BMC Medical Education最新文献

Background: Neurovascular ultrasound is an easily applicable bed-side tool for guiding the diagnosis and monitoring of cerebrovascular disease. Although sonography training is increasingly integrated in medical school curricula, neurovascular ultrasound has been largely neglected in these efforts. We therefore aimed to assess the feasibility and efficacy of a neurovascular ultrasound training course for medical students.

Methods: Five small-group neurovascular ultrasound course offerings were conducted between 2016 and 2019 at the Medical University of Graz, Austria. This study represents a retrospective analysis of prospectively collected educational course evaluation data. Each course offering followed the same course structure and assessment schedule and was offered to 2nd - to 5th -year medical students. Demographics and previous ultrasound experience were documented. To test pre-course knowledge, all participants completed a theoretical test, followed by the 20-hour hands-on training course comprising a standardized step-by-step examination of the extra- and intracranial brain-supplying arteries. Afterwards, all students underwent a practical exam in single-station Objective Structured Clinical Examination format, conducted by neurovascular ultrasound experts, blinded to the study's scope and data, using a predefined standard protocol.

Results: A total of 51 students (median age: 23 years, IQR: 1; range: 21-28; 24 females, 47%) participated in the courses. Of those, 27 (53%) had previous ultrasound experience. For the practical exam, participants achieved a median score of 56/66 points (IQR: 9; 85%). 44 students (86%) achieved a score above a 70% passing threshold. Of note, results were independent of previous practical ultrasound experience and theoretical pre-course knowledge (p each > 0.1).

Conclusion: This study demonstrates the feasibility and efficacy of a simply designed neurovascular ultrasound course in medical students. It can provide substantial hands-on competence even in students without previous ultrasound experience, supporting its integration into medical school curricula.

Aims: To explore undergraduate dental students' AI knowledge, perceptions, and concerns, and to identify their educational needs based on these findings.

Methods: A cross-sectional, anonymous survey was conducted using a 30-item online questionnaire distributed to dental schools across multiple countries. The survey employed an exploratory, observational approach with convenience and snowball sampling methods. The population included dental students from all academic semesters, and participation in the survey was voluntary. The questionnaire consisted of multiple-choice and Likert-scale questions organized into five sections: consent form, demographic data, knowledge/awareness, perceptions/attitudes, and ethics-related questions. Data were analysed using Jamovi and R. Descriptive statistics summarised the demographic characteristics and responses to survey questions. Non-parametric correlation analysis was employed as a primary measure of association for relationships between ordinal variables. For regression analyses, ordinal logistic regression models were constructed to identify predictors for specific outcomes. For each Likert scale question, an ordinal logistic regression model was constructed (dependent variable), with the knowledge questions score as a covariate and the nominal answered questions as factors.

Results: 508 students completed the questionnaire. Most students (76.2%) agreed they understood what AI entails, and 67.4% were familiar with generic AI tools; however, only 34.7% knew AI's dental applications. 70.3% supported AI education during undergraduate studies, favoring case-based teaching, and 53.7% felt their current education had not adequately prepared them for AI technologies. Students declared that AI would be beneficial in diagnostic analysis (64.5%), enhance clinical practice (69.5%), and improve patient care (60.4%). Also, 41.7% believed that AI would cause a reduction in professionals' skills and dehumanize healthcare (29.2%). 3/4 students agreed that AI ethics should be taught from a multidisciplinary perspective, and 65.3% declared AI in healthcare should be legally regulated.

Conclusions: This study establishes baseline data on dental students' AI knowledge and educational requirements across multiple countries. Despite general AI familiarity, understanding of dental applications remains limited. The results highlight the need for structured AI education programs tailored to students' knowledge gaps and learning preferences. Dental students' understanding and perceptions of AI can effectively guide the identification of their learning needs and inform curriculum integration.

Background: Plasma medicine is an emerging interdisciplinary field, yet educational gaps exist for clinical undergraduates. This pilot study evaluated a 6-week elective course designed to address this need at a medical university.

Methods: The course was developed using Kern's curriculum framework. It blended case studies, project-based learning (PBL), and multidisciplinary workshops to integrate plasma physics with clinical applications. Pre-course knowledge self-assessments were conducted, alongside quantitative course evaluations, objective PBL assessments, and qualitative feedback collection.

Results: A total of 85 students participated in the course. Pre-course self-assessments revealed a substantially deficient understanding of plasma medicine among students, with over 85.8% showing limited understanding of fundamental concepts. Post‑course quantitative evaluations showed over 90.0% of participants endorsed the course's educational value and teaching effectiveness. Regarding the objective PBL assessments, the mean score for PBL project deliverables across all groups was 20.27 out of 27. In qualitative feedback, all interviewees reported having acquired a systematic understanding of both the principles and medical applications of plasma technology. Despite high satisfaction, some students recommended simplifying physics concepts and allowing more time for project-based activities to enhance practical learning.

Conclusions: These results suggest that the interdisciplinary curriculum shows potential for enhancing students' familiarity with and confidence in plasma medicine. Longitudinal validation is warranted to support broader implementation.

Clinical trial number: Not applicable.

Background: The quality of oral cancer resection is extremely important for patient outcomes, such as local control and survival. However, most current simulators either provide only rater-dependent feedback or are not compatible with electrosurgery. Therefore, we developed an electrosurgical simulation task for oral cancer resection that provides objective quantitative metrics and collected initial validity evidence.

Methods: We developed a soft tissue simulation task using a plant-derived model that supports electrosurgery. As quantitative measures demonstrating "ensuring appropriate margins" in oral cancer resection and "maintaining safety" during electrosurgery, we employed nine-directional margin error distance and tumor bed carbonization degree measured using a spectral colorimeter. As validity evidence of the task, 10 expert surgeons completed a questionnaire about the task. In addition, five experts and 12 novices performed the task, and quantitative data obtained from their performance was used for evaluation.

Results: The replication of oral cancer resection was highly evaluated (4.4 out of 5 points), and quantitative measures for evaluating the skills of surgeons (4.8 out of 5 points) were agreed upon by experts. The internal consistency of the measures was good (Cronbach's alpha: 0.803). Compared to novices, experts had smaller margin errors (0.79 mm vs 2.45 mm), lower carbonization (ΔE: 2.33 vs 8.70), faster resection times, and fewer grasping attempts (all P < 0.001).

Conclusion: This user-friendly plant-derived simulation task is compatible with electrosurgery and provides objective quantitative performance metrics. These findings support its use as a practical assessment tool for formative feedback in simulation-based training.

Background: Head-Mounted-Displays which have mixed reality capabilities have a range of functions which may improve medical training and address certain challenges facing universities worldwide. Devices such as the Microsoft HoloLens 2 device can facilitate provision of procedural tutorials from remote locations, provide tutors with a first-person perspective of a student's field of view, and allow the insertion of holographic artefacts which can replicate in-person tutorials and facilitate vertical integration of curriculum elements. This study aimed to evaluate the feasibility, efficacy and usability of the Microsoft HoloLens 2 device in providing tutorials to medical students on peripheral intravenous cannulation from a remote location.

Methods: Medical student volunteers were randomly allocated to an In-Person (IP) group and HoloLens (HL) group. Students in the IP group received a tutorial on intravenous cannulation in-person, the HL group received the tutorial remotely via the HoloLens. Both groups completed an initial metric- based competency assessment, received a period of metrics-based feedback which informed a period of deliberate practice, followed by a second competency assessment. Students in the HL group received a familiarisation session with the device, completed a Mental Rotations Test, provided feedback, completed a System Usability Scale (SUS) questionnaire and three students completed interviews. One additional student completed a Think Aloud session.

Results: Seventeen student volunteers were recruited. Sixteen students underwent block randomisation. One additional student completed the Think Aloud session. Baseline characteristics of the two groups were similar. Mean initial competency scores were similar for the HL and IP groups, both groups showed significant improvements in performance, and there was no significant difference between the groups' post-feedback scores, (p= 0.11). Students SUS scores were mean 79.4 (Standard Deviation 13.1). Quantitative and qualitative feedback was relatively positive, but identified several usability and technological limitations, including the development of headaches and visual fatigue.

Conclusions: This study demonstrates that tutorials on intravenous cannulation which are delivered remotely using the HoloLens 2 device are feasible, show a similar improvement in student performance to in-person tutorials, and are relatively well received by students and tutors. The ability to deliver procedural tutorials to a remote location has the potential to be a significant asset to medical educators. However, it also highlights several usability issues, including the development of "cybersickness" symptoms which may be limiting factors in its widespread adoption by educational institutions, and warrants further investigation.

Background: Effective communication, motivation, and self-efficacy are essential competencies for nursing students to deliver high-quality patient care. Educational strategies grounded in motivational theory, such as the ARCS model, may enhance these outcomes. This study aimed to examine the effects of an education program based on the ARCS motivational model on nursing students' communication skills, learning motivation, and academic self-efficacy.

Methods: A mixed-method randomized controlled trial was conducted with sixty-four first-year nursing students randomly assigned to either an experimental group (n = 34), which received six hours of ARCS-based communication training, or a control group (n = 34), which received standard instruction. Quantitative data were collected pre- and post-intervention using validated instruments measuring communication skills, learning motivation, and academic self-efficacy. Qualitative data were obtained from reflective journals written by the experimental group and analyzed through inductive descriptive content analysis.

Results: The experimental group demonstrated significant improvements in ego-supportive language, active listening, and empathy (p < 0.05), whereas no significant change was observed in the I-language subscale. Only the experimental group showed significant increases in learning motivation and academic self-efficacy (p < 0.05), while the control group remained stable. Qualitative findings generated three overarching themes-Transformation in Communication, Motivation through ARCS, and Internalization and Development-which supported the quantitative results and illustrated enhanced emotional empathy, perceived relevance, and satisfaction.

Conclusions: Education based on the ARCS motivational model significantly improved nursing students' communication skills, motivation, and self-efficacy. While affective and participatory competencies developed substantially, cognitive-reflective components may require extended or repeated interventions. The ARCS framework offers a robust pedagogical approach to fostering learner engagement and readiness in nursing education.

Trial registration: Registered at ClinicalTrials.gov (NCT07004205 Registration date: 12.05.2025).

Background: VR simulation has been suggested as a resource-efficient tool in the education and training of doctors. Few studies have been conducted on what motivates different groups to use VR simulation, particularly during the transition from undergraduate to postgraduate learning. A deeper understanding of first-year residents' experiences and attitudes may improve the development of VR simulation as an effective learning tool during this transitional phase. Therefore, the aim of this study was to explore the attitudes of Norwegian first-year residents towards this well-established yet rapidly evolving technology and their experiences of using it.

Methods: First-year residents at Levanger Hospital, Norway were offered VR-based simulation from October 2022 to August 2023. Data were collected using semi-structured focus group discussions and in-depth individual interviews. Eleven first-year residents were interviewed. Data were analyzed using reflexive thematic analysis. Our results were interpreted in the light of Self-determination theory to better understand the influence of motivational factors on actual usage of VR simulation.

Results: Three themes were generated from the data: (1) The playground of emergency medicine: Learning in a safe environment, (2) Barriers to be overcome and (3) Recognizing one's reality in a virtual world. The findings showed that the participants considered VR simulation to be a safe and flexible learning tool for training in emergency care. The data also revealed various physical and psychological factors as barriers to using the tool. Variation, adaptation to individual needs and realistic experiences in VR simulations appeared to be important factors relevant to the clinical work of first-year residents.

Conclusions: Our findings suggest that facilitating the use of VR simulation and offering content relevant to the target group may increase motivation. In this study, the perceived transferability from VR simulation to clinical practice appeared to influence its successful implementation and use. Future research should further explore applicability, the effect of incorporating learning theory into VR simulation software development, and the role of VR simulation in soft skills training.