BMC Medical Education最新文献

Background: Scenario-based animations are e-learning tools that offer significant contributions to students to transform their learning into action by influencing their perceptions and feelings. The study aimed to evaluate the effects of a scenario-based range of motion exercise animation on nursing students' knowledge, motivation, and attitudes.

Methods: The randomized controlled experimental study was conducted in December 2021. The students were randomly assigned to experimental (n=52) and control (n=52) groups. Data were obtained with the "Student Information Form", "Range of Motion Exercises Knowledge Test","E-Learning Motivation Scale", and "E-Learning Attitude Scale". The study was carried out in two stages. First, the scenario-based animation video was created. In the second, the experimental group was trained with the scenario-based animation video, and the control group with the basic skill video. Ethics committee approval was obtained (Date:21/12/2020, Number: 24237859-775).

Results: Both groups' knowledge levels increased in the post-test (p = 0.001), but there was no statistically significant difference in the knowledge levels between the groups (p > 0.001). Besides, the motivation and attitude scores of the students in the experimental group were statistically significantly higher than those of the students in the control group in the post-test (p < 0.05).

Conclusion: Scenario-based animation videos in nursing education are instructive and have a positive effect on developing high motivation and attitude in students. Scenario-based animation videos should be integrated into the nursing education curriculum as course material.

Background: Burnout among medical students is a widespread problem that threatens academic performance, well-being, and professional identity. The educational environment is crucial for shaping students' psychological resilience regarding burnout. The current study investigates how perceptions of the educational environment and reflective self-perceptions are associated with burnout symptoms among students enrolled in three different language medical programs.

Methods: A cross-sectional, self-report study was conducted among 731 medical students across three language programs at a Hungarian university. Participants completed the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Dundee Ready Education Environment Measure (DREEM). Language program, age, sex and study semester were also included as variables into the model and statistical analyses to check for potential meaningful differences.

Results: Significant differences in burnout dimensions were observed across language groups, with international students reporting higher emotional exhaustion and lower academic efficacy. All five DREEM subscales showed moderate correlations with burnout dimensions. Regression analyses identified social self-perception as a consistent negative predictor of exhaustion and cynicism, and academic self-perception as a significant positive predictor of academic efficacy. Reflective self-perception mechanisms were found to function as protective factors across all models.

Conclusions: Medical students' burnout is significantly linked to their perceptions of both academic and social aspects of their competences related to their educational environment. Enhancing self-reflective capacities and fostering a socially supportive learning climate may help reduce burnout risk, particularly among international and female students.

Background: Academic stress is a dynamic cognitive appraisal process in which students perceive educational demands as exceeding their coping resources This perception is associated with emotional and behavioral responses that relate to well-being and perceived academic stress.

Objective: This study aimed to identify the main academic stressors in medical students and to examine their relationship with sleep quality, physical activity, and gender, specifically focusing on perceived stress rather than academic grades.

Methods: An analytical cross-sectional study was conducted including sociodemographic questions and validated instruments: the Pittsburgh Sleep Quality Index (PSQI), the Academic Stress Questionnaire (E-CEA), and the short form of the International Physical Activity Questionnaire (IPAQ). Logistic regression analyses were performed.

Results: Significant gender-related differences were found in stress responses and coping strategies. Female students reported higher levels of academic overload (p = 0.004), emotional demands, and exam-related anxiety (p = 0.005), as well as differences in exam preparation strategies (p = 0.037). Regarding lifestyle factors, poor sleep quality was identified as a significant factor associated with higher stress levels (OR = 1.12; 95% CI: 1.03-1.22).

Conclusion: Academic overload and exam anxiety were identified as significant factors associated with medical students´ well-being. Female students showed a higher probability of reporting stress (OR = 5.56). These findings highlight the need for gender-sensitive psychoeducational interventions that promote healthy sleep habits and stress management alongside physical activity recommendations.

Introduction: Healthcare systems rely on a skilled and diverse workforce to deliver patient-centred care across settings. Rising patient acuity, rapid technological change, and interprofessional collaboration have heightened expectations for graduates to be "practice-ready" on entry to the workforce. Health professions education (HPE) must therefore extend beyond discipline-specific knowledge to prepare graduates for real-world practice. Employers, as key stakeholders, are uniquely positioned to assess this readiness, yet their perspectives are seldom explored. This study explores employer views on how well HPE curricula prepare recent graduates for independent clinical practice, to inform future educational and workforce strategies.

Methods: Employers of recent graduates from a range of healthcare disciplines participated in semi-structured interviews. These in-depth discussions captured perceptions of graduate preparedness, and an inductive thematic analysis was undertaken to identify patterns and develop themes reflecting readiness for practice.

Results: Thirty-one employers from medicine, nursing, podiatry, physiotherapy, oral health, speech therapy, social work, nutrition and dietetics, and multidisciplinary clinical services contributed to the study. Four themes were identified. Patient-Centred Care was consistently prioritised, with graduates generally seen as capable, particularly in structured environments. Clinical Competence was perceived as a continuum, with strong readiness in routine care but limited preparedness for emergencies and complex scenarios. Transition to Practice emerged as a critical phase requiring structured support, digital literacy, and systems navigation. Finally, Wellbeing and Adaptability reflected concerns around resilience, sustainability, and self-directed learning in high-pressure settings. These findings informed the development of the ADAPT model, comprising five interdependent domains of graduate readiness.

Conclusion: This study contributes a novel, employer-informed framework for graduate readiness, extending existing models of employability to include adaptive capacity, system fluency, and wellbeing. To align with the ADAPT model for practice-ready professionals, training pathways must foster clinical reasoning and communication, embed resilience and interprofessional collaboration, and use structured frameworks for transitioning to practice. The results carry practical implications for HPE curriculum design and workforce preparedness strategies, ensuring that graduates are not only knowledgeable, but also adaptable and sustainable contributors to healthcare systems.

Background: Transitioning from medical school to clinical practice is critical for recent medical graduates. Ensuring that graduates feel adequately prepared for this transition is essential for delivering high-quality patient care. The newly implemented reformed medical curriculum (comprising 5 years of medical school followed by 2 years of internship, replacing the traditional 6-year school and 1-year internship) at the Faculty of Medicine, Suez Canal University (FOM-SCU), Egypt, seeks to enhance readiness for clinical practice by integrating competency-based education, early clinical exposure, and extended internship training. This study aims to assess the perceived readiness of the first cohort of graduates from this reformed curriculum for clinical practice and to identify areas requiring improvement.

Methods: A cross-sectional, survey-based study was conducted among the first cohort of medical graduates (academic year 2022-2023) from the reformed curriculum at FOM-SCU. A validated, self-administered questionnaire was distributed electronically to collect data on graduates' perceived readiness across four domains: Communication and Collaboration, Comprehensive Clinical Practice, Clinical Skills and Confidence, and Ethical, Empathetic, and Safe Patient Care. Responses were recorded using a 5-point Likert scale. Two open-ended questions were added to the survey to assess expected challenges and suggestions for enhancements. Descriptive and inferential statistical analyses were performed. A p-value of less than 0.05 was considered statistically significant.

Results: A total of 141 graduates participated (response rate: 66.8%). The mean overall perceived readiness score was 3.79 ± 0.64, with Communication and Collaboration rated highest (4.08 ± 0.57), reflecting strengths in teamwork and communication. Comprehensive Clinical Practice was rated lowest (3.55 ± 0.64), indicating challenges in managing complex cases and administrative tasks. Male graduates reported significantly higher readiness across all domains (p < 0.05). Graduates with extra-curricular clinical experience showed higher readiness (p = 0.013).

Conclusions: While graduates of the reformed curriculum at FOM-SCU reported moderate preparedness for clinical practice, some areas for improvement were identified in basic medical skills and comprehensive clinical practice, particularly in handling complex medical conditions and administrative responsibilities. Enhancing hands-on training, structured mentorship, and simulation-based learning could improve graduates' confidence and competence.

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.