reliability H were both above 0.8, further supporting the reliability of the factors. Conclusion The results of this study support the valid and reliable APSQ-III with 11 items and three factors. This questionnaire can be used to assess patient safety attitude among nursing students.

Background Student wellness is a major concern during the educational programme of health professionals, as mental distress impacts negatively on students’ academic performance and success. Available literature indicates that improving student wellness has the potential to increase academic performance and success for students. Medical schools implement various forms of support to lessen student distress and enhance wellness. Mental health challenges amongst university students in health sciences professions continue to be on the rise despite support services offered by medical schools. Methods A scoping review methodology was used and a detailed search of seven databases including MEDLINE, Ovid Emcare, Embase, Scopus, PsychINFO, and ERIC was performed. The steps of the Preferred Reporting Items extension for Scoping Reviews (PRISMA-ScR) and guidelines suggested by Arksey and O’Malley’s methodological framework for scoping reviews were followed. Studies that described or investigated life skills programmes with students in health professions, including medicine and nursing fields, were included. Studies were excluded if they were not published in English and did not describe university-based support programmes with students in health sciences professions. Results After application of the inclusion and exclusion criteria 66 articles were included and explored in detail. The identified life skills were grouped into three categories, namely cognitive skills, emotional skills as well as interpersonal and social skills. Conclusion Life skills are necessary to enhance lifelong learning for university students in health sciences professions. These skills encompass the development of a range of competencies including personal, intellectual, social, and emotional skills. Incorporating these life skills as part of holistic student wellness programmes may be an important consideration in guiding wellness support services implemented at universities.

Background Career or specialty choice is one of the crucial steps of a medical student’s life. It’s a difficult yet important decision that is hard to reverse after getting into the residency program. The recent catastrophic experience of shortage and maldistribution of the health workforce among different specialties during the recent pandemic has made it critical for the authorities to look into the motivators and determinants for the specialty choice from the undergraduate medical student’s perspective. Therefore, the study aimed to find out the major factors affecting career choice and the effects of the COVID-19 pandemic on the specialty choice of medical students in Saudi Arabia. Method This qualitative exploratory study was carried out to explore the factors affecting the specialty choice and effects of COVID-19 on the specialty choice of senior medical students and interns of Saudi Arabia by utilizing semi-structured audio-recoded interviews. Participants of the study were enrolled by convenient sampling after informed written consent. Data were transcribed and thematic analysis was done to extract the themes. Result A total of 28 medical students and 14 interns participated in the study. The study identified five major themes with 18 relevant subthemes. The subthemes derived from the transcribed data were arranged under the following key themes; recognizing the determinants for specialty choice, financial expectation, gender specificity/stereotype, the impact of COVID-19, and concomitant motivation factors. Conclusion The right selection of a suitable future career is pivotal and strongly associated with future job success and satisfaction for a medical graduate. The study has provided insight to the regulatory bodies about student’s fears and factors affecting them to choose or avoid certain specialties to formulate a future resource management plan accordingly.

Background Empathy has proven to be a fundamental component in the patient-doctor relationship and correlates to several positive outcomes in patient care. Despite this, research suggests that empathy decreases during medical education. To increase the understanding of empathy development during medical education, this study explores medical students’ experiences of learning empathy in the transition from theoretical to practical context. Methods Eleven semi-structured interviews with students at a medical school in Sweden. The interviews were transcribed verbatim and analysed using grounded theory. Results The analysis resulted in three categories and a core category “Lost in translation”. Early on, students regard empathy as a valued and necessary skill. While students generally encounter high expectations of being empathic, they also met gendered expectations. There is a mismatch between the theoretical and the practical teaching of empathy. The core category refers both to the students feeling lost in their own professional development and empathy becoming lost in the translation from theory to clinical practice. Conclusion The results describe clashes between theory and clinical reality and the efforts of the students to develop and maintain empathy in this context. To encourage students to develop empathy it is necessary for both educators and practitioners to acknowledge, and attempt to bridge, the gap between the theoretical and the practical curriculum regarding empathy.

Background Point of Care ultrasound (POCUS) is rapidly gaining popularity in resource constrained settings. Optimising training is important to ensure safe and effective implementation. To expand POCUS expertise in Ghana, we co-developed and piloted a context specific, multi-disciplinary, blended learning programme, targeted at physicians of any grade or speciality providing acute care in the public health sector. In this retrospective mixed method study, we capture the “real world” experience of participants, using POCUS in their daily practice, as well as the barriers and enablers they perceived to implementation. Results Eight emergency and internal medicine specialists and residents participated, working across three teaching hospitals, treating both general and specialist patients. They implemented each POCUS application taught, with cardiac indications, inferior vena cava (IVC) assessment, deep venous thrombosis (DVT) diagnosis, lung/pleural assessment and peripheral vascular access being most frequent at 3–6 times/week. An estimated 40% of patients could not have afforded any other diagnostic tests. They considered the pilot curriculum adequate for general practice and the majority of applications of low difficulty (71%). For cases sent for second opinion, they are self-reported that their findings were confirmed in 60–78% of cases. Perceptions about the relative advantage of POCUS over the usual approaches to diagnosing patients enabled implementation. Generally, they believed that POCUS improved their clinical decision making and that more certified training courses need to be run at lower cost to make them more accessible. All participants valued ongoing connections after training to ask for help and consolidate their skills. Continued evaluation and reflection on their POCUS practice to improve quality was unanimously reported as important, yet none had a formal system for this. The strongest barrier was access to equipment and maintenance. A lack of training opportunities and local mentors, and negative beliefs from other departments and hospital administration were further barriers. Conclusion Our new blended learning curriculum met the needs of physicians caring for patients with general and specialist presentations, with strong reported positive experience of improved bedside diagnostic capabilities, especially for the large proportion of patients unable to afford or access alternative diagnostic tests. Their experience drives the need for further training and for solutions to current barriers of equipment availability, training costs and lack of quality assurance mechanisms.

Background While reflection skills have been extensively studied in undergraduate medical education, research on the reflection skills of residents remains limited in the Turkish literature. Therefore, a two-phase study was conducted. In the first phase, a methodological study adapted the Groningen Reflection Ability Scale (GRAS) for residents. In the second phase, a cross-sectional study assessed the reflection skills of family medicine (FM) residents using the adapted scale, examining reflection ability scores across gender, seniority, and institution type. Methods GRAS has been translated into Turkish. Firstly, the Turkish version was administered to 230 residents from various specialties. Confirmatory factor analysis (CFA) was run, Cronbach’s alpha and McDonald’s omega coefficients were calculated. Then, the adapted scale was administered to 336 FM residents in Turkey. Skewness and kurtosis coefficients were calculated, and the Shapiro-Wilk test was applied to examine normality. Group comparisons were conducted using the Mann-Whitney U test and the Kruskal-Wallis H test. Results In the first phase, GRAS-TR-pg with 20-item, single-dimension and three-factor structure has been validated for use with Turkish residents. Cronbach’s alpha and McDonald’s omega coefficients were found to be sufficient. In the second phase, there were no significant differences in the scores received, based on various variables. Conclusion This study reveals that the adapted GRAS-TR-pg can serve as a valid and reliable tool to measure the reflective skills of residents in Turkey. No significant differences found based on various variables regarding the reflection skill levels of Turkish FM residents.

Background Accessible and contextually relevant healthcare research programs and networks for rural physicians are exceedingly rare, which hinders the development of social capital in an already isolating profession. This study aims to examine the impact of the Rural Health Research Capacity Building (RRCB) Program on enhancing cognitive, structural, and relational social capital through comprehensive research skills training, supported by professional teams and resources. Methods This study uses a mixed-methods approach with utilization of qualitative and quantitative data and pre-post quasi-experimental design. Data were collected prior and after completion of the program by means of surveys, focus group, and observation. Thirty-five rural physicians participated in this study from 2014 to 2021. Results The results show a significant increase in cognitive (pre-program = 0.37 vs. post-program = 0.61, p < .001), structural (pre-program = 0.58 vs. post-program = 0.81, p < .001), and relational (pre-program = 0.49 vs. post-program 0.69, p < .001) components of social capital. Focus group discussions and observation data supported these findings, particularly highlighting that research capacity-building programs tailored to the needs of rural physicians can enhance collective values, improve the quality of relationships, and foster communities of research-focused practice. Conclusions Being equipped with a shared system of meanings and interpretations, research knowledge and resources, and a professional research network appears to play a critical role in enhancing social capital in rural health research. The RRCB program effectively improves social capital among rural and remote physicians.

Background Contemporary dental education requires swift assimilation of technological advancements to prepare the future generation of dentists. Integrating digital tools, such as prepCheck software in crown preparations offers a promising avenue for enhancing the learning experiences of dental students. This study aimed to evaluate the perceptions and experiences of undergraduate dental students regarding the use of PrepCheck software for learning crown preparations. Methods An interventional study design was employed to investigate the perceptions of undergraduate dental students regarding the use of Sirona prepCheck software their learning experiences in the prosthodontics course at the College of Dental Medicine. were recruited using purposive sampling. Participants received training on crown preparations using standard didactic and practical teaching methods. A total of 64 dental students (Mean age 22.4 years) participated in the study. They were randomly assigned to two groups, 32 participants each. The study group utilized prepCheck software and the control group relied solely on supervisor feedback. Both groups completed their crown preparation labs concurrently, ensuring consistency in training and assessment conditions. Results Out of a total number of 66 students enrolled on the course, 64 participated in the study giving a response rate of 96.96%. The overall mean score for all items was 1.01 (95%CI 0.77–1.25), indicating positive perceptions of the participants about prepCheck software. Analysis of variance revealed no significant variation by gender. Thematic analysis of open-ended items identified key themes related to the advantages and challenges of using prepCheck. Advantages included immediate self-evaluation, objective analysis, and feedback, while challenges included operational difficulties and cost concerns. Conclusion This study provides insights into the effectiveness of prepCheck in dental education, offering perspectives derived from both quantitative and qualitative analyses. A majority of the participants recommended that digital assessment should be integrated with conventional methods, underscoring the importance of human input through supervisor feedback. The study demonstrates the potential of prepCheck software in enhancing participants’ learning experiences in crown preparation assessment. While digital tools offer advantages such as self-evaluation and objective analysis, they need to be supported with input and feedback from the supervisors.

Background The blended teaching mode, which combines online and offline learning, has gained significant traction in higher education. This study aims to explore the impact of blended learning on students’ academic performance, engagement, and self-efficacy in a medical nutrition course. Methods A mixed-method research design was employed, involving 110 undergraduate students enrolled in a blended learning medical nutrition course and a control group of 93 students from a traditional learning environment. Data collection included academic performance assessments, semi-structured interviews, and an anonymous questionnaire. Quantitative data were analyzed using t-tests and chi-square tests, while qualitative data were subjected to thematic analysis. Results Students in the blended learning group demonstrated significantly higher self-efficacy, particularly in organizing their study plans, participating in interactive learning activities, and applying course knowledge. Academic performance was notably better in collaborative assessments, such as group discussions and exploratory projects, in the blended learning group compared to the control group. Qualitative analysis revealed that students appreciated the flexibility and engagement offered by the blended learning model, although they also faced challenges related to self-discipline and the learning environment. Conclusions The blended learning approach enhances student engagement, self-efficacy, and collaborative skills, particularly in group-based assessments. While students benefit from the flexibility and richness of learning resources, challenges related to self-discipline and learning environments need to be addressed to optimize the effectiveness of blended learning.

Background The emergence of virtual reality (VR) for medical education enables a range of new teaching opportunities. Skills and competences can be trained that cannot be demonstrated in any other way due to physical or ethical limitations. Immersion and presence may play an important role for learning in this context. This study investigates whether this VR-based, immersive software is an effective tool for assessing medical learning objectives by comparing behavioral outcomes in VR and actor-based simulations, and examines how these behaviors relate to immersion levels and their impact on learning success. Methods To evaluate the effectiveness of the new teaching method, objective behavioral outcomes were identified as part of a dermatological learning unit and VR as a method was compared with actor-based simulation training. In addition, subjective questionnaires were collected to compare the levels of immersion in both concepts. Results It was shown that primary learning objectives can be addressed well in VR. However, secondary learning objectives that fall into the field of basic skills seem to be delivered better in the actor-based training than in VR. This appears to be an effect of weaker immersion measured in VR training. Conclusions It can be said that the implementation of basic skills training depends largely on the level of immersion in the teaching method used. While primary learning subjectives can be trained and assessed well, at present, it does not appear to be fully possible to train secondary skills with the technical status quo in VR. However, the observation of secondary learning objectives can serve as an indicator for the assessment of immersion in the future.

Background Since the elimination of numerical scoring of the United States Medical Licensing Examination (USMLE) Step 1, the perceived importance of USMLE Step 2 Clinical Knowledge (CK) scores in residency placement has increased. It is known that socioeconomic status (SES) and other demographic factors can be barriers to success in standardized assessment, but few recent studies report the relationship between student demographics, including SES, with Step 2 CK scores in the context of exam practice material access and usage. In this study, we investigated predictors of Step 2 CK success across two years at one institution. Methods A survey regarding Step 2 CK exam preparation and demographic factors was administered to two student cohorts at a New York medical school in 2022 and 2023. The cohorts were comprised of all students in a given class year who had taken Step 2 CK. De-identified survey responses were linked to metrics including Step 1, Step 2 CK, shelf exam, and Medical College Admission Test (MCAT) scores. Results The mean Step 2 CK score among the respondents (n = 213) was 254 ± 13. There was a strong positive correlation between Step 2 CK score and composite shelf scores (rho = 0.80, p < 0.01). Almost all participants used the UWorld question-bank to prepare for the exam (98.1%), and completion of more than 2500 unique questions was associated with better exam performance (256 vs. 252, p = 0.04). On bivariate analysis, students had significantly lower mean Step 2 CK scores if they self-identified as socioeconomically disadvantaged (SED) (250 vs. 256, p < 0.01) and self-reported that financial limitations prevented them from purchasing study resources (249 vs. 257, p < 0.01). In adjusted models, there was no longer a relationship between self-identified SED and Step 2 CK score (beta=-3.50, 95% CI (-8.25, 1.26), p = 0.15). Conclusions This study provides insight into the relationship between exam performance, study habits, and demographic factors at a single institution where students, on average, performed above the national mean on Step 2 CK. Results support that Step 2 CK scores are modulated by a high composite shelf score, number of unique UWorld questions completed, dedicated study period length, and socioeconomic inequity. Trial registration Study registered with our institutional IRB (IRB number 20177537).

Introduction Mastering paediatric laparoscopic surgery competency (PLSC) is technically challenging. The present study aimed to determine whether the inter-academic PLSC degree (IAD_PLSC) practical training program enables trainees to improve their skills. Methods This retrospective study included trainees enrolled in the IAD_PLSC program in 2021 and 2022 which included two separate 12 h-sessions. Trainees practiced to perform intracorporeal laparoscopic knots (ILK) using 5- and 3-mm instruments on a pelvi-trainer simulator; Peg Transfer (PT) was used as a dexterity test; final marks added the adapted Objective Structured Assessment of Technical Skills (OSATS) score (out of 40) and time to complete ILK. ILK was considered a success in case the OSATS score > 27/40. Results A total of 43 trainees completed the IAD_PLSC program. N = 37 (86.0%) mastered the ILK (OSATS score > 27/40) using 5-mm instruments at the end of session 1 and N = 33 (76.7%) at the end of session 2 (p = 0.41). There was no significant improvement in the median [interquartile range, IQR] OSATS score (32 [30–36] vs. 32 [28–34], p = 0.19), but the median [IQR] knot completion time improved significantly (184 s [161–268] vs. 166 s [128–218], p = 0.002). There was a significant correlation between the knot completion time and PT time at the end of session 1 (ρ = 0.58, 95% confidence interval, CI [0.31;0.76], p < 0.0002) and session 2 (ρ = 0.78, 95%CI [0.62;0.87], p < 0.0001). When using 3-mm instruments, N = 34 (79.1%) of trainees mastered the ILK at the end of session 2. The median [IQR] OSATS score significantly improved between the end of the two sessions (22 [21–24] vs. 31 [28–33], p < 0.0001), but there was no significant correlation between OSATS score or knot completion time and PT time, at the end of both sessions. Conclusion A nation-wide training program in paediatric laparoscopic surgery provides valuable practical training of intracorporeal suturing for residents in pediatric surgery and urology.

Background Clinical teaching is an essential part of medical education and clinical teacher must acquire the necessary competencies to perform such a role. In this regard, there is emphasis on emotional intelligence as an essential competency. The aim of this study was to develop a model for clinical teaching with emotional intelligence based on the experiences of clinical teachers. Methods A workshop on teaching with emotional intelligence was designed and conducted three times. One month after, a sample of workshop participants (N = 18) was selected through purposive sampling and their experiences of clinical teaching with emotional intelligence were described using focus groups (n = 3) and deductive content analysis. Results A model consisting of four themes: preparation and start communication before round, sustained communication during rounds, promotion after the round, and managing social interactions throughout the presence in the ward were presented for describing clinical teachers’ experiences. Conclusion In this study, a model for using emotional intelligence in clinical setting was extracted. This model can be used in faculty development programs. A suggestion for future research is to examine the effect of using the model on learning outcomes and patient care.

Introduction Virtual reality (VR) technology presents a promising alternative to medical education by creating an immersive and interactive learning environment. This research aimed to examine the effectiveness of virtual reality on medical students’ academic achievement in anatomy. Methods This systematic review included 24 full-text articles in both Persian and English from 10 databases. The search focused on experimental, quasi-experimental, and descriptive studies published between May 28, 2000, and May 24, 2022. At least two researchers reviewed all studies. In cases of disagreement between the two, a third researcher reviewed the article and made the final decision. Results were analyzed according to the four-level Kirkpatrick model. Also, the modified Buckley checklist was used to assess the quality of the study. Results Twenty-four articles were included. Following Kirkpatrick’s levels of evaluation, Nineteen studies explored the first level of training effectiveness (reaction). Twenty-four studies examined the second level (learning). One study investigated the efficacy of education (behavior). No studies have investigated the fourth level (impact). Discussion This study argues that Virtual reality improves students’ academic progress and learning in medical anatomy when used as a supplementary way to other methods. However, experimental studies are recommended to investigate the impact of various factors on the efficacy of this method.

Background The dynamic landscape of medical education demands innovative teaching methods. This study introduces virtual reality (VR) technology to anatomy courses at Qatar University, aiming to assess students’ receptiveness to virtual anatomy dissection and its potential transformative impact. Methods The study utilized a comprehensive survey and the 3D-Organon VR anatomy software to explore students’ perceptions and acceptance of VR in comparison with traditional anatomy learning tools during practical sessions. Fisher’s exact test for independence was performed to gauge shifts in students’ attitudes and preferences towards different educational modalities. Results The findings reveal a generally positive reception towards VR, with many students indicating a preference for VR over traditional methods. The study noted significant improvements in understanding and memorization attributed to the use of VR. Exposure to a variety of educational modalities led to notable shifts in student perceptions, particularly an increase in positive perceptions regarding the understanding of anatomy lectures and a heightened preference for VR as a learning method. Conclusions The study underscores the evolving and adaptable attitudes of students towards VR, emphasizing the significant role that diverse learning experiences play in shaping their receptiveness. It provides valuable insights into how medical education can be reshaped through a blended approach that integrates technological innovation with traditional learning methods. These findings advocate for the strategic incorporation of VR in anatomy courses to enhance learning outcomes.

Background Revitalizing primary health care requires that the health workforce, especially doctors, must appreciate the significance of the socio-cultural environment in health. To achieve this objective, training of medical students must emphasize greater understanding of the community and its role in health through community engagement using community-engaged learning. However, research on this learning method applied in a purely community engagement context is lacking. A medical school in Ghana adapted its fourth-year junior clerkship curriculum in Community Health to include a community-engagement programme. This study reports students’ perceptions of the said programme as a way of evaluating it and helping to improve upon its implementation. Methods A cross-sectional survey using a Google form-based questionnaire with open- and closed-ended questions was conducted from May 2022 to December 2023 among 303 current and past medical students of the University of Health and Allied Sciences, Ghana who had experienced the said programme. Based on the first three levels of the Kirkpatrick’s four-level model of training evaluation, data was collected on participants’ socio-demographics, their assessment of the programme content and delivery, subsequent attitudinal changes and their application to practice. Descriptive statistics were performed on quantitative data and thematic content analysis done for responses to the open-ended questions. Results More than half of participants were males (188/303). The mean (SD) participant age was 23.9 years (2.4). Over 90% indicated the programme was valuable to their training (277/297) and were satisfied with the facilitators (283/297) despite some anxieties expressed at the start of their clerkship. Participants noted that they acquired other skills including teamwork and leadership aside the reinforced academic content. At least 99% of participants noted they could conduct the processes of community entry and engagement with or without assistance. Conclusion Although there is room for improvement, the students’ community engagement programme may have some utility in the training of medical students to enable them better appreciate community interactions that influence health. Further research incorporating objective assessments of learning and behaviour change is needed to comprehensively assess the programme.