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Longer paid parental leaves have many well-documented biopsychosocial benefits for parents and children. However, many United States (U.S.) employers do not offer 8-12 weeks of paid parental leave as recommended by medical associations such as The American College of Obstetricians and Gynecologists, the American Academy of Pediatrics, and the American Medical Association. This study compared and summarized the quality of parental leave policies offered across U.S. allopathic medical schools to determine their alignment with medical associations' recommendations. Parental leave policies were analyzed to determine 1) whether employers offered standalone parental leave policies and/or relied on the Family Medical Leave Act, 2) who received parental leave, 3) whether leave was paid or unpaid, and 4) the number of paid weeks offered, if any. Differences in leave durations were compared according to Carnegie classifications, school control, and geographic region. Of the 134 (85.9%; 134/156) allopathic medical schools with retrievable policies, one-fifth (21.6%; 29/134) offered 12 weeks or more of fully compensated birthing parent leave. Schools offered an average of 6.72 weeks (median = 6) of paid birthing parent leave and 5.82 weeks (median = 6) of paid non-birthing parent leave. Private (p < 0.001) and Northeast (p < 0.001) schools offered more weeks of paid birthing parent leave. Despite the benefits of longer paid parental leaves, over three-quarters of parental leave policies used by allopathic medical schools did not offer faculty 12 weeks of fully paid birthing parent (78.4%; 105/134) or non-birthing parent leave (84.3%; 113/134). This suggests that most parental leave policies offered to academic medicine faculty are misaligned with medical associations' recommendations.

Educational escape rooms (EERs) are gamified teaching and learning tools increasingly used in nursing education. This study aims to compare undergraduate nursing students' gameful experiences (GEs) across three EER models: face-to-face, hybrid, and online. A cross-sectional study was conducted with 136 first-year students in a Serbian undergraduate nursing programme. All models EERs had the same narrative, which included several topics from the Fundamentals of Nursing course. Face-to-face and hybrid EERs were implemented in faculty skills laboratories, while the online model used the Zoom® platform. Face-to-face EERs were conducted in 2021/2022. and hybrid and online in the 2022/2023 school year. Immediately after the EER activity, the Gameful Experience Scale (GAMEX) assessed students' GE across six dimensions (Enjoyment, Absorption, Creative Thinking, Activation, Absence of Negative Effects and Dominance). All students solved the puzzles in the allotted time and 'escaped from the room.' Median escape time from face-to-face EER was 39.2 (IQR = 2.1), from online 37.4 (IQR = 4.1), and hybrid 37.2 (IQR = 3.5) minutes. By comparing GE students in three EER models, significant differences were found in five dimensions of the GAMEX scale. Students in face-to-face EER enjoyed significantly more (p < 0.001) and thought more creatively (p < 0.001), while the GE of online model students indicated significantly higher levels of activation (p < 0.001), dominance (p < 0.001), and negative effect (p < 0.001). In the face-to-face and hybrid models, students' GE were more moderate in these dimensions. All EER models can generate positive emotions with moderate negative effects, aligning with the goals of EERs as educational games. Further research is needed to identify the most effective EER model for different areas of nursing education.

Background: Pediatric residents face significant occupational stress due to the demanding work environment, which often leads to high levels of job burnout. The study examined the internal mechanisms by which career adaptability could influence job burnout, focusing on the mediating role of psychological resilience and the moderating effect of insomnia.

Methods: A cross-sectional survey was conducted from March to May, 2024, among 866 pediatric residents in the Pearl River Delta region, using a convenience sampling. The sample consisted of pediatric residents with standardized residency training: 299 (34.53%) first-year, 291 (33.60%) second-year, and 276 (31.87%) third-year. The majority of pediatric residents were females (529, 61.09%), and the remaining were males (337, 38.91%). The participants completed the Career Adapt-Abilities Scale (CAAS), the Maslach Burnout Inventory-General Survey (MBI-GS), the Connor-Davidson Resilience Scale (CD-RISC), and the Insomnia Severity Index (ISI). The moderated mediation model was used for the statistical analysis.

Results: The findings indicated that career adaptability was negatively correlated to job burnout among pediatric residents (β = -0.788, p < 0.001). Psychological resilience was identified as a partial mediator of the relationship, which enhanced the protective effects of career adaptability, accounting for 23.89% of the total effect. However, insomnia was identified as a moderator of the pathway, weakening the beneficial impact of psychological resilience (β = -0.016, p < 0.001). Therefore, pediatric residents with high level of insomnia were more susceptible to job burnout, even when they exhibited strong career adaptability and psychological resilience, which underscored the detrimental role of sleep disturbance.

Conclusion: The results showed the importance of addressing sleep disorder to mitigate job burnout among pediatric residents. Comprehensive interventions should include structured career planning, social support system, resilience training, and sleep management programs, with the objective of fostering the well-being and professional satisfaction of pediatric residents, which in turn should lead to improvement in healthcare outcomes.

Radiographic interpretation among dental students remains prone to errors due to its subjective nature between individuals. This study aimed to identify types of errors in dental radiograph interpretation and explore their underlying causes. A mixed-methods design was employed, involving fifth- and sixth-year undergraduate dental students from Mahidol University. In the quantitative phase, students completed an online radiographic interpretation test via Cisco Webex Meetings. Errors that occurred during radiographic interpretation were recorded and categorized as incorrect diagnosis, false-positive, and false-negative types. Comparisons were made between the two student groups. In the qualitative phase, students participated in individual Webex interviews, during which they explained their interpretation processes and identifying errors across six radiographs. Thematic analysis was used to explore specific error types and contributing factors. The quantitative phase showed false-negative errors were the most frequent. Fifth-year students made 206 errors (7.92 ± 2.86), while sixth-year students made 172 errors (6.62 ± 3.50). A statistically significant difference was found only in incorrect diagnoses (p = 0.041), with fifth-year students making more such errors. The qualitative phase revealed six types of interpretation errors. Overlooking, inattentional blindness (IAB), and satisfaction of search (SOS) were associated with ineffective visual scanning. Recognition errors arose when abnormalities were detected but not correctly recognized. Prevalence effect and decision-making errors reflected flaws in diagnostic reasoning processes. Contributing factors included external elements (time pressure, clinical information availability, and radiographic indications) and internal elements (knowledge and experience), which affected students' interpretation performance. Interpretation errors occurred throughout different stages and were influenced by individual and contextual factors. Addressing these issues requires explicit teaching of common interpretation errors, promoting systematic search strategies, and fostering cognitive awareness. Integrating didactic content, case discussions, longitudinal training, and reflective exercises can enhance students' clinical reasoning, metacognitive skills, and diagnostic accuracy in radiographic interpretation.

Background: Artificial intelligence (AI) is revolutionizing medical education by introducing innovative tools and reshaping traditional teaching and learning methods. AI technologies such as virtual and augmented reality, adaptive learning platforms, and AI-driven assessments are increasingly recognized for their potential to enhance diagnostic precision, clinical decision-making, and personalized learning experiences.

Objective: This narrative review explores the current trends, challenges, and innovations associated with the integration of AI in medical education. It aims to critically examine how AI transforms teaching and learning processes while addressing ethical concerns and practical barriers.

Methods: We performed a systematic literature search across three major databases (PubMed, Scopus, and Web of Science) for publications dated 2010-2024. Our search strategy employed key terms including 'artificial intelligence,' 'medical education,' and 'AI-based learning platforms' to identify relevant peer-reviewed articles, review papers, and case studies. After screening and selection, 67 studies met our inclusion criteria for final analysis.

Results: AII technologies improve learning outcomes by creating personalized, immersive, and interactive environments. They support clinical decision-making and procedural skills training while addressing diverse learner needs. However, ethical issues like data privacy, algorithmic biases, and equitable access, coupled with challenges like faculty resistance and technological infrastructure gaps, limit broader adoption.

Conclusion: AI is an important tool in medical education, offering significant opportunities to enhance learning outcomes and bridge educational gaps. However, its successful integration requires ethical frameworks, faculty training, and equitable resource allocation. A balanced approach that combines technological innovation with human-centered pedagogy is essential to preserve empathy and ethical care in healthcare.

Introduction: This exploratory qualitative study aims to uncover the identity work in interprofessional (IP) team interaction to understand specializing physicians' (SP) professional identities by analyzing how they position themselves in relation to others through the lens of positioning theory.

Method: The data for this study consist of 65 self-reflexive essays written by SPs during their mandatory leadership studies.

Results: Altogether, five distinct physician positions (peer, coordinator, leader, medical expert, and decision-maker) and two distinct storylines (teamwork as communication vs. teamwork as an organizational tool) were identified during the positioning analysis.

Discussion: The wide range of physician positions reveals how diversely and dynamically SPs adapt leadership as part of their professional identity and reframes future studies to explore how SPs construct the dimensions of their professional identity rather than whether they do so.

Introduction: Competency-based teaching is the preferred approach for anaesthesia training, however, limited data exists on Portuguese residents' exposure to essential competencies. This study aimed to evaluate their daily exposure to seven selected competencies from the 2022 European Training Requirements (ETR).

Methods: A cross-sectional survey was conducted amongst 350 Portuguese anaesthesia residents, throughout a 10 working day period, using a questionnaire with 170 questions. Participants were on either anaesthesia or intensive care unit rotation. Demographic data and scores of exposures to selected competencies were gathered. Statistical analyses included descriptive statistics, comparison of means and a Linear Mixed Model using the restricted maximum likelihood estimation method. The significance threshold was set at p < 0.05.

Results: Regarding ETR competency exposure, no statistical differences were found based on gender. Residents reported statistically significant higher levels of exposure to competencies while in anaesthesia rotations, except for lung, cardiac and Point-of Care ultrasound. Apart from ultrasound and academic research activities, the maximum exposure level was attained only during anaesthesia rotations. There was no reported exposure to airway ultrasound in any rotation. Exposure to academic research activities, in a scale from 0 to 5, was on average below one. The average reported values for direct patient communication were the highest. As expected, the fifth-year residents reported overall higher scores. Residents from the North reported lower scores for general anaesthesia maintenance, peripheral regional anaesthesia, airway intubation and ventilation management, but higher scores of exposures to academic research activities.

Discussion: Adopting a national logbook, formative regular assessment, supporting the trainers as well as strategies to improve competencies in academic research activities and ultrasound training are recommendations to improve the Portuguese training curricula.

Conclusion: Addressing the gaps between expected and monitored competencies contributes to the advancement of anaesthesiology training. The survey drew attention to the ETR among the residents.

Trial registration: Not applicable - registered on OSF Registries.

Residents play a major role in medical student education during clinical clerkships. While various 'Residents-as-Teachers' (RAT) programs exist, few are tailored to anesthesiology, and little is known about students' perceptions of effective teaching behaviors in this setting. This study aimed to evaluate the effectiveness of an educational workshop designed to improve the quality of resident teaching and to assess its impact on medical student learning outcomes and satisfaction. We also sought to identify specific resident teaching behaviors that students consider important for their learning and determine which of these behaviors improved post-intervention. The intervention targeted 1^st to 3^rd year clinical anesthesiology residents, and its effectiveness was evaluated through medical student feedback. We employed a pre-post-intervention design using a Quality of Supervision Questionnaire, with additional items on learning outcomes, career aspirations, and satisfaction. An open-ended question elicited students' feedback on the behaviors of effective resident teachers. Data were analyzed using descriptive statistics and thematic analysis. Twenty-two residents participated in the intervention, and 132 medical students completed the questionnaires (77/106 pre, 55/58 post). Post-intervention, the mean score for the overall quality of teaching increased significantly (2.98 ± 0.53 pre vs. 3.40 ± 0.46 post, p < 0.001), with notable improvements across multiple domains. Student learning outcomes, interest in anesthesiology as a career, and rotation satisfaction improved significantly (p < 0.001). The percentage of students identifying effective teaching behaviors increased from 63% to 96%. Thematic analysis revealed more prevalent teacher characteristics and enhanced teaching strategies with a direct positive impact on learning. Our study emphasizes the importance of formal training for anesthesiology residents to enhance teaching quality and student learning. Findings provide effective resident teaching strategies which educators can use to refine training programs in anesthesiology. Future research should explore structured evaluations of resident perspectives on the training program and explore broader implementation across different specialties and institutions.

Multiple instruments have been used to assess academic misconduct, yet robust psychometric evidence has been reported only for a few. This study aims to determine the validity and dimensionality of a novel Academic Misconduct Questionnaire (AMQ) and to explore differences between students who engage in distinct misbehaviours. A diverse sample of health and non-health students replied to the AMQ. Exploratory and confirmatory factor analyses were conducted using two subsamples. Predictive models were computed for the AMQ and its dimensions. The questionnaire showed good validity and reliability, revealing eight dimensions related to Cheating during (two forms) and prior Exams, Plagiarism, Fraud in Academic Work, Impersonation (assessment), Signature Forgery in attendance sheets and Not Reporting peer misconduct. The predictors of student engagement in each form of misconduct differed, except for perceiving greater peer fraud, which increased the propensity for all misbehaviours. Perceiving higher sanctions reduced the propensity to engage in most forms, while gender played a role in half of them. First-year students were more likely to Not Reporting peer misconduct and less likely to disclose Fraud in Academic Work and Signature Forgery than those in more advanced years. Health students scored higher in most misbehaviours, especially compared to Economics/Law, Social Sciences and Arts/Humanities, while the latter two disclosed higher Signature Forgery. This study proposes a valid instrument to assess academic misconduct in university students. The predictive models helped to better understand differences between students who engaged in distinct misbehaviours, enabling more targeted interventions.