BMC Medical Education最新文献

Background: Virtual Reality (VR) generates an artificial environment in which users interact with computer-generated scenarios and sounds. Using devices such as headsets and motion sensors, users are immersed in a simulated world. Augmented reality (AR) is an interactive overlay of the real environment that provides an additional wrapper over the environment, and the user experiences an immersive and interactive environment. In Mixed reality (MR), VR and AR elements are combined; computer graphics interplay with real objects, allowing users to interact with virtual and physical objects at the same time. VR and MR are effective training tools in different healthcare settings. These tools are useful for preparing emergency health personnel to respond to disasters by providing them with an immersive reality since real practices are very difficult to implement in mass casualty incidents. Given the usefulness of this approach, assessing the optimal training times associated with this method and the side effects that may influence learning is helpful. One of the most common side effects is fatigue. We developed a questionnaire to assess fatigue in terms of various dimensions, that can affect a person while training in the context of VR and MR.

Methods: We designed a questionnaire to assess the fatigue levels perceived by professionals and validated this measure after VR training experience. We analyzed ratings of visual, mental, physical, and general fatigue. This questionnaire was applied to emergency professionals (Sample size = 101).

Results: The reliability and validity of the questionnaire were assessed in terms of the following factors: general, social, emotional, visual, and motivational fatigue.

Conclusions: The results of this research suggest that fatigue is an element of VR and MR training. Educators should take these effects into account to optimize learning in the context of VR and MR. According to user feedback, the optimal length of time for mixed reality training is around 20 min, especially when the user has little or no experience.

Introduction: The Medical Education Society (MedED) at Imperial College School of Medicine (ICSM) offers near-peer educational opportunities across all years of medical school. Near-peer education has demonstrated significant benefits in medical education. However, studies have yet to explore the value of establishing a peer-to-peer teaching community.

Methods: Medical students who participated in MedED as student-attendees or student-teachers during the academic year 2022-23 were invited to participate in a survey and follow-up interview, exploring their experiences within the Society. Survey data was collected anonymously through Qualtrics, and interviews were held on Microsoft Teams. Quantitative survey data was analysed using descriptive statistics, while interview transcripts and free-text survey responses underwent inductive thematic analysis.

Results: A total of 66 students completed the survey, with 19 (28.8%) from years 1-2 and 47 (71.2%) from years 3-6. Early-year students had higher lecture attendance rates (79%) compared to later-year students (34%), and both groups preferred online rather than in-person lectures (both > 50%). For student-attendees, benefits of participating in MedED included improving knowledge, motivation and sense of community. Among student-teachers, main motivations for teaching included helping others and developing transferrable skills.  A total of 13 participants were interviewed, including 5 who were both student-attendees and student-teachers. Three themes emerged: academic value, highlighting knowledge and skills gained through MedED; career prospects, focusing on long-term professional benefits; and sense of community and wellbeing, emphasising the positive social interactions and support networks fostered through MedED.

Conclusion: MedED provides student-led teaching initiatives that supplement the formal curriculum, enhancing student confidence and inclusivity, and fostering a sustainable community of peer-education. Beyond immediate academic values, this community has also created longer-term, personal and professional impacts on students, including broadening career aspirations. This work highlights opportunities for further development through student-staff collaborations and the role of peer communities in supporting student wellbeing.

This study investigates health sciences students' attitudes toward artificial intelligence (AI) and the implications for ethical awareness, clinical decision-making, and public health. A cross-sectional survey was conducted between April 27 and May 15 2025, with 668 students from five departments at Gümüşhane University, employing the validated Artificial Intelligence Attitude Scale, which measures benefits, risks, and use, alongside 12 binary-response items assessing ethical, clinical, and public health judgments. Descriptive statistics, t-tests, ANOVA, and logistic regression analyses were applied. Findings indicate that students perceive AI as highly beneficial (M = 4.05) but also associate it with notable risks (M = 2.52; where lower scores indicate a higher level of perceived risk due to reverse coding). Logistic regression analyses revealed that risk perception (reverse-coded; higher scores indicating lower perceived risk) was the most consistent predictor across all dimensions. Specifically, students with lower perceived risk were significantly more likely to reject concerns regarding patient privacy (OR = 2.55, 95% CI [2.03-3.21], p < 0.001), dismiss the idea that relying on AI instead of human expertise is problematic (OR = 1.57, 95% CI [1.25-1.96], p < 0.001), and reject the notion that AI systems may harm public health (OR = 2.52, 95% CI [1.98-3.20], p < 0.001). While participants endorsed AI's potential in enhancing patient safety, chronic disease management, and preventive care, they expressed significant concerns about privacy, legal responsibility, and a potential weakening of patient-clinician communication. Gender, academic discipline, and prior AI use further differentiated attitudes. The results highlight a dual perception of AI as both an opportunity and a threat, emphasizing that successful integration in healthcare requires not only technical competence but also ethical, legal, and communicative safeguards.

Background: Medical education is increasingly adopting student-centered learning approaches to foster critical thinking and self-directed learning, particularly in complex fields like nephrology. The BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary) model, with its focus on student participation and feedback, has emerged as an innovative educational framework. The integration of this model with educational technology platforms, such as Rain Classroom, presents an opportunity to enhance active learning in nephrology education for undergraduate medical students.

Methods: This study conducted a comparative analysis over an academic year, evaluating the BOPPPS model integrated with Rain Classroom against traditional lecture-based teaching in nephrology education. The study population consisted of fifth-year undergraduate medical students, randomly assigned to an experimental group (n = 36) or a control group (n = 36). The experimental group experienced the BOPPPS-Rain Classroom approach, while the control group received traditional lectures. Data collection included final examination scores, student satisfaction surveys, and classroom engagement.

Results: The BOPPPS-Rain Classroom approach resulted in significantly higher final examination scores compared to traditional teaching, with more students in the experimental group scoring above 80. Class participation was notably higher in the experimental group, indicating a more interactive learning environment. Student evaluations revealed increased satisfaction, self-learning enthusiasm, comprehension, and interest in nephrology studies among the experimental group. Supplementary questionnaires confirmed the positive impact of the BOPPPS-Rain Classroom model on learning experience, problem-solving abilities, cooperation, communication skills, and commitment to learning.

Conclusion: The BOPPPS model integrated with Rain Classroom was associated with improved examination performance, higher classroom engagement, and more positive student evaluations compared to traditional lecture-based nephrology teaching.