BMC Medical Education最新文献

Background: Simulation-based education is increasingly used in health professions training to strengthen clinical competence and self-efficacy. Paramedic students, in particular, need repeated practice opportunities to acquire essential intervention skills. Limited exposure to clinical scenarios may reduce their perceived competence and procedural success. This study aimed to evaluate the effectiveness of simulation-based training in improving paramedic students' clinical skills and to examine the impact of perceived competence and practice frequency on performance outcomes.

Methods: A single-center, one-group pretest-posttest quasi-experimental design was employed with 60 students enrolled in the Paramedic Program of a public university in Türkiye. Data were collected using researcher-developed forms measuring demographics, training-related evaluations, perceived competence, and frequency of practice, with these variables assessed using Likert-type items. Eight procedural skills were assessed through structured observation based on standardized guidelines. Statistical analyses included descriptive statistics, paired samples t-tests, Wilcoxon signed-rank tests, and Spearman correlation analysis.

Results: Before training, most students had limited or no experience with core interventions, and their success rates were low. Following simulation-based education, statistically significant improvements were observed in all skills (p < 0.001), with a very large effect size for the increase in practice frequency (Cohen's d = 2.94). A 100% success rate was achieved in oxygen administration and fracture stabilization, with notable gains in advanced procedures such as intubation (90%), life support (81.7%), defibrillation (76.7%), and cardiac arrest management (75%). Perceived competence scores increased significantly (p < 0.001). A positive correlation was found between frequency of practice and perceived competence, with a correlation coefficient of Spearman's r = 0.303 (p = 0.019).

Conclusions: Simulation-based education is effective in enhancing paramedic students' clinical performance, practice frequency, and self-perceived competence. These findings provide practical guidance for curriculum planners by supporting the structured integration of high-fidelity simulation, repeated practice opportunities, and simulation-based assessment methods into paramedic education programs. However, given the single-group pretest-posttest design, the findings should be interpreted with caution regarding causal inference.

Trial registration: Not applicable.

Background: The long-term effects of adverse childhood experiences, including various forms of abuse, neglect, and trauma, are well-documented but often inadequately addressed in healthcare settings. Healthcare providers frequently lack the training necessary to provide trauma-focused, evidence-based interventions. To address this gap, we developed the 'Community Access to Resourced & Resilient PsychoEducation' (CARE) training program, a scalable, asynchronous, virtual learning platform designed to equip healthcare providers with the skills and knowledge to facilitate an 8-week trauma-focused psychoeducational group intervention for adults with a history of childhood interpersonal trauma.

Methods: In this cross-sectional study, we evaluated the feasibility, usability, and acceptability of the CARE training program among 62 healthcare providers from six organizations across Ontario. Pre- and post-training questionnaires were used to assess these domains using a combination of Likert-scale items and open-ended questions.

Results: Sixty-two healthcare providers from six Ontario organizations enrolled in the CARE training program; 42% had worked in the healthcare field for 11 or more years, and nearly all (96.8%) had prior experience with e-learning. 73% completed at least half of the modules and 65% completed ≥ 90%. Most participants reported completing all eight modules within 5-10 h. Among the 34 providers who completed the post-training survey, 97% agreed that the time required was well matched to the knowledge gained, and 97% reported that the multimedia format enhanced their learning experience. Almost all respondents described the modules as clear, practical, and easy to navigate, and most said they would recommend the training to colleagues. The most commonly reported barrier was finding time to complete the modules, while content on emotion regulation and trauma-related interpersonal patterns was highlighted as particularly useful.

Conclusions: Our findings underscore the feasibility, usability, and acceptability of a virtual, asynchronous trauma-focused psychoeducational training program for healthcare providers. The CARE program's multimedia, self-paced format was well received and offers a scalable approach to trauma-focused training across diverse healthcare settings. Future phases of this study will evaluate training-related knowledge and confidence and examine effectiveness and implementation outcomes.

Purpose: This study aimed to investigate the perceptions, experiences, and ethical awareness of undergraduate Speech and Language Therapy (SLT) students in Türkiye regarding the use of ChatGPT in academic and clinical education. As generative artificial intelligence (AI) tools rapidly expand in health sciences education, understanding how students adopt and apply these technologies is crucial for guiding their pedagogical integration.

Methods: A quantitative, cross-sectional survey design was employed. A total of 168 SLT students from various universities participated voluntarily. Data were collected using a 50-item structured questionnaire developed by the researchers. Content validity was established through expert review, and the overall reliability was high (Cronbach's α = 0.87). Data were analyzed using SPSS 25.0 software through descriptive statistics, independent t-tests, and one-way ANOVA to examine class-level differences.

Results: Findings indicated that ChatGPT was most frequently used for academic purposes, including understanding and summarizing lecture notes (75.0%) and literature review (66.1%). Usage was lower for clinical reasoning (35.1%) and case analysis (33.9%). Significant differences were observed between class levels in academic writing, therapy material preparation, and theoretical knowledge acquisition (p < .05). Most participants emphasized the need for institutional AI-use guidelines and AI literacy workshops. Furthermore, 83.9% agreed that ChatGPT cannot replace the therapist's role but can serve as a supportive tool in educational and clinical settings.

Conclusion: ChatGPT is increasingly utilized by SLT students as an effective learning and planning tool; however, its clinical and ethical applications are approached with caution. The results highlight the need for institutional policies and structured AI literacy programs to ensure the safe, responsible, and pedagogically sound use of AI tools in health professions education.