Error-Based Learning (EBL) represents a paradigm shift in Health Professions Education (HPE), moving from punitive approaches to embracing errors as learning opportunities. This AMEE guide targets educators, curriculum designers, clinicians, and learners, bridging theory with practical strategies to optimize EBL in training and assessment. The guide contrasts Error Management Theory (EMT), which emphasizes learning from errors, with Error Avoidance Theory (EAT). Core EBL components including psychological safety, structured reflection, deliberate error exposure, and feedback are detailed alongside actionable implementation strategies, including simulation-based scenarios with debriefing, contrasting case-based reasoning, structured error-logging through reflective portfolios and assessment for learning. Looking ahead, we discuss emerging innovations in EBL, including the potential reconceptualization of educational tools such as the 'escape room' as an 'error room' and AI. This guide challenges traditional paradigms and calls for a deliberate focus on error-embracing in HPE.
Virtual reality (VR) offers immersive and authentic learning opportunities that can transform lecture delivery and student engagement. Despite growing adoption in education, little is known about how learners' cultural identity, self-efficacy, and perceived authenticity shape their sustained use of VR learning environments.
This study examined how cultural identity, self-efficacy, and perceived authenticity predict Chinese university students' continued use of VR, with prior VR experience tested as a potential moderator.
A correlational survey was conducted with 833 students using validated instruments on cultural identity, VR self-efficacy, authenticity gap, and VR usage. Data were analysed through structural equation modelling.
The findings reveal that cultural identity (β = 0.32), self-efficacy (β = 0.52), and perceived authenticity (β = 0.41) positively influence continued VR use. Prior VR experience strengthened these relationships. Beyond theoretical contributions extending expectation-confirmation theory (ECT) with cultural and psychological dimensions, these results offer clear design and pedagogical implications. Developers should embed culturally responsive content and realistic environments, while educators can strengthen self-efficacy through scaffolded VR learning and feedback.
Leadership development increasingly is recognized as essential to improving patient care and provider well-being, yet many medical education curricula lack clear theoretical foundations to guide the design and implementation. This article describes how six educational theories-deliberate practice, zone of proximal development, reflective practice, social cognitive learning theory, constructivism, and experiential learning theory-can be applied to develop robust, theory-informed leadership curricula in medical education. Drawing on both literature and real-world examples, we analyze the need for theory-informed design, outline the context in which these theories are most applicable, and categorize them into micro (individual), meso (group), and macro (systems) levels. For each theory, we provide practical examples of implementation within leadership training, highlighting how combining congruent theories can optimize learning outcomes, support professional growth, and meet academic standards for dissemination. Educators should use our analysis to (1) match leadership development goals with congruent theories, (2) combine and sequence theories to maximize educational impact, and (3) document the theoretical basis of their curricula to strengthen scholarly rigor and facilitate dissemination. While focused on leadership development, these approaches also offer guidance for other educational initiatives, such as promoting quality improvement and advancing diversity, equity, and inclusion. This report offers a detailed roadmap for educators seeking to engineer leadership curricula that are both evidence-informed and responsive to learners' diverse needs and contexts.
Purpose: Becoming a physician requires navigating a deliberately rigorous pathway designed to ensure the development of competent physicians. Although most trainees complete training without difficulty, 2% to 30% require remediation. Remediation is a resource-intensive and emotionally charged process that often falls outside graduate medical education's (GME's) cultural norms, leading to negative personal and societal implications. This scoping review examines reviews on remediation in medical education with a focus on GME.
Method: The authors searched Ovid MEDLINE, Embase, PsycINFO, and Web of Science for knowledge syntheses published from database inception to October 2025 discussing remediation in medical education, with a GME focus. The searches were initially run in December 2023 and updated in May and October 2025. Search terms included remediation, underperforming student, struggling learner, medical education, and review. Narrative and perspective reviews were excluded. A 7-stage remediation framework was used to organize the findings.
Results: Fourteen reviews were analyzed, with most being systematic (7 [50.0%]) or scoping (4 [28.6%]) reviews. Included reviews were published between 2009 and 2025, with most (78.5%) published between 2020 and 2025. Definitions of struggling learner and remediation varied across the literature or were undefined, illustrating an absence of shared clarity in their meanings. Reviews commonly reported on the identification and diagnosis of competency deficiencies and interventions to address them but did not discuss how to communicate and involve learners in remediation planning or on high-impact outcomes to evaluate remediation efficacy.
Conclusions: Clear definitions of remediation in medical education have yet to be agreed on. Furthermore, gaps still exist in our collective knowledge surrounding learner involvement with remediation efforts and in determining impactful outcomes that measure the success of remediation, the struggling learner's reintegration into the health profession after remediation, and, ultimately, improvements in patient care.
Introduction: Advising is essential for student success in graduate health professions education (HPE). Advising does not happen in a vacuum, yet most research focuses narrowly on advisor-advisee relationships. To address this gap, this study examines how institutional structures, policies, and programmatic dynamics influence the effectiveness of advising in graduate HPE.
Methods: We conducted semi-structured interviews with 15 HPE program leaders across six WHO regions. Using framework analysis guided by Activity Theory and the concept of knotworking, we analyzed how institutional systems shape advising practices.
Results: Five institutional factors were identified: (1) strategic advisor recruitment, (2) supportive advising cultures, (3) bureaucratic and resource constraints, (4) advisor training and evaluation, and (5) recognition and support for advisors. Leaders described advising as an adaptive, cross-system process shaped by institutional complexity and evolving student needs.
Discussion: Advising in graduate HPE operates beyond dyadic relationships. It is embedded within institutional activity systems and requires ongoing negotiation across structural boundaries. Programs must adopt systemic strategies, such as faculty development, workload alignment, and policy reform, to support effective advising networks.
Introduction: The integration of artificial intelligence (AI) tools into medical education presents new opportunities for enhancing students' research skills and scientific writing. However, concerns remain about the potential for cognitive disengagement and the ethical use of AI when lacking appropriate educational supervision. This study aimed to evaluate a novel educational strategy combining structured AI assistance with mentor guidance to support narrative review writing among third-year medical students.
Methods: A structured framework was implemented during the endocrine module, involving AI-assisted objective formulation, mentor-guided objective refinement, literature search and summarization, review drafting followed by AI-assisted rephrasing. Students worked in groups, each supervised by a trained mentor. A validated questionnaire assessed student perceptions across four domains: framework and guidelines, AI-generated objectives, skills developed and mentor role, and overall satisfaction. Descriptive statistics were performed and chi-square tests evaluated associations between perceptions and AI tool usage (ChatGPT vs. DeepSeek).
Results: Eighty-seven students completed the survey. Perceived improvement in research readiness was observed; confidence in literature searching rose from 29.8% to 69%, while 75.8% reported increased familiarity with PubMed/Google Scholar. Most students (80.5%) expressed satisfaction with the AI mentor hybrid approach, and 82.8% agreed it prepared them for future research. There were no significant differences in perceived outcomes between AI tools used. Mentor involvement was deemed essential by 69% of students, and a minority believed AI alone could replicate the same outcomes. Common challenges included limited access to articles and peer collaboration difficulties, while key learning outcomes included improved summarization and ethical AI use.
Discussion: This study supports the integration of AI tools within a structured, mentor-guided educational framework to enhance critical evaluation and scientific writing in medical education. Human oversight and mentorship drive skill development and minimize the risk of unmoderated AI use in academic settings.
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