The clinical teacherJohn M Cunningham, Luyang Jin, Iqra Kazi, Amith Skandhan, Ronald Rodriguez
BACKGROUND: The rapid introduction of AI into clinical practice shifts how we must teach resident trainees so they may become ethical patient-facing clinicians in an AI-integrated healthcare system. Currently, few published innovations assess outcomes beyond learner attitudes. We developed a pilot curricular innovation to equip postgraduate Internal Medicine resident trainees with the attitudes and knowledge needed to responsibly integrate AI tools into patient care decisions. APPROACH: In the 2025-2026 academic year, we piloted a curricular innovation to teach resident physicians the basics of prompting strategies for AI-assisted clinical reasoning, ethical AI use and legal considerations. The innovation consisted of an initial didactic followed by a hands-on, interactive session integrating AI prompts and outputs into clinical vignettes, thereby leveraging near-peer teaching and situated learning to achieve session objectives. EVALUATION: We assessed perceived knowledge and knowledge using a pre-post intervention strategy using the Wilcoxon Rank-Sum test. Fifty-nine/96 (61.5%) and 52/96 (54.2%) of residents participated in the presession and post-session survey, respectively. Perceived knowledge increased significantly across all five learning objectives with a moderate to large effect size. Fifty-one residents participated in the pre- and post-session knowledge test. The median pre-session score was 6/8 (interquartile range [IQR] 4-8), and the median post-session score was 7/8 (IQR: 5-8); p < 0.001, with a moderate effect size = 0.33. IMPLICATIONS: A combined didactic and small-group interaction session improved residents' perceived understanding and knowledge of ethical and legal considerations related to clinical AI use. Future work developing clinical assessments of trainee skills using AI tools is needed.
The clinical teacherAaron Drovandi, Elizabeth Sheader, Margaret Kingston
BACKGROUND: There is limited published evidence supporting integrated team-based learning (TBL) as an effective method for teaching undergraduate medical students. This study describes student and staff perceptions, assessment outcomes and financial factors after integrated TBL was implemented into Year 1 of a large UK undergraduate medical programme. METHODS: Five methods of data collection were used. An online survey was distributed to students, focus groups held with academic and technical staff, observation of teaching sessions, analysis of student assessment data and calculation of expenses for TBL delivery. Quantitative data were summarised narratively; qualitative survey data were analysed using conceptual content analysis; focus group data were analysed using inductive thematic analysis; and expenses data were summarised narratively and compared with problem-based learning (PBL). RESULTS: A total of 449 participants were involved in this study. Students and staff had overall positive perceptions of TBL, highlighting the engaging and consistent teaching and learning approach, effective teamworking and real-world applicability of the weekly themes. Limitations raised were focused on logistical issues such as using new technology and session timing. Compared with previous cohorts taught through PBL, assessment analysis found mixed results by assessment type. Finally, TBL was found to be more financially viable than PBL through reduced staff time requirements despite initial cost outlays. CONCLUSION: TBL represents a potentially effective and efficient method for teaching undergraduate medical students on a large scale and should be considered by other medical programmes where increasing student numbers may affect the quality of PBL teaching.
The clinical teacherJohn Wenham, Megan C Best, David W Kissane Ac
BACKGROUND: Spiritual care has been shown to be an important component of holistic patient care. However, students have reported it missing from current Australian medical school curricula. The aim of this study was to evaluate the impact of a three-hour spiritual care workshop designed to enable final year medical students to take a spiritual history from their patients. METHODS: We used a prospective pilot study design to evaluate a novel half-day workshop designed to equip final year medical students to assess the spiritual wellbeing of their patients. The impact of the spiritual care workshop was evaluated using video analysis of a formative objective structured clinical examination (OSCE) of a spiritual consultation using a standardised patient prior to and after the teaching episode. Students self-assessed confidence scales pre- and post-workshop. Student characteristics that might facilitate learning in this domain were assessed. RESULTS: Thirty-two final year medical students from four universities participated at two training sites. Video analysis by four independent assessors showed satisfactory inter-rater reliability and demonstrated a statistically significant increase (p < 0.001) in the use of spirituality questions. The students' self-assessed confidence scales pre- and post-workshop demonstrated statistically significant increases in assessing all domains except empathic responsiveness; the greatest improvement was in the spiritual domain. CONCLUSION: Whilst this study was confined to medical students, we believe that the objective and subjective effectiveness demonstrated in this spiritual care workshop will be readily translatable into multidisciplinary holistic communication skills training.
The clinical teacherAkhil Bansal, Kirsten I Black, Jane Bleasel, Annette W Burgess
BACKGROUND: Medical student electives play an important role in both personal and professional development. The need for medical students to have early exposure to teacher training skills has also been recognised. The Sydney Medical School elective in medical education was designed and implemented in 2021 in response to growing student interest in acquiring professional skills in teaching, as well as the global mobility restrictions at the time. We sought to explore students' perception of their experience. APPROACH: The 4-week elective was designed based on the successful 'Peer Teacher Training' programme for health professional students. Delivered online to 49/250 (20%) final year medical students, the programme consisted of 13 e-learning modules with required asynchronous and synchronous activities and formative assessment. EVALUATION: We collected qualitative data from 34 participants (69%) using a postcourse questionnaire. Students valued learning about educational theory with opportunities to practice teaching and feedback with their peers. The elective was found to enhance participants' confidence in teaching. Although students valued the flexibility afforded by online delivery, some expressed a preference for the inclusion of in-person learning activities. IMPLICATIONS: The medical education elective provided students with dedicated time to develop knowledge and skills in clinical teaching and fostered engagement and interest in teaching activities. Such electives present a valuable alternative for students and may offer an initial entry point into the clinician educator pipeline.
The aim of this paper is to present the current status, challenges, and development directions of obstetrics and gynecology residency training in the Southern Great Plain region, in the context of the ongoing transformation of the Hungarian healthcare system. Obstetrics and gynecology represent one of the most complex fields of clinical medicine, where decision-making, ethical sensitivity, psychological resilience, and technical proficiency together define professional competence. Over the past decade, Hungarian postgraduate medical education has undergone significant reforms: the introduction of the healthcare service relationship, the elimination of informal gratuities, and the implementation of a competency-based educational framework have resulted in a more transparent and objective system. This paper draws attention to regional residency data, presenting trends in trainee distribution, the main structural elements of the program, and key areas of modernization - including digitalization, simulation-based training, the strengthening of research activity, and international mobility. The authors emphasize that high-quality residency training program requires structured competency assessment, modern infrastructure, the integration of international experience, and adequate mental support for trainees. The obstetrician-gynecologist of the future should not only be technically proficient but also reflective, empathetic, and responsible - a physician whose training is built on both professional excellence and the preservation of humanistic values and vocation. Orv Hetil. 2026; 167(29): 1159-1163.
Journal of medical Internet researchKatie Cottingham
AI is increasingly integrated-formally and informally-into medical education. In this News and Perspectives article, JMIR Correspondent Katie Cottingham reports on some of the considerations experts are raising around deploying AI in this context.
MedEdPORTAL : the journal of teaching and learning resourcesStephen L Harvey, Caitlin E Crumm, Emily C B Brown, Katie L Johnson
INTRODUCTION: Medical child abuse is an underrecognized and undertaught condition with potentially fatal consequences. Clinicians must learn to recognize and manage harmful overmedicalization of children. METHODS: We developed a 2-part interactive workshop on medical child abuse for pediatric clinicians. We evaluated part 1, an interactive high-yield lecture, using a pre- and postmodule assessment of self-rated confidence and knowledge in 1 resident conference and 3 multidisciplinary grand rounds settings across 2 institutions. We evaluated part 2, a popcorn-style role-play, with an additional postmodule confidence assessment at 2 resident conferences. We excluded duplicate participants. Part 1 duration was 45 minutes and part 2 was 60 minutes. We summarized results using descriptive statistics and analyzed paired data using paired t tests for knowledge (mean ± SD), and Wilcoxon signed-rank tests for confidence (median and interquartile range [IQR]). RESULTS: A total of 203 and 36 unique participants participated in part 1 and part 2, respectively. Participant confidence in recognizing and managing medical child abuse increased from a median of 5 (IQR 4-6; n = 124) to 7 (IQR 6-8) after part 1 (P < .001). Among participants completing part 2 (n = 20), confidence increased further to 8 (IQR 8-9; P <.001). Knowledge scores increased from 66% (SD = 29%) premodule to 88% (SD = 20%) postmodule (n = 119; P < .001). DISCUSSION: This interactive 2-part workshop was adaptable across clinical audiences and settings and improved confidence and knowledge in recognition and management of medical child abuse.
Medical education onlineJ C Malsawmzuali, Fadi W Adel, Wojciech Pawlina, Punnose Kattil
BACKGROUND: The heart is commonly introduced in early medical education through its structural, mechanical, and electrophysiological roles. Although this framing remains foundational, it may underemphasize the heart's endocrine functions. Cardiac endocrine signaling, particularly natriuretic peptide physiology, offers a concise structure-function example linking anatomy, histology, cardiovascular physiology, and clinical biomarker interpretation. OBJECTIVE: To synthesize scientific and educational principles of cardiac endocrine function and propose an anatomy-anchored framework for integration into pre-clerkship medical education. METHODS: A librarian-assisted narrative review was conducted in May 2025 using representative literature from PubMed, Google Scholar, and Scopus, supplemented by historical, molecular, physiological, anatomical, and medical education sources. The search focused on cardiac endocrine function, natriuretic peptides, and medical education and yielded 23 abstracts. The aim was conceptual synthesis rather than systematic or exhaustive retrieval. RESULTS: The discovery of atrial natriuretic peptide (ANP), B-type natriuretic peptide (BNP) and C-type natriuretic peptide (CNP) established the heart as an endocrine organ influencing renal, and cardiovascular homeostasis. The available medical education literature provides limited explicit guidance on how this topic should be introduced, and reinforced in early curricula. Integration of cardiac endocrine biology aligns with principles of cognitive integration, spiral curriculum design, and authentic learning. ANP and BNP/NT-proBNP are proposed as high-yield teaching examples: ANP links atrial structure and stretch to volume regulation, whereas BNP/NT-proBNP links ventricular wall stress to heart failure evaluation. CONCLUSIONS: Early integration of the heart's endocrine function into medical curricula may fortify structure-function reasoning, enhance systems thinking, and support mechanistic clinical reasoning. Rather than adding a separate curricular block, cardiac endocrine signaling can be incorporated through anatomy and histology, then reinforced in cardiovascular physiology, renal physiology, biochemistry, pharmacology, and clinical reasoning. Aligning foundational instruction with modern cardiovascular science can improve learners' conceptual frameworks and better prepare them for clinical decision making.
Surgical and radiologic anatomy : SRAChristopher M Ahmad, Ambrose Loc Ngo, Rae-Anne Kastle, Phil Sheridan, Uyen Tam Nguyen, Melissa Zolnierz
BACKGROUND: Immersive virtual reality (VR) allows learners to interact with anatomical structures in three dimensions, potentially improving spatial understanding compared to traditional instructional methods. While VR is increasingly incorporated into medical curricula, prospective studies evaluating both learning outcomes and experiential measures remain limited. This study aimed to evaluate the impact of a single immersive VR anatomy session on knowledge acquisition, learner confidence, cognitive workload, and perceived immersion among first-year medical students. METHODS: In this prospective educational intervention, first-year medical students at Kansas City University completed a standardized immersive VR anatomy module. Anatomy knowledge was assessed using a 20-item multiple-choice examination administered pre-session, immediately post-session, and at a 20-day follow-up. Learner confidence was measured using a 5-point Likert scale. Cognitive workload was assessed using the NASA Task Load Index (NASA-TLX), and immersion was measured using validated presence and usability items. RESULTS: Anatomy knowledge improved significantly from pre- to post-intervention (mean increase 7.2% points, 95% CI [3.9, 10.6], p < 0.001). However, scores declined at delayed follow-up (mean change - 15.3% points from post, 95% CI [-19.8, -10.7], p < 0.001), falling below baseline mean levels. Confidence demonstrated a significant upward shift in distribution (p = 0.018), although change in confidence was not associated with knowledge gain (p = 0.863). Cognitive workload was not significantly associated with learning outcomes, while small negative correlations were observed between knowledge gain and both presence (r = -0.31, p = 0.022) and usability (r = -0.28, p = 0.034). CONCLUSION: Immersive VR produces significant short-term improvements in anatomy knowledge and learner confidence but does not sustain retention following a single exposure. While effective for enhancing short-term anatomy knowledge and learner engagement, these findings suggest that immersive VR may be most effective when integrated as a complementary component within a multimodal anatomy curriculum rather than used as a standalone instructional modality.
JMIR medical educationMartin Baumgartner, Matthias Stadler, Matthias Samwald, Martin R Fischer
BACKGROUND: For this study, digitalization in medicine was used as an illustrative case to investigate how medical curricula respond to rapidly changing knowledge. Digitalization is transforming the way medicine and health care are provided and experienced. Experts have suggested various topics for medical curricula to keep pace with rapidly evolving knowledge. However, adapting these curricula remains a lengthy process that often lacks an interdisciplinary approach. OBJECTIVE: The perspectives of curriculum governing bodies and the boards responsible for curriculum operations at 2 medical universities were examined regarding the need for curriculum changes to account for digitalization in medicine, as well as the difficulties in adapting the curriculum to ever-growing knowledge. We identify and suggest ways to achieve more agile curriculum development. METHODS: This study consists of a qualitative analysis of governing policy frameworks and a qualitative study involving 14 video interviews. The interviews were performed with members of university curriculum governing bodies and the boards responsible for curriculum operations. RESULTS: All participants agreed that digitalization will reshape the medical profession by reducing physical contact, enhancing data-driven communication, and streamlining administrative processes. They highlighted the need for graduates to acquire digital literacy, critical evaluation skills, and a basic understanding of data and statistics. Yet, despite being designed as an integrated program, most participants noted that curricula have become fragmented over time due to a lack of coordination between curriculum modules. Furthermore, current processes lead to a siloed perspective, where limited coordination between modules makes it difficult to implement new knowledge holistically. This lack of intermodule alignment emerged as a key barrier to coherent curricular change. Learning objectives were identified as a promising but underutilized tool for monitoring content, aligning modules, and ensuring that emerging topics such as digitalization are integrated consistently. CONCLUSIONS: Most participants agreed that current processes for monitoring and updating curricula are not efficiently designed, tending to be too static and focusing primarily on the advancement of subject-specific medical knowledge. To prepare current and future students for a rapidly changing world, curriculum processes should evolve from static, fragmented structures to more agile, integrated systems. By mapping the survey results to the curriculum development frameworks of Kern and Harden, we find that the challenge lies not so much in adding new content, but rather in designing curriculum processes that achieve a holistic overview. Strengthening the use of learning objectives as a dynamic monitoring and alignment tool offers a concrete opportunity to integrate rapidly changing knowledge holistically.
MedEdPORTAL : the journal of teaching and learning resourcesVictoria Ivy Petsinger, Sugapradha Saravanan, Rahul Manne, Ramzi W Nahhas, Bethany Harper, Larrilyn Grant
INTRODUCTION: Intimate partner violence (IPV) is a cyclical pattern of behavior that can cause physical, psychological, and/or sexual harm with significant risks, including posttraumatic stress disorder. The primary aim of IPV is to establish or maintain power over the partner. While many organizations recommend screening for IPV, there is limited exposure to IPV in medical school curricula. This critical gap represents opportunity for further education. Thus, an interactive module on IPV was created for medical students on their psychiatry clerkship to teach skills in assessment, treatment planning, and resources. This study evaluates the module's effectiveness and medical students' readiness in addressing IPV in clinical settings. METHODS: The module provides a structured overview of IPV, including epidemiology, barriers to seeking help, and screening approaches. It incorporates video-based clinical scenarios, allowing learners to observe and practice how to recognize and respond to IPV in real-world settings. Pre- and postmodule surveys were administered to assess changes in knowledge, confidence, and preparedness in addressing IPV. Individual item scores were summed within each domain, and pre- and postmodule total scores were compared using paired t tests. RESULTS: Data were collected from 122 third-year medical students. Students showed statistically significant improvements in knowledge and reported higher confidence and preparedness (P < .001) after completing the module. More students correctly identified risk factors, felt adequately trained, and were more comfortable discussing IPV. DISCUSSION: The IPV module improved students' knowledge, confidence, and preparedness in addressing IPV. Future studies should assess long-term retention and its impact on clinical practice.
MedEdPORTAL : the journal of teaching and learning resourcesBrittany N Hand, Alison Deitsch, Daniel Gilmore, J Madison Hyer, PREPARE for Autistic Adults Advisory Board, Lisa Juckett, Christopher Hanks, Susan M Havercamp…
INTRODUCTION: Autistic adults are significantly more likely than non-autistic peers to have many physical and mental health conditions and unmet health care needs. One major barrier to meeting their needs is the scarcity of adult primary care physicians who are prepared to care for them. METHODS: We partnered with autistic adults to develop "Promoting Residents' Excellence in Patient-centered cARE (PREPARE) for Autistic Adults," a 5-hour training. It includes 6 asynchronous lectures, 6 synchronous case studies, and 2 virtual standardized patient experiences. Residents (N = 29) at a large midwestern US academic medical center completed a pre- and postcourse evaluation and qualitative interviews to report their self-efficacy, attitudes, perceived behavioral control, intention to treat in the future, and knowledge about caring for autistic adult patients. RESULTS: The training had medium to very large effects on improving residents' self-efficacy (d = 2.98), perceived behavioral control (d = 1.08), and knowledge (d = 0.44), but did not improve attitudes toward or intention to care for autistic adults, likely due to ceiling effects. Resident feedback indicated an appreciation for the active learning elements of the training, insights from faculty facilitators and other residents, and the growth they experienced as practitioners. DISCUSSION: This multifaceted training provides active learning opportunities in a low-stakes environment to increase residents' confidence in providing primary care for autistic adults. Future efforts include integration of this training into residency curricula at our institution and others.
International journal of medical educationRachel Roskvist, Shomel Gauznabi, Ellen Walker, Ranche Johnson, Kyle Eggleton, Susan Wells, Felicity Goodyear-Smith
OBJECTIVES: To describe and compare how undergraduate general practice (GP) is taught across medical school programmes in selected high-income countries, to inform curriculum redesign at the University of Auckland, New Zealand. METHODS: International observational cross sectional comparative study. Study participants were academic leads responsible for undergraduate general practice curricula in medical schools in Australia, England, Ireland, Canada, Norway, Iceland. Forty-four medical schools. Pragmatic purposive sampling to maximise diversity in geography, institutional age, programme structure, rural-urban context, student intake size. Single semi-structured interviews conducted April to November 2024, face-to-face or by videoconference. Interviews audio recorded with consent, transcribed verbatim, and supported by field notes. Data analysed using EPIC GP, modified SPICES derived framework examining electives, problem-based learning, curriculum integration, community based exposure, GP focused university teaching, and interprofessional education. Programmes coded and scored using a structured consensus process. Descriptive statistics and hierarchical cluster analysis used to identify patterns. RESULTS: Marked variation observed in the organisation and visibility of general practice. Three curriculum typologies identified: hospital focused programmes with limited GP exposure; GP focused programmes with integrated, GP-led teaching; and community- or primary-health-care-focused programmes emphasising interprofessional education. CONCLUSIONS: This study provides an international comparative description of undergraduate GP teaching models. The findings demonstrate multiple approaches to embedding general practice beyond traditional block placements. Medical schools facing placement constraints may consider earlier GP engagement, increased GP led campus teaching, and selective use of simulation or digital learning. Further studies should examine educational and workforce outcomes.
BMJ open qualityKatrina J Hon, Ashley Thomson, Amanda Boornazian Taylor, Aaryn Sophia Toles, Danielle R Pitchon, Mindy Kim, Amanda H Kumar, Jennnifer Dominguez, Reade Tillman,…
BACKGROUND: Social determinants of health (SDH), non-medical factors that shape health and care access, play a critical role in perioperative safety and surgical outcomes. However, anaesthesiology residency programmes often lack structured training on communicating about and addressing SDH during routine clinical encounters. We developed a simulation-based curriculum to enhance anaesthesiology trainees' preparedness in recognising and responding to SDH-related challenges in perioperative care. METHODS: An educational intervention consisting of three simulated perioperative case scenarios was integrated into an existing residency training course. Standardised patients were used to recreate realistic social and clinical challenges encountered in preoperative clinic, obstetric and paediatric settings. Sessions were followed by facilitated debriefings including the acting resident, observing peers, and a simulation faculty member to reflect on performance and key learning points. Post-simulation surveys assessed residents' perceived confidence, communication skills and awareness of institutional support resources related to SDH. Quantitative responses were summarised using descriptive statistics, and open-ended items elicited qualitative feedback. RESULTS: 42 anaesthesiology residents participated in this pilot. Following the intervention, residents reported increased confidence engaging patients and caregivers in discussions about social needs, improved familiarity with resource pathways such as social work and care coordination, and improved preparedness for sensitive conversations. Participants described the scenarios as authentic, relevant to clinical practice and valuable for observing peer communication approaches. CONCLUSIONS: This pilot project suggests that simulation may be a feasible and acceptable approach for introducing SDH-focused communication training in anaesthesiology education. Integrating realistic scenarios into perioperative curricula may help residents develop skills needed to identify social barriers and collaborate with interdisciplinary partners to promote equitable care.
Training in quality improvement (QI) and patient safety remains highly variable despite regulatory mandates. We describe a novel, intensive 5-day experiential QI education programme for postgraduate trainees that integrates real-world observation, brief didactic sessions and workshop-based improvement work, supplemented by creative storytelling and team-based development of campaign media products. First-year anaesthesia residents conducted over 100 structured operating room observations and interviews, collected quantitative and qualitative data on distractions and presented improvement proposals that they developed to institutional stakeholders along with narrative campaign videos. Postcourse evaluations demonstrated a significant increase in trainee confidence in QI methodology and presentation, with participants valuing the experiential and creative elements over traditional didactic instruction. This model demonstrates the feasibility, reproducibility and educational value of immersive, short-duration QI training in authentic clinical settings and suggests a promising alternative to longer, resource-intensive curricula.
International journal of medical educationDonovan Makus, Jessica Maher, Mark Labib, Anushu Kashyap, Susan Humphrey-Murto
OBJECTIVES: The purpose of this study was to explore why and how medical students use non-traditional learning resources relative to the formal curriculum, to inform curriculum development efforts, and support self‑directed learning. METHODS: A qualitative study grounded in a pragmatic research approach was conducted using semi structured interviews with medical students at the University of Ottawa. Participant recruitment occurred via email/social media, and a pre survey was used to ensure sampling of both low- and high-level resource users. Transcripts were analyzed using reflexive thematic analysis in NVivo. Analysis was both deductive, guided by self-regulated learning (motivation, goal setting, feedback, self-monitoring), and inductive to capture unanticipated themes. RESULTS: Twenty-nine students participated (18 pre-clerkship; 11 clerkship). Four themes were developed: two addressing motivations for using non‑traditional resources-the traditional curriculum is repetitive and inflexible and non‑traditional resources are high‑yield and flexible; one addressing goal setting-studying for today's exam or tomorrow's patient; and one addressing how students engage with resources, captured through three archetypes-the Traditionalist, the Supplementer, and the Reformer. CONCLUSIONS: This study demonstrates how medical students navigate learning by turning to non-traditional resources, shaped by their motivations, goal orientations, and distinct engagement patterns. These insights highlight opportunities to streamline and modernize curricula, integrate vetted high yield resources, and strengthen students' self-regulated learning skills. Leveraging the three learner archetypes can further guide curriculum planning by recognizing diverse learning approaches, engaging Supplementers as indicators of curricular gaps, supporting Traditionalists with structured pathways, and viewing Reformers' non-attendance as an expression of SRL rather than disengagement.
Medical education onlineMichaela Wagner-Menghin, Stefan Heber, Ivo Volf, Richard Marz, Michael J M Fischer
BACKGROUND: In team-based learning, students are typically placed in fixed teams based on the idea that stable group membership fosters collaboration: as teammates get to know each other, they share more information, resolve differences and feel motivated to contribute. This rationale had not been tested in a randomized controlled trial. OBJECTIVE: The study compares team-based learning in temporary teams with the default permanent teams regarding individual and team readiness assurance test performance (iRAT, tRAT), reaching team consensus, the learning climate, and intrinsic motivation. DESIGN: In a randomized controlled trial, first-year medical students were assigned either to permanent TBL teams or to teams that were re-assigned for each problem. The team readiness assurance test (tRAT) votes, submitted individually and covertly, served as an indirect indicator for team consensus (concordant versus discordant tRAT vote). RESULTS: Discordant tRATs (n = 268, 11.8% of all votes) were submitted more frequently in temporary than in permanent teams, both for correct and incorrect majority decisions. The self-rated learning climate was more cooperative in permanent than in temporary teams, while intrinsic motivation and tRAT scores were similar for both types of teams. A poorer learning climate was associated with a higher proportion of discordant tRATs. CONCLUSION: Working in temporary teams does not lead to inferior intrinsic motivation; this was previously also shown for knowledge gain. However, the poorer learning climate, together with reaching a consensus less often, might indicate that at least some members of temporary teams feel not adequately appreciated in the discussion and do not accept the majority decision. With instructional strategies promoting a cooperative learning climate in temporary teams, preclinical TBL courses might serve as an early promoter of the relational team competencies required for subsequent clinical workplace learning in temporary teams.
Advances in physiology educationVisula Abeysuriya, Sachintha N Alwis, Vasitha Abeysuriya
Problem-based learning (PBL) is an effective strategy for developing higher-order cognitive skills in biomedical education; however, structured exposure is often introduced late in postgraduate immunology curricula, leaving students insufficiently prepared for complex, independent learning tasks. Teaching immunity to COVID-19 presents additional challenges due to the need to integrate innate, adaptive, and cytokine-mediated immune pathways. The objective of this study was to quantitatively evaluate the effect of a pyramidal PBL intervention using structured mind mapping on academic performance, conceptual organization, and learner engagement among postgraduate immunology students. The intervention group (n = 18) replaced a scheduled didactic lecture with an intergroup pyramidal PBL activity involving domain-specific mind mapping, iterative peer and facilitator feedback, and whole class synthesis, while a comparable control cohort (n = 20) received conventional lecture-based instruction. Knowledge retention was assessed using a delayed summative examination administered 2 wk postintervention, and student perceptions were measured using a structured Likert-scale questionnaire. The intervention group achieved significantly higher examination scores than controls (means ± SD: 73.5 ± 4.4 vs. 66.2 ± 6.5), with a mean difference of 7.3 percentage points [95% confidence interval (CI): 3.8-10.7; P < 0.001] and a large effect size (Cohen's d = 1.30). Questionnaire findings demonstrated high acceptability and perceived effectiveness, with most participants reporting improved conceptual understanding, communication skills, and engagement with complex immunological content. These findings indicate that pyramidal mind-mapping-based PBL produces educationally meaningful improvements in learning outcomes and supports earlier scaffolding of problem-based learning within postgraduate immunology curricula.NEW & NOTEWORTHY This study introduces a pyramidal problem-based learning (PBL) model combined with structured mind mapping for postgraduate immunology, applied for the first time to teaching complex COVID-19 immunity. Early scaffolding of PBL significantly enhanced students' conceptual organization, engagement, and examination performance, with a large measurable effect. These findings provide the first evidence that this interactive, structured approach can accelerate mastery of challenging biomedical content in postgraduate curricula.
Ultrasound quarterlyFahad F Almutairi, Rawan Abdeen, Fatimah Jambi, Afnan M Darwesh
Cardiovascular ultrasound is an operator-dependent modality that requires careful sequencing of the theoretical and practical training to optimize skills acquisition. This study compares lecture-first (LF) versus practical-first (PF) teaching strategies in undergraduate radiologic sciences students to evaluate the impact of 2 different teaching strategies on students' scores. In a randomized controlled trial, 54 students were allocated to LF (n=25) or PF (n=29) groups. The LF group received didactic lectures followed by hands-on practice, while the PF group reversed this sequence. Outcomes were measured using a multiple-choice question (MCQ) exam for theoretical knowledge and an objective structured clinical examination (OSCE) for practical skills. Evaluation was performed by blinded faculty using standardized rubrics. An exploratory analysis of the impact of supplemental practice sessions was also performed. LF students demonstrated superior overall performance (median score: 0.9 vs. 0.82, P=0.009, effect size: d=0.72) and practical skills (0.95 vs. 0.82, P=0.002, effect size: d=0.85). Theoretical knowledge scores were comparable between groups, with median scores of 0.86 for LF and 0.85 for PF (P=0.9). Students attending extra practice sessions achieved significantly higher scores across all domains (overall: 0.9 vs. 0.83, P=0.004; skills: 0.93 vs. 0.87, P=0.01). Teaching strategy in which a lecture is delivered first, followed by a practical session, was associated with improved scores compared with the design starting with a practical session. Attending additional hands-on sessions can significantly enhance students' knowledge and skills for performing ultrasound examinations. This study suggests that sequencing can influence student academic achievement and indicates that arranging practical sessions after lectures and providing extra practical sessions can enhance learning in the cardiovascular ultrasound curriculum.
SurgeryChen Lew, Samuel J A Robinson, Sarah Goh, Md Nazmul Karim, Dragan Ilic
BACKGROUND: Five billion individuals worldwide lack access to safe and affordable surgical care, a deficit disproportionately skewed toward low- and middle-income countries. Global surgery may be defined as "an area of study, research, practice, and advocacy" aiming to improve health outcomes for surgical patients. Universities play an important role in global surgical work in high-income countries. We aimed to determine the relevant knowledge, attitudes, and perspectives of medical students in Australia and Aotearoa New Zealand (ANZ). METHODOLOGY: We surveyed senior medical students in ANZ medical schools (n = 24) from August to October 2022. Participants were recruited through university channels, social media, and snowball sampling. Participants completed questionnaires examining attitudes, exposures, and content knowledge relating to global surgery. RESULTS: A total of 851 eligible responses were analyzed. This included 189 of 851 (22.2%) participants with prior global surgery exposure, most commonly through student organizations (10.9%), and 686 of 851 (80.6%) participants believed global surgery to be relevant to medical students. Few participants (72 of 851; 8.5%) reported timetabled teaching of global surgery content, despite 494 of 741 (66.7%) supporting mandatory inclusion in medical school curricula. Preferred methods of global surgery exposure did not align with the methods received, and global surgery was infrequently reported in university curricula. Global surgery knowledge was limited and lower than that of students overseas. Despite this, participants indicated significant interest in global surgery teaching. CONCLUSION: ANZ medical students lack global surgery education and knowledge. Most global surgery education is delivered through nonacademic methods, including student societies and social media. Educators should consider these findings when planning medical school curricula.