BMC Medical Education最新文献

Background: This study aims to compare multi-disciplinary team-based learning (MDTBL), problem-based learning (PBL) and lecture-based learning (LBL) on the learning outcomes and experiences of medical students.

Methods: A randomized controlled study was designed to recruit 30 medical students with a minimum of one year of clinical experience and 45 with less than one year of clinical experience to take a course on clinical diagnosis and evaluation of pulmonary nodules from September 15, 2022, to December 31, 2023. The participants were randomly assigned to the MDTBL group, PBL group, and LBL group to complete a full-course curriculum. Before, during, and after the learning phases, all participants underwent identical theoretical assessments and received a score on their learning progress. In the MDTBL and PBL groups, group discussions were permitted. After the completion of the learning phase, self-evaluation and course satisfaction were assessed through a questionnaire.

Results: The authors collected basic information on participants to ensure comparability between groups. All groups showed significant improvement in their competence in the clinical diagnosis and evaluation of pulmonary nodules, with the MDTBL group demonstrating notably higher gains in theoretical knowledge and case analysis skills (P < 0.05). The learning participation scale indicated that student engagement in the MDTBL group was higher than in the other two groups (P < 0.05). Additionally, the MDTBL group perceived the course as more engaging and enjoyable.

Conclusions: This study demonstrates that the MDTBL teaching model, as an innovative approach, excels in enhancing knowledge acquisition, collaborative skills, and clinical practice application skills in medical students. It positions itself as a valuable teaching model for future medical education, providing educators with a new toolkit for training specialists.

Trial registration: This study was retrospectively registered in 2023 as No.JG2023-0203.

Introduction: Ultrasonography is increasingly relevant in dental and maxillofacial diagnostics, yet structured training opportunities for dental students remain scarce. This study aimed to develop, implement, evaluate and validate a blended learning head and neck ultrasound (HNUS) curriculum for dental students, guided by the ICAP (Interactive, Constructive, Active, Passive) framework and Kirkpatrick's evaluation model.

Material and methods: Following Kern's six-step approach to curriculum development, a prospective quasi-experimental design was applied. Dental students (study group) completed the curriculum and were assessed at three time points (T1: pre-course; T2: Immediate post-course; T3: three-month follow-up). Physicians with prior certified ultrasound training served as a reference group at T2. The intervention combined video-based e-learning modules, lecture notes, anatomy posters, and peer-assisted hands-on training. Primary outcomes were objective knowledge (theory test at T1-T3) and practical performance (Direct Observation of Procedural Skills = DOPS at T2). Secondary outcomes included self-assessed competence, satisfaction, and attitudes toward ultrasound education (7-point Likert scale).

Results: A total of 64 students completed T1-T2, and 21 completed T3 three months after course completion. At T2, students demonstrated significant gains in theoretical knowledge compared to T1 (p < 0.001, d = - 4.1). Although a moderate decline was observed at T3, scores remained substantially above T1 (p < 0.001). In the direct comparison at T2, physicians achieved significantly higher theory test scores than students (p = 0.011). While overall DOPS performance did not differ significantly between students and physicians (p = 0.59), domain-specific variations were observed. Self-assessed competencies increased markedly from T1 to T2 (p < 0.0001), with sustained improvements observed at the three-month follow-up (T3) in the subgroup of participants who completed all assessments Evaluation of curricular components yielded consistently high ratings (mean 6.1-6.5/7), with e-learning and hands-on stations most valued. Students strongly endorsed the integration of ultrasonography into dental curricula and favoured blended learning approaches.

Conclusion: This study provides initial evidence that a structured, ICAP-informed, and Kern's six-step-guided blended HNUS curriculum for dental students is feasible, effective, and well accepted. Students achieved substantial improvements in theoretical knowledge, practical skills, and self-perceived competencies, approximating physicians' performance levels overall, with some domain-specific differences. The findings support the curricular integration of ultrasonography into undergraduate dental education.

Background: Perinatal Mental Health (PMH) is a critical yet neglected aspect of maternal and child health, particularly in sub-Saharan African contexts. Interprofessional education (IPE) has been recognized as a key strategy in preparing health professional students to address the complex healthcare needs of individuals, including those suffering from PMH. This study assessed the feasibility and effectiveness of an IPE program on PMH among health students in Ghana and Uganda.

Methods: Guided by Kirkpatrick's model of program evaluation, this descriptive cross-sectional study was conducted among final-year undergraduate health students (fourth or sixth year, depending on program duration) enrolled in Nursing, Midwifery, or Medicine programs who had previously participated in an interprofessional education (IPE) program on perinatal mental health (PMH). Ethical approval was obtained from appropriate institutional review boards in Ghana and Uganda, and written informed consent was obtained from all participants before data collection. Data were collected using validated questionnaires and analyzed descriptively through frequencies, percentages, means, and standard deviations.

Results: Out of the 60 eligible students, 43 responded to the questionnaires, yielding a response rate of 71.7%. Participants perceived the IPE as well organized (n = 41, 95.3%), easy to understand (n = 39, 90.7%), and conducted in a conducive environment (n = 39, 90.7%). Participants' responses indicated an overall positive experience regarding the effectiveness of the IPE program on PMH (over 50%) and improvements in all areas, including knowledge gained, improved attitudes, behavior, and teamwork, better communication, potential application in practice, enhanced self-efficacy, and skills. The participants expressed diverse perspectives on multidisciplinary collaboration and found the content presented on the relevance of PMH among perinatal mothers to be very beneficial (n = 23, 53.5%). Almost two-fifths of the participants indicated that future programs should allocate more time for the engagements. Participants recommended introducing IPE earlier in the curriculum (n = 24, 55.8%).

Conclusion: The study demonstrates the effectiveness of an interprofessional education (IPE) program on perinatal mental health, with health students reporting improved knowledge, attitudes, teamwork, and communication. As suggested by participants, more engagement time and earlier curriculum integration are recommended. To ensure sustainability, IPE should be prioritized in healthcare training with support from leadership and policy to strengthen educational frameworks, especially in low- and middle-income countries. Future research should focus on the long-term outcomes of IPE on student competencies and patient care impacts.

Background: Cross-sectional anatomy is essential for clinical imaging interpretation, yet many medical curricula lack systematic training for clinical students. This study assessed needs among resident physicians and proposed a collaborative education framework.

Methods: A cross-sectional survey of 130 resident physicians from Zhejiang University-affiliated hospitals (June-August 2025) evaluated knowledge gaps, clinical challenges, and preferences using descriptive statistics, chi-square tests, and logistic regression.

Results: Of 130 respondents (53% female, 58% aged 26-30), 74% reported no formal cross-sectional anatomy training, despite 88% citing high clinical needs. Top challenges included anatomical positioning (45%), with surgery residents showing greatest urgency (95%). Preferences favored clinical-basic science collaboration (64% "very important"), blended online-offline formats (57%), and 3D imaging (71%).

Conclusions: Significant educational gaps persist in cross-sectional anatomy, underscoring the need for collaborative models integrating clinical cases and technology. This framework can guide curriculum reforms to enhance imaging competency and patient safety in global medical education.