BMC Medical Education最新文献

Background: The National Commission for Academic Accreditation and Assessment (NCAAA) in Saudi Arabia underscores the importance of assessing student satisfaction to ensure program quality. No previous studies have explored the satisfaction levels of dental students enrolled in clinical Periodontics courses at King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS). This study aims to assess dental students' satisfaction with clinical Periodontics courses and to explore potential differences in satisfaction based on gender and academic level.

Methods: This cross-sectional study surveyed dental students enrolled in Periodontics courses at KSAU-HS during the 2022-2023 academic year. A web-based questionnaire was distributed via email. The survey covered six categories: learning objectives, course materials, content relevance, instructor knowledge, delivery style, and facility environment. Responses were analyzed using chi-square tests for gender differences and t-tests to compare satisfaction between third- and fourth-year students.

Results: The study included a balanced distribution of male (47.92%) and female (52.08%) participants, with 68.75% in their third year and 31.25% in their fourth year. Overall, students reported high satisfaction, with over 90% agreeing they understood the learning objectives and felt confident in applying their knowledge. No significant differences were found between male and female students (mean scores: 95.49 vs. 95.48) or between third- and fourth-year students (mean scores: 95.56 vs. 95.31), indicating consistent satisfaction across these groups.

Conclusion: High levels of satisfaction with clinical Periodontics courses at KSAU-HS suggest effective course design, clear objectives, and relevant content. The lack of significant associations with gender or academic level implies a uniformly positive educational experience. These findings underscore the importance of aligning course design with best practices in dental education to ensure graduates are well-prepared for clinical practice on a global scale.

Background: Artificial intelligence (AI) has a variety of potential applications in health professions education and assessment; however, measurable educational impacts of AI-based educational strategies on learning outcomes have not been systematically evaluated.

Methods: A systematic literature search was conducted using electronic databases (CINAHL Plus, EMBASE, Proquest, Pubmed, Cochrane Library, and Web of Science) to identify studies published until October 1st 2024, analyzing the impact of AI-based tools/interventions in health profession assessment and/or training on educational outcomes. The present analysis follows the PRISMA 2020 statement for systematic reviews and the structured approach to reporting in health care education for evidence synthesis.

Results: The final analysis included twelve studies. All were single centers with sample sizes ranging from 4 to 180 participants. Three studies were randomized controlled trials, and seven had a quasi-experimental design. Two studies were observational. The studies had a heterogenous design. Confounding variables were not controlled. None of the studies provided learning objectives or descriptions of the competencies to be achieved. Three studies applied learning theories in the development of AI-powered educational strategies. One study reported the analysis of the authenticity of the learning environment. No study provided information on the impact of feedback activities on learning outcomes. All studies corresponded to Kirkpatrick's second level evaluating technical skills or quantifiable knowledge. No study evaluated more complex tasks, such as the behavior of learners in the workplace. There was insufficient information on training datasets and copyright issues.

Conclusions: The results of the analysis show that the current evidence regarding measurable educational outcomes of AI-powered interventions in health professions education is poor. Further studies with a rigorous methodological approach are needed. The present work also highlights that there is no straightforward guide for evaluating the quality of research in AI-based education and suggests a series of criteria that should be considered.

Trial registration: Methods and inclusion criteria were defined in advance, specified in a protocol and registered in the OSF registries ( https://osf.io/v5cgp/ ).

Clinical trial number: not applicable.

Background: Point-of-care ultrasound (POCUS) can be used in a variety of clinical settings and is a safe and powerful tool for ultrasound-trained healthcare providers, such as physicians and nurses; however, the effectiveness of ultrasound education for nursing students remains unclear. This prospective cohort study aimed to examine the sustained educational impact of bladder ultrasound simulation among nursing students.

Methods: To determine whether bladder POCUS simulation exercises sustainably improve the clinical proficiency regarding ultrasound examinations among nursing students, evaluations were conducted before and after the exercise and were compared with those after the 1-month follow-up exercise. A bladder urine volume measurement simulator and a portable ultrasound device were used during the exercise. Nursing student volunteers participated in this prospective observational study. The primary outcome was the Objective Structured Assessment of Ultrasound Skills (OSAUS) score. The secondary outcomes were the Self-Directed Learning Readiness Scale (SDLRS) and Student Satisfaction and Self-Confidence in Learning (SSSCLS) scores. Differences were analyzed using one-way analysis of variance with repeated measures.

Results: Data from 12 students were analyzed. The percentages of total OSAUS scores increased from 34.3% after the initial bladder POCUS simulation exercise to 51.0% after the 1-month follow-up exercise (p < 0.001). The OSAUS scores for several subdomains, including image optimization, systematic reviews, image interpretation, test documentation, and medical decision-making, increased significantly. In addition, the SDLRS significantly increased from 204.4 before the exercise to 233.6 after the 1-month follow-up exercise (p < 0.001), and the SSSCLS confidence scores also increased from 33.7 after the initial exercise to 36.4 after the 1-month follow-up exercise (p < 0.005).

Conclusion: The bladder POCUS simulation exercise is effective in continuously improving the clinical performance of nursing students for ultrasound examinations even at 1-month follow-up, increasing their confidence and promoting a self-directed learning attitude.

Background: The involvement of undergraduate medical students in research is pivotal for the advancement of evidence-based clinical practice. This study aimed to assess the extent of research involvement and the factors influencing it among undergraduate medical students in Bangladesh.

Methods: A multi-center cross-sectional study involving 2864 medical students from both public and private medical colleges was conducted between June and December 2023. Data on demographics, research involvement, participation in research training, future career aspirations in research, and obstacles encountered by students were collected. Statistical analyses were performed using SPSS 25.

Results: The mean age of the students was 21.8 ± 1.8 (SD) years, with the majority being female (61.8%). Overall, 21.5% (n = 617) were actively participating in research beyond academic activities. Approximately 7% (n = 205) had undergone formal research training, and 6.5% (n = 187) had experience in publications in peer-reviewed journals as first authors or coauthors. A total of 45.5% of the students faced multiple challenges during participating in research, with the two most difficult tasks being designing a study (26.7%) and data collection and recruitment of study participants (19.6%). Almost half of the students (47.2%, n = 1352) showed an interest in pursuing a research career in the near future. The primary barriers preventing students from choosing a future research career were insufficient mentorship (16.3%), the perception of a lengthy career path (17.2%), and limited funding opportunities (15.9%). Factors that significantly encouraged research involvement included being male (adjusted odds ratio [aOR] 1.5, 95% CI: 1.2-1.8), studying in the senior academic phase (aOR 3.9, 95% CI: 2.7-5.6), previous education from an English-medium educational institute (aOR 1.8, 95% CI: 1.2-2.2), and encouragement from faculty (aOR 1.4, 95% CI: 1.1-1.7).

Conclusion: The proportion of research participation among the students was relatively low. To promote research engagement among undergraduate medical students in Bangladesh, comprehensive policy formulation and strong commitment at the highest levels are essential. Integrating national research policy into the curriculum could serve as a strategic measure for achieving this objective.

Background: Evaluating professional values is crucial to developing effective strategies for integrating them into professional performance and clinical education. A standard questionnaire is an instrument that can be used to evaluate professional values. This study aimed to assess the validity and reliability of the Nurses Professional Values Scale-Revised (NPVS-R) among nursing students in the Persian language.

Methods: This methodological and cross-sectional study aimed to evaluate the validity and reliability of the Persian version of the NPVS-R among nursing students. Following a back-translation process, the Persian version was subjected to face, content, and construct validity assessments. Construct validity was examined using exploratory factor analysis (EFA) on a sample of 439 nursing students during their internships at 16 public universities of medical sciences in Iran between April and July 2019. Additionally, convergent and divergent validity were assessed on a separate sample of 105 nursing students. The reliability of the instrument was assessed using both internal consistency measures and the test-retest method. Furthermore, the psychometric properties of the questionnaire were analyzed using Samejima's Gradual Response Model. Data analysis was performed using SPSS (version 19) and MPLUS (version 5.1).

Results: All components had a content validity ratio greater than 0.6 and a content validity index of 1, indicating excellent content validity. Exploratory factor analysis reduced the items to 25, with five factors explaining 52.26% of the variance. The scale exhibited strong convergent validity (r = 0.73, p < 0.001) and satisfactory divergent validity (r = 0.12, p = 0.21; r = 0.07, p = 0.47). Test-retest reliability was excellent, with an intraclass correlation coefficient (ICC) of 0.92. Cronbach's alpha coefficients ranged from 0.53 to 0.83 for the factors and 0.91 for the entire scale, showing good internal consistency. IRT analysis confirmed that alpha parameters for all items were statistically significant and at an acceptable level. Thus, the Persian NPVS-R, with 25 items and 5 factors, is a valid and reliable tool for nursing students.

Conclusions: The Persian NPVS-R, comprising 25 items and 5 factors, demonstrated excellent validity and reliability. This scale serves as a standardized tool for evaluating the professional values of nursing students, suitable for application in educational and clinical settings to enhance nursing practice and education.

Aim: The present study aimed to investigate the level of four components of moral skills, including moral sensitivity, moral reasoning, moral motivation, and moral courage, among dental students and explore the factors affecting their engagement in moral behavior.

Method: This is an explanatory mixed-method study conducted in two quantitative and qualitative phases. Participants included undergraduate students in clerkship courses in Dentistry schools (n = 180). In the quantitative phase, the moral skills of students were assessed by a 40-question Moral Skill Inventory. The data were summarized using mean, standard deviation, and frequency (percentage), one sample t-test, independent t-test, and one-way analysis of variance (ANOVA). The students' experiences were explored through semi-structured interviews in the qualitative phase. Data were analyzed using a conventional content analysis approach, which Graneheim and Lundman introduced.

Results: The mean score of students was reported 43.61 (6.25). The highest scores were reported in the domain of moral reasoning, and the lowest scores were reported in the domain of moral motivation. The participants' experiences were explained in the theme "morality as a neglected element in dentistry." This theme includes two categories: "Disregarding professionalism as a professional responsibility" and "unsupportive behaviors of clinical teachers in a moral dilemma."

Conclusion: The results showed a gap between the current and desirable status of dental students' moral skills. Both individual challenges (e.g., prioritizing personal interests) and systemic issues (e.g., lack of constructive feedback and negative role modeling by clinical teachers) were identified as significant barriers to moral behavior. Therefore, the development of students' moral skills requires planning for personal and system factors.

Background: Stigmatising language is used commonly in healthcare, affecting healthcare providers' perceptions of patients and care delivery. Using person-first language is best practice, however, it does not reflect reality.

Method: This study examined medical students' perspectives on stigmatising language in healthcare. Twenty-one medical students at the RCSI University of Medicine and Health Sciences participated in four focus group interviews; a thematic analysis of the data was conducted.

Results: Seven themes were identified: prevalence of stigmatising language, its impact on students and patients, being sensitive versus medically accurate, evolving nature of recommendations for language use, barriers to changing practice, power dynamics and cultural context influencing language use, stigmatising language being a societal issue. Participants provided recommendations for improving language use in healthcare: open discussions and student feedback on language in the learning environment, lecturers signposting person-first language, training workshops on person-first language for clinicians and lecturers, and social intelligence skills training.

Conclusion: Study findings highlight the impact of stigmatising language in healthcare. To address this issue and inform guidance for future generations of professionals, medical students recommended more open dialogue and improved social intelligence.

Background: In modern clinical settings, interdisciplinary clinical reasoning skills and associated education are pivotal and should be encouraged for residency training.

Methods: An interdisciplinary course on clinical reasoning was developed for residents based on ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. We collected frequently encountered consultation cases as our teaching resources with the methods of scenario case-based learning. Finally, consultation case-based learning (CCBL) method was established. At the end of the course, summative evaluations were carried out to test the overall effects with the Kirkpatrick's evaluation model.

Results: The ten-week interdisciplinary course were successfully implemented according to the planned training schedule. 26 residents from different majors were included, and 24 of the residents completed the modules and evaluation. Over 90% participants were satisfied with our course, and over 79.2% participants achieved improved interdisciplinary skills. Furthermore, 80% participants reported behavior changes in professional clinical practice after the completion of the course.

Conclusions: The interdisciplinary course based on consultation scenario case-based learning received positive feedback from most residents.

Background: There exists no standardized longitudinal curriculum for teaching bedside ultrasonography (US) in Pulmonary and Critical Care Medicine (PCCM) fellowship programs. Given the importance of mastering bedside US in clinical practice, we developed an integrated year-long US curriculum for first-year PCCM fellows.

Methods: 11 first-year PCCM fellows completed the entire seven-step Blended Learning Curriculum. We provide results from an evaluation of Step I, the initial training course. Evaluation included a 17-question multiple-choice knowledge test and a hands-on skill exam delivered pre-, immediately post-, and 6 months post-course. Performance on these same evaluation measures was compared between learners who completed a traditionally designed curriculum, which contained a formal in-person didactic course, and learners who completed a blended learning curriculum covering the same learning objectives.

Results: All learners showed a significant improvement immediately after the course in both knowledge (p = 0.007) and skills (p = 0.004) with adequate retention of both knowledge and skills after 6 months. Scores on a multiple-choice knowledge test increased from a median (interquartile range [IQR]) of 24% (15-41%) pre-course to a median of 71% (59-82%) post-course, while scores on a hands-on skill exam increased from a median of 16% (7-45%) pre-course to a median of 87% (74-94%) post-course. There was no difference in learning or retention between those who learned via the blended learning model as compared with a more traditional model. Learners agreed the course was well-designed, with relevant learning topics, sufficient time to learn, and fair evaluation modalities. The blended learning model required 15 fewer faculty-hours than the traditional learning model.

Discussion: A blended learning model for bedside US education implemented at a single PCCM fellowship performs comparably to a traditional model for both acquisition and retention of knowledge and skills. The incorporation of asynchronous learning mitigates the barrier of insufficient time and quantity of US skilled teaching faculty that many PCCM fellowships face and provides flexibility to both instructors and learners.

Background: The six core competencies of ACGME - patient care (PC), medical knowledge (MK), systems-based practice (SBP), practice-based learning and improvement (PBLI), professionalism (PROF), and interpersonal and communication skills (ICS) - represent domains in which physicians must ultimately demonstrate competence. Although the ACGME's six core competencies have been applied in Taiwan with the milestone project, the application of the six core competences in the Family Medicine milestones for residency training have not yet been established.

Methods: We recruited 61 family medicine physicians from 25 hospitals from four major geographic areas for a Delphi round one survey and 72 physicians from 27 hospitals for a Delphi round two survey. With 5-point scales, the Cronbach's alphas for both importance and fitness were 0.98 in round one. In round two, the Cronbach's alphas were 0.86 and 0.83 for importance and fitness. The mode and quartile deviation in Delphi method, importance-performance analysis (IPA), and importance-performance matrix analysis (IPMA) were used for three stages IPA process.

Results: In IPA, a total of 72.7% (16/22) of the sub-competencies exhibited high importance and fitness, with a mean score ≥ 4.7; the exceptions were PC-1 (cares for acutely ill or injured patients), MK-2 (critical thinking skills in patient care), SBP-1 (cost-conscious medical care), PBLI-3 (improves systems), PROF-3 (humanism/cultural proficiency), and ICS-4 (utilizes technology). In IPMA, the performance value of six core competencies for FMM-Taiwan was 92.6 when considering the importance and fitness indices of the 22 sub-competencies.

Conclusions: The accordance of the ACGME's milestones to Taiwan was acceptable to good and related milestones could been developed for residency training.