Introduction:Postgraduate medical education (PGME) is essential for producing competent specialists and strengthening health systems. Although Sudan has an established undergraduate accreditation system through the Sudan Medical Council (SMC), PGME accreditation under the Sudan Medical Specialization Board (SMSB) remains fragmented and inconsistently aligned with international standards. This study assessed the status of PGME accreditation in Sudan, examined the SMSB experience, and developed a framework to strengthen accreditation practices. Methods:A qualitative case study design was employed between 2023 and 2025. Data were collected through a structured review of international literature, accreditation-related documents, and semi-structured interviews with 16 purposively selected stakeholders, including accreditation experts, SMSB leaders, trainers, specialty council representatives, and policymakers. Data were analyzed using the Framework Approach, involving familiarization, thematic framework development, indexing, charting, and interpretation. Results:The findings revealed a substantial gap between the mature undergraduate accreditation system of the SMC and the evolving PGME accreditation system of the SMSB. Strengths included SMSB's legal mandate, national reach, experienced specialists, and emerging WFME-informed standards. Challenges included the absence of a dedicated accreditation department, inadequate surveyor training, unpublished standards, weak stakeholder coordination, limited monitoring and evaluation, financial constraints, and political instability. These findings informed a multi-level framework focused on governance reform, role separation, capacity building, stronger monitoring systems, accreditation standards and processes, and continuous quality improvement. Conclusion:Sudan has substantial experience in PGME but lacks a coherent and standardized accreditation system. This study proposes a context-sensitive accreditation framework that emphasizes governance strengthening, role separation, capacity building, and continuous quality improvement. Its implementation may enhance training quality, institutional accountability, and the credibility of postgraduate medical education programs, while also providing guidance for other countries facing similar challenges.
Purpose:Patient evaluations of optometry students provide an important real-world perspective on the quality of care, complementing conventional academic assessments. However, many institutions lack formal systems to systematically gather and analyse such feedback on students' clinical professionalism. This study aimed to assess the professional skills of final-year optometry students as perceived by patients attending an academic clinic in Johannesburg, South Africa. Methods:A cross-sectional quantitative design was employed. Data were collected using a structured questionnaire that measured patients' perceptions of students' technical competence, communication skills, professionalism, and overall satisfaction. A purposive sample of 80 patients aged 18-70 years participated, with the sample size determined using Slovin's formula based on an estimated population of 180 patients. Data analysis was conducted in Microsoft Excel using descriptive statistics and correlation analysis; analyses of demographic subgroups were exploratory, and inferential comparisons by race were not undertaken owing to very small subgroup sizes. Results:Findings indicated consistently high ratings across all domains. Technical competence was rated as good to excellent by 99% of participants (n=79). Communication was perceived as extremely clear by 77.5% (n=62). Professionalism was also highly rated, with 98% (n=79) describing students as respectful and courteous, and 86% (n=69) noting punctuality. Overall satisfaction was very high, with 98% (n=78) expressing satisfaction and willingness to recommend the clinic. No significant differences (p>0.05) were observed across age or gender groups. Conclusion:Patients attending the academic clinic reported high levels of satisfaction with the professional skills of final-year optometry students and were willing and able to evaluate these skills. These findings suggest that structured patient feedback is a feasible complementary source of information on student professionalism in optometry education. Further research is needed to establish how such feedback can be integrated into formal student assessment and whether it improves student learning and patient care.
Wen Hu, Zhiming Ding, Xuezhi Zhao, Jing YeDepartment of Obstetrics & Gynecology, Women’s Hospital, Zhejiang University, School of Medicine, Hangzhou, People’s Republic of ChinaCorrespondence: Wen Hu, Department of Obstetrics & Gynecology, Women’s Hospital, Zhejiang University School of Medicine, 1st Xueshi Road, Hangzhou, Zhejiang, 310006, People’s Republic of China, Email huwen1116@zju.edu.cnObjective: This study aims to create and validate the teaching effectiveness of an interactive artificial intelligence (AI) virtual platform in the standardized residency training of obstetricians and gynecologists.Methods: This study randomly selected 70 obstetricians and gynecologists undergoing standardized training at the Obstetrics and Gynecology Hospital affiliated with Zhejiang University School of Medicine. The participants were divided into an experimental group and a control group in a 1:1 ratio. Physicians in the control group directly treated real patients, while those in the experimental group first received virtual case training on an interactive AI virtual platform based on the DeepSeek V3 large language model before treating real patients.Results: The total score for the six core competencies (clinical practice ability, medical humanities literacy, critical thinking, teamwork ability, information integration ability, and lifelong learning ability) of the resident physicians in the experimental group was significantly higher than that of the control group (89.14 ± 3.919 vs 82.49 ± 5.078, P < 0.001). Especially in terms of clinical practice ability, critical thinking, information integration ability, and lifelong learning ability, the experimental group showed outstanding performance. In addition, the satisfaction of the experimental group physicians with teaching effectiveness, clinical ability improvement, and decision-making confidence improvement was significantly higher than that of the control group (P < 0.05). The results of the patient satisfaction survey showed that the evaluation of the experimental group physicians in terms of medical ability, communication ability, and medical ethics was also better than that of the control group (P < 0.05).Conclusion: The addition of AI-based virtual case training to standard teaching-clinic practice in obstetrics and gynecology education is an effective innovative approach. This platform not only enriches teaching resources and enhances the core competencies of resident physicians but also significantly improves teaching satisfaction and patient satisfaction.Keywords: artificial intelligence, obstetrics and gynecology, residency training, six core competencies, virtual platform
Sahar Ghanbari,1 Sara Hosseini,1 Sara Zamiran,2 Somaye Kavousipor11Department of Occupational Therapy, School of Rehabilitation Sciences, Shiraz University, Shiraz, Iran; 2Department of Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, IranCorrespondence: Sara Zamiran, Department of Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran, Email saraazamiran@gmail.comBackground and Aims: Undergraduate medical sciences students experience substantial psychological distress due to demanding academic workloads and early clinical exposure, increasing their vulnerability to anxiety, depression, and burnout. This systematic review evaluates randomized controlled trials (RCTs) examining psychosocial interventions—including mindfulness-based programs, cognitive-behavioral strategies, acceptance-based therapies, and structured stress-management training—designed to enhance resilience among undergraduate medical sciences students.Methods: A comprehensive search of PubMed, Scopus, ISI Web of Science, ProQuest, Google Scholar, and Semantic Scholar identified studies published between January 2000 and April 2025.Results: 11 RCTs met inclusion criteria. Data extraction included participant characteristics, intervention type and duration, delivery format, and outcome measures. Methodological quality was assessed using the PEDro scale, and risk of bias was evaluated using the Cochrane RoB 2 tool.Conclusion: Across the included trials, psychosocial interventions demonstrated consistent positive effects on resilience, perceived stress, coping flexibility, and psychological well-being. Mindfulness-based programs—ranging from brief sessions to full 8-week MBSR courses—generally reduced distress, though shorter or peer-led formats produced mixed results. Cognitive-behavioral and stress-management interventions improved coping skills, emotional regulation, and self-efficacy. Acceptance and Commitment Therapy enhanced psychological flexibility, and structured resilience curricula such as the Penn Resilience Program yielded significant gains in resilience scores. Variability in intervention design, duration, and measurement tools limited comparability across studies. Overall, psychosocial interventions appear effective in enhancing resilience among undergraduate medical sciences students. Integrating structured, theory-based approaches into medical education may strengthen students’ psychological health and academic functioning. Future research should prioritize standardized protocols, culturally sensitive adaptations, and long-term follow-up.Keywords: resilience, psychosocial interventions, undergraduate medical sciences students, stress management, mental well-being
Anas Ali Alhur,1 Nouf Khalid Al-Kahtani,1 Emad A Mahgoub21Department of Health Information Management and Technology, College of Public Health, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia; 2Department of Health Psychology, College of Public Health, Imam Abdulrahman Bin Faisal University, Dammam, Saudi ArabiaCorrespondence: Anas Ali Alhur, Email 2250700045@iau.edu.saBackground: Artificial intelligence (AI) is increasingly incorporated into health science education through diagnostic systems, intelligent tutoring systems, adaptive learning platforms, chatbots, virtual patients, and large language models. However, its effects on higher-order cognitive skills remain uncertain.Objective: To synthesize interventional evidence on the effects of AI-supported education on critical thinking, problem-solving, clinical reasoning, and decision-making among health science learners.Methods: This systematic review followed PRISMA 2020 and a prospectively registered protocol (PROSPERO CRD420251128495). PubMed, Scopus, the Cochrane Library, Google Scholar, and supplementary sources were searched for interventional studies evaluating AI-supported education and at least one of four predefined cognitive outcomes: critical thinking, problem-solving, clinical reasoning, or decision-making. Searches were updated through 24 August 2026. Randomized studies were assessed using RoB 2, non-randomized intervention studies using ROBINS-I, and quasi-experimental studies using JBI critical appraisal criteria. Findings were synthesized narratively and classified as positive, null, mixed, or negative.Results: Twenty-nine interventional studies involving 2138 participants met the eligibility criteria. The included studies evaluated conventional and generative AI technologies, including diagnostic AI systems, intelligent tutoring systems, AI-enabled chatbots, generative image systems, and large language models. Findings varied across the four cognitive outcomes. Structured AI-supported interventions frequently demonstrated favorable effects on selected clinical reasoning, decision-making, problem-solving, and critical-thinking outcomes; however, null, mixed, and negative findings were also reported, particularly when AI was compared with established educational resources or used without structured instructional guidance.Conclusion: AI-supported education may enhance selected higher-order cognitive outcomes among health science learners, but the evidence is inconsistent across technologies, instructional designs, comparators, and cognitive constructs. Structured integration that preserves active learner engagement and independent reasoning appears important. Further rigorous studies using validated outcome measures and assessments of sustained, unaided performance are needed.Keywords: artificial intelligence, health science education, critical thinking, problem-solving, clinical reasoning, decision-making, systematic review
Hui Wang, Hua Ni, Xia Ting, Jiang-Hua Wu, Xin-Xia TianDepartment of Pathology, School of Basic Medical Sciences, Peking University Third Hospital, Peking University Health Science Center, Beijing, People’s Republic of ChinaCorrespondence: Xin-Xia Tian, Department of Pathology, School of Basic Medical Sciences, Peking University Third Hospital, Peking University Health Science Center, 38 Xueyuan Road, Haidian District, Beijing, 100191, People’s Republic of China, Email tianxinxia@bjmu.edu.cnObjective: Given the issues of knowledge fragmentation and insufficient clinical reasoning associated with traditional linear pathology teaching, this study developed and evaluated a "case-driven, knowledge-graph-supported” curriculum restructuring model. The model was designed to shift the instructional approach from a discipline‑centric logic toward a clinical diagnostic reasoning framework.Methods: Fifty-four five-year clinical medicine undergraduates at Peking University Health Science Center participated. Using clinical cases as the organizing framework, the "Urinary System Pathology” course was restructured into a knowledge graph-supported progressive learning framework. A mixed-methods evaluation design was adopted to comprehensively assess teaching effectiveness, including three in-session formative tests, a 14-day delayed knowledge retention assessment, and a structured student learning experience questionnaire.Results: Students showed significant improvements across the three immediate in-session formative tests, with median percentage scores of 76.6%, 87.8%, and 85.9%, respectively (P < 0.001). In the day-14 retention test, the median percentage score under open-book conditions was higher than the average of the three in‑session tests (91.8% vs 83.5%, P < 0.001). Additionally, the closed-book median percentage score was also higher than that of the three in‑session tests (89.0% vs 83.5%, P = 0.016), with no significant difference found between open- and closed-book conditions (P = 0.69). Students’ self-rated competency in renal disease diagnosis showed a marked increase, with the average score rising from 2.0 to 4.4 (P < 0.001). However, alongside these positive learning outcomes, the course also presented notable challenges for a subset of learners. 14.8% of participants reported challenges related to course pace and excessive cognitive load during the learning process.Conclusion: The proposed model was associated with improved student performance in our cohort. These preliminary findings suggest potential benefits for addressing knowledge fragmentation and inert knowledge in pathology education. However, controlled studies are needed to establish causality. In addition, the pacing challenges identified in this study highlight the need for continued curriculum refinement to balance the benefits of case-based learning against the cognitive demands it places on students. Future studies should also adopt multi-center longitudinal designs with control groups to further examine the long-term learning transfer and sustained educational effects of this teaching model.Keywords: pathology education, curriculum reconstruction, case-driven learning, knowledge graph, clinical reasoning
Toojan E Qadoura,1 Omar F Khabour,2 Karem H Alzoubi,3,4 Wael K Al-Delaimy51Department of Clinical Pharmacy, Jordan University of Science and Technology, Irbid, Jordan; 2Department of Medical Laboratory Sciences, Jordan University of Science and Technology, Irbid, Jordan; 3Department of Pharmacy Practice and Pharmacotherapeutics, University of Sharjah, Sharjah, United Arab Emirates; 4Department of Pharmacy, Jordan University of Science and Technology, Irbid, Jordan; 5Herbert Wertheim School of Public Health and Human Longevity Science, University of California San Diego, San Diego, CA, USACorrespondence: Karem H Alzoubi, Department of Pharmacy, Jordan University of Science and Technology, Irbid, Jordan, Tel +962 799908536, Email khalzoubi@just.edu.joBackground: Teaching medical ethics is a fundamental component of medical education, shaping the professional identity of future healthcare providers. This study examined the awareness and attitudes of health faculty members towards medical ethics in Jordan.Methods: The study utilized a "cross-sectional” approach and targeted health sciences faculty at academic institutions. The study was conducted during the second half of 2024. An online survey was administered using "Google Forms” via professional e-mails and social media platforms.Results: In this study,420 faculty members were recruited to assess their knowledge and attitudes toward medical ethics. Among participants, 65.2% self-reported having adequate awareness of the importance and principles of medical ethics, while 92.4% exhibited positive attitudes toward medical ethics. Prior training in ethics was the major predictor of adequate awareness (3.49 [1.58– 7.67], P< 0.01), and positive attitudes (5.33 [2.05– 13.86], P< 0.01). Employment sector (4.16 [1.56– 11.09], P< 0.05) and academic rank (0.06 [0.01– 0.39], P< 0.01) were associated with attitudes toward medical ethics (P< 0.05).Conclusion: Health sciences faculty have adequate awareness and positive attitudes towards medical ethics education. Prior training in ethics was positively correlated with awareness levels and attitudes toward medical ethics education. These findings can inform interventions to enhance medical ethics education in universities in Jordan.Keywords: medical ethics, education, training, healthcare, professional identity
Purpose:Journal clubs (JCs) remain an important component of medical education, providing opportunities for critical appraisal, evidence-based learning, and collaborative discussion. While traditional face-to-face meetings remain common, contemporary JCs have evolved to include online, hybrid, social media-based, and emerging AI-assisted models. This narrative review aimed to synthesise contemporary journal club formats, examine factors associated with successful implementation, and explore future directions in journal club education. Methods:A narrative review of the literature was undertaken. Bibliographic databases searched included PubMed/MEDLINE, Google Scholar, and Scopus. Search terms included "journal club", "medical education", "evidence-based medicine", "social media", "online journal club", "virtual journal club", "flipped classroom", and "artificial intelligence". Findings were synthesised in a narrative format. Results:Journal clubs continue to provide a structured environment for collaborative learning and critical engagement with the scientific literature. Educational benefits include the promotion of critical appraisal skills, evidence-based medicine, lifelong learning, and the translation of research into clinical practice. Contemporary formats include virtual, social media-based, hybrid, flipped-classroom, and AI-assisted models. Factors associated with successful implementation include participant preparation, learner-centred design, structured appraisal frameworks, faculty involvement, and facilitative leadership. Conclusion:Journal clubs remain a valuable and adaptable component of medical education. Although their format has evolved considerably, their core educational functions remain unchanged. Successful implementation appears to depend less on the specific format adopted and more on participant engagement, preparation, and effective facilitation.
Purpose:Mind mapping is an active learning strategy that supports information organization and integration. Evidence regarding Saudi respiratory therapy students' knowledge, attitudes, and perceptions regarding mind mapping remains scarce. This study assessed these domains among this population. Methods:This observational, descriptive, cross-sectional survey included 405 undergraduate respiratory therapy students from 13 Saudi universities, recruited through convenience and snowball sampling. A researcher-developed questionnaire was used to evaluate the content validity, face validity, and internal consistency. Data were analyzed using IBM SPSS Statistics version 22. Nonparametric statistical tests were applied, with statistical significance set at p <0.05. Results:The overall mean knowledge score was 4.70 of 10 (SD = 1.54). Using modified Bloom cutoffs, 277 students (68.4%) had low knowledge. The mean attitude and perception scores were 3.66 (SD = 0.58) and 3.64 out of 5 (SD = 0.66), respectively, indicating generally favorable responses. Knowledge and attitude scores did not differ significantly by sex, academic level, or geographic region. Attitude scores showed a significant increasing trend across the grade point average (GPA) categories (p <0.001). Female students had a higher overall perception score than males (3.70 vs 3.58; p =0.022). Perception scores did not differ significantly by academic level or geographic region, but differed across universities (p <0.001), with means ranging from 3.36 to 4.35. Conclusion:Respiratory therapy students demonstrated limited knowledge but generally favorable attitudes and perceptions regarding mind mapping. Attitude scores increased across the GPA categories, whereas perception scores varied by sex and participating university. These findings provide multi-institutional baseline evidence that may inform future educational planning and evaluations of mind mapping in respiratory therapy education.
Background:General practitioners (GPs) play a pivotal role in delivering public health services at the primary care level, yet standardized residency training often inadequately addresses public health competency development. This study aimed to systematically develop a public health service capability training course for GP residents using the ADDIE model and to preliminarily evaluate its effectiveness. Methods:This study employed a non-randomized controlled trial design. A structured training program was developed following the five-phase ADDIE model. In the Analysis phase, competency gaps were identified through stakeholder needs assessment and literature review; in the Design phase, a 13-module curriculum was validated via two-round Delphi consensus (expert authority coefficient Cr = 0.921); in the Development phase, teaching materials, case libraries, and assessment tools were produced; the Implementation phase delivered the training through monthly 5-hour sessions over 13 months; and the Evaluation phase assessed outcomes using formative and phased assessments. The curriculum integrated case-based learning, problem-based learning, and simulation-based teaching. The intervention group (n = 32, 2023-2024 cohort) received the ADDIE-based training, while the control group (n = 22, 2021-2022 cohort) received conventional lecture-based training. Competencies were assessed at baseline, immediately post-training, and at 3-month follow-up, along with the annual Objective Structured Clinical Examination (OSCE, scored on a 100-point scale). Results:Within the intervention group (n= 32), formative assessment scores improved significantly from baseline to 3-month follow-up across all three domains (theoretical: 69.03 ± 6.65 to 84.59 ± 3.81; clinical: 67.40 ± 6.18 to 84.27 ± 3.30; practical: 74.78 ± 4.39 to 84.85 ± 3.76; all P < 0.001). For the phased assessment, the intervention group outperformed the historical control group (n = 22) on annual OSCE (71.88 ± 10.84 vs 62.07 ± 4.71; mean difference = 9.80, 95% CI: 4.29-15.29; P = 0.039; Cohen's d = 0.99), with greater improvement from baseline (Δ = 12.47 ± 4.27 vs 8.96 ± 3.51; P = 0.002; Cohen's d = 0.82). Course satisfaction was high (mean 4.43-4.83 on a 5-point scale). Conclusion:The ADDIE-based training program demonstrated preliminary feasibility and potential effectiveness in enhancing GP residents' public health service competencies. However, as a single-center, non-randomized pilot study with a modest sample size, these findings should be interpreted cautiously.
Background:Medical boot camps provide simulation and skills training in structured environments. Wilderness Medicine (WM) is a core part of Primary Care Sports Medicine fellowships, teaching participants medical care in rigorous environments. A WM curriculum was delivered using a boot camp-style instructional format. Purpose:This study aimed to compare the effects of virtual versus in-person WM boot camp participation on fellows' knowledge and comfort with WM topics. Methods:A WM boot camp was performed virtually and in-person in two consecutive years (2022 and 2023). Knowledge of individual topics was assessed using a pre and posttest and comfort in these topics immediately following the boot camp was assessed using a post-boot camp self-reported 5-point Likert scale survey. Results of these were analyzed in SAS v9.4 using exact tests for ordinal and nominal outcomes; p<0.05 indicated significance. Results:In-person (n=27) and virtual (n=24) participants showed significant improvement in comfort and knowledge following the boot camp. Both groups demonstrated immediate knowledge improvement, with a median post‑test score increase from six to nine out of ten (p<0.0001). Groups were not seen as statistically different. Regarding confidence, post‑boot camp surveys demonstrated improvement in most topics compared to pre-event surveys, with a significant difference seen between the groups for the topic of improvisational splinting (p<0.0001). In-person participants reported greater improvement in comfort with splinting. In-person participants reported no desire to change their learning format, whereas virtual participants demonstrated a neutral preference for format change (median: 3; p<0.0001). Conclusion:Both virtual and in-person WM boot camp formats produced improvements in knowledge and comfort. These findings act as a preliminary educational evaluation for the support of hybrid education models. Given the limitations of this study, it is necessary for continued evaluation of virtual and in-person learning modalities across medical specialties to guide future medical education.
Kamal Khalaf Alla Maki,1,2 Omer Eladil Abdalla Hamid Mohammed,3 Suresh Kumar Srinivasamurthy,4 Elsheikh Elsiddig Badr,1 Nagla El Tigani Mahmoud,5 Dalia Yahia Mohamed Haddad21Center for Health Workforce Development, Ras Al Khaimah Medical and Health Sciences University, Ras Al Khaimah, United Arab Emirates; 2Educational Development Centre, Sudan Medical Specialisation Board (EDC-SMSB), Khartoum, Sudan; 3Simulation & Interprofessional Development Centre and Department of Internal Medicine, RAK College of Medical Sciences, RAK Medical and Health Sciences University, Ras Al Khaimah, United Arab Emirates; 4Department of Pharmacology, RAK College of Medical Sciences, RAK Medical and Health Sciences University, Ras Al Khaimah, United Arab Emirates; 5Kingdom of Saudi Arabia Department of Training, Development, and Research, Assisting Deputyship for Primary Health Care, Ministry of Health, Riyadh, Saudi ArabiaCorrespondence: Omer Eladil Abdalla Hamid Mohammed, Email omereladil@rakmhsu.ac.aeIntroduction: Postgraduate medical education (PGME) is essential for producing competent specialists and strengthening health systems. Although Sudan has an established undergraduate accreditation system through the Sudan Medical Council (SMC), PGME accreditation under the Sudan Medical Specialization Board (SMSB) remains fragmented and inconsistently aligned with international standards. This study assessed the status of PGME accreditation in Sudan, examined the SMSB experience, and developed a framework to strengthen accreditation practices.Methods: A qualitative case study design was employed between 2023 and 2025. Data were collected through a structured review of international literature, accreditation-related documents, and semi-structured interviews with 16 purposively selected stakeholders, including accreditation experts, SMSB leaders, trainers, specialty council representatives, and policymakers. Data were analyzed using the Framework Approach, involving familiarization, thematic framework development, indexing, charting, and interpretation.Results: The findings revealed a substantial gap between the mature undergraduate accreditation system of the SMC and the evolving PGME accreditation system of the SMSB. Strengths included SMSB’s legal mandate, national reach, experienced specialists, and emerging WFME-informed standards. Challenges included the absence of a dedicated accreditation department, inadequate surveyor training, unpublished standards, weak stakeholder coordination, limited monitoring and evaluation, financial constraints, and political instability. These findings informed a multi-level framework focused on governance reform, role separation, capacity building, stronger monitoring systems, accreditation standards and processes, and continuous quality improvement.Conclusion: Sudan has substantial experience in PGME but lacks a coherent and standardized accreditation system. This study proposes a context-sensitive accreditation framework that emphasizes governance strengthening, role separation, capacity building, and continuous quality improvement. Its implementation may enhance training quality, institutional accountability, and the credibility of postgraduate medical education programs, while also providing guidance for other countries facing similar challenges.Keywords: low-resource settings, postgraduate medical education, accreditation, Sudan Medical Specialization Board, quality assurance, framework, qualitative study
Objective:Non-technical skills (NTS) are essential for safe emergency care but are inconsistently taught in undergraduate curricula. Video-assisted debriefing (VAD) may support reflection on team performance, but its feasibility within routine clerkships is underexplored. This study evaluated the feasibility of integrating VAD into a mandatory emergency medicine clerkship and descriptively explored learner perceptions and observed NTS performance. Methods:A convergent mixed-methods feasibility study was conducted within an 8-week final-year emergency medicine clerkship in Qatar (N=66). Weekly simulation sessions included structured NTS teaching and VAD. Feasibility was predefined as: participation ≥80%, survey completion ≥70%, and ≥50% of recordings technically suitable for faculty assessment using the Simulation Performance Assessment Tool-Modified (SPAT-M). Learner perceptions were explored through a post-clerkship survey and free-text reflections. Results:All 66 students completed the mandatory simulation curriculum; 46 (69.7%) completed the post-clerkship survey, narrowly below the predefined 70% threshold. Of 16 recordings screened, nine (56.3%) met technical criteria for SPAT-M analysis; seven (43.7%) were excluded for incomplete capture, audio failure, or poor image quality. Students reported high perceived NTS competence (median 4.0-4.5/5); faculty ratings of the nine usable recordings reflected competent-to-proficient performance (median 3.5-4.5). Situational awareness was the relatively lowest-rated domain and the most frequently reported area for development. Thematic analysis identified three themes: applying NTS in clinical practice, situational awareness as an area for development, and support for earlier longitudinal NTS integration. Conclusion:Integrating VAD into a mandatory emergency medicine clerkship was feasible, although survey completion narrowly missed the predefined threshold and technical limitations restricted structured assessment to 56.3% of recordings. Learners perceived VAD as supporting reflection on NTS performance. Further multi-institutional studies are needed to evaluate educational effectiveness and transfer to clinical practice.
Purpose:Although the flipped classroom has been increasingly adopted in medical education, evidence regarding its effectiveness remains inconsistent, particularly in Chinese medical education, where related studies remain limited. Therefore, this study aimed to compare academic performance, student satisfaction, and learning perceptions between flipped classroom and traditional lecture-based instruction in a medical histology course among Chinese undergraduate medical students. Methods:In this non-randomized comparative study, two consecutive cohorts of undergraduate medical students received either traditional lectures (2023 cohort, n = 73) or flipped classroom instruction (2024 cohort, n = 75) in the same medical histology course. Final examination scores were compared using the Mann-Whitney U-test. Spearman correlation was used to examine the relationship between final examination and in-class quiz scores. Pearson's chi-square test was used for categorical variables. Student satisfaction and learning perceptions were evaluated using a questionnaire. Results:Students in the flipped classroom group achieved significantly higher final examination scores than those in the traditional group (76.57 ± 14.24 vs 69.73 ± 15.45, P < 0.01). Final exam scores were positively correlated with quiz performance (P < 0.001). Satisfaction was also significantly higher in the flipped classroom group than in the traditional group (21.12 ± 4.62 vs 16.16 ± 3.72, P< 0.001). Among students in the flipped classroom group, 68% preferred the flipped classroom approach. Students perceived that the flipped classroom enhanced interactivity and promoted active learning, although it was also associated with increased workload and learning pressure. Conclusion:In this cohort of Chinese undergraduate medical students, the flipped classroom was associated with better academic performance, higher student satisfaction, and more positive learning perceptions than traditional lectures.
Faisal A Turkestani,1– 3 Jameel Hakeem,1– 3 Norah Abdullah Alharthi,1– 3 Rema Alharthi,1– 3 Ziyad F Al Nufaiei,1– 3 Raid M Al Zhranei,1– 3 Rana M Altabee,1– 3 Shada Alodaini,1– 3 Alaa Bugis,1– 3 Saleh Alselemi,2,3 Nowaf Y Alobaidi,4– 6 Ayedh D Alahmari,7 Genevieve P Zipp81Respiratory Therapy Department, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia; 2King Abdullah International Medical Research Center, Jeddah, Saudi Arabia; 3Department of Respiratory Care Services, Ministry of National Guard Health Affairs, King Abdulaziz Medical City, Jeddah, Saudi Arabia; 4Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Alahsa, Saudi Arabia; 5King Abdullah International Medical Research Center, Alahsa, Saudi Arabia; 6Department of Respiratory Care Services, King Abdulaziz Hospital, Ministry of National Guard – Health Affairs, Al Ahsa, Saudi Arabia; 7Department of Rehabilitation Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia; 8Department of Interprofessional Health Sciences & Health Administration, School of Health and Medical Sciences, Seton Hall University, Nutley, NJ, USACorrespondence: Faisal A Turkestani, Respiratory Therapy Department, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia, Tel +966122246134, Email turkestanif@ksau-hs.edu.saPurpose: Mind mapping is an active learning strategy that supports information organization and integration. Evidence regarding Saudi respiratory therapy students’ knowledge, attitudes, and perceptions regarding mind mapping remains scarce. This study assessed these domains among this population.Methods: This observational, descriptive, cross-sectional survey included 405 undergraduate respiratory therapy students from 13 Saudi universities, recruited through convenience and snowball sampling. A researcher-developed questionnaire was used to evaluate the content validity, face validity, and internal consistency. Data were analyzed using IBM SPSS Statistics version 22. Nonparametric statistical tests were applied, with statistical significance set at p < 0.05.Results: The overall mean knowledge score was 4.70 of 10 (SD = 1.54). Using modified Bloom cutoffs, 277 students (68.4%) had low knowledge. The mean attitude and perception scores were 3.66 (SD = 0.58) and 3.64 out of 5 (SD = 0.66), respectively, indicating generally favorable responses. Knowledge and attitude scores did not differ significantly by sex, academic level, or geographic region. Attitude scores showed a significant increasing trend across the grade point average (GPA) categories (p < 0.001). Female students had a higher overall perception score than males (3.70 vs 3.58; p =0.022). Perception scores did not differ significantly by academic level or geographic region, but differed across universities (p < 0.001), with means ranging from 3.36 to 4.35.Conclusion: Respiratory therapy students demonstrated limited knowledge but generally favorable attitudes and perceptions regarding mind mapping. Attitude scores increased across the GPA categories, whereas perception scores varied by sex and participating university. These findings provide multi-institutional baseline evidence that may inform future educational planning and evaluations of mind mapping in respiratory therapy education.Keywords: active learning, visual learning, learning strategies, health professions education, learner-centered education, educational innovation
Thokozile Ingrid Metsing, Sanele ButheleziDepartment of Optometry, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa*These authors contributed equally to this workCorrespondence: Thokozile Ingrid Metsing, Department of Optometry, Faculty of Health Sciences, University of Johannesburg, P.O. Box 524, Auckland Park, Johannesburg, 2006, South Africa, Email ingridm@uj.ac.zaPurpose: Patient evaluations of optometry students provide an important real-world perspective on the quality of care, complementing conventional academic assessments. However, many institutions lack formal systems to systematically gather and analyse such feedback on students’ clinical professionalism. This study aimed to assess the professional skills of final-year optometry students as perceived by patients attending an academic clinic in Johannesburg, South Africa.Methods: A cross-sectional quantitative design was employed. Data were collected using a structured questionnaire that measured patients’ perceptions of students’ technical competence, communication skills, professionalism, and overall satisfaction. A purposive sample of 80 patients aged 18– 70 years participated, with the sample size determined using Slovin’s formula based on an estimated population of 180 patients. Data analysis was conducted in Microsoft Excel using descriptive statistics and correlation analysis; analyses of demographic subgroups were exploratory, and inferential comparisons by race were not undertaken owing to very small subgroup sizes.Results: Findings indicated consistently high ratings across all domains. Technical competence was rated as good to excellent by 99% of participants (n=79). Communication was perceived as extremely clear by 77.5% (n=62). Professionalism was also highly rated, with 98% (n=79) describing students as respectful and courteous, and 86% (n=69) noting punctuality. Overall satisfaction was very high, with 98% (n=78) expressing satisfaction and willingness to recommend the clinic. No significant differences (p> 0.05) were observed across age or gender groups.Conclusion: Patients attending the academic clinic reported high levels of satisfaction with the professional skills of final-year optometry students and were willing and able to evaluate these skills. These findings suggest that structured patient feedback is a feasible complementary source of information on student professionalism in optometry education. Further research is needed to establish how such feedback can be integrated into formal student assessment and whether it improves student learning and patient care.Keywords: patient evaluation, patient feedback, optometry education, patient satisfaction, clinical training, professionalism, communication skills, South Africa, academic clinic, student assessment
Patrick Juliebø-Jones1– 31Department of Clinical Medicine, University of Bergen, Bergen, Norway; 2Department of Urology, Haukeland University Hospital, Bergen, Norway; 3Department of Urology, Haraldsplass Deaconess Hospital, Bergen, NorwayCorrespondence: Patrick Juliebø-Jones, Department of Urology, Haukeland University Hospital, Bergen, Norway, Tel +4755975000, Email jonesurology@gmail.comPurpose: Journal clubs (JCs) remain an important component of medical education, providing opportunities for critical appraisal, evidence-based learning, and collaborative discussion. While traditional face-to-face meetings remain common, contemporary JCs have evolved to include online, hybrid, social media-based, and emerging AI-assisted models. This narrative review aimed to synthesise contemporary journal club formats, examine factors associated with successful implementation, and explore future directions in journal club education.Methods: A narrative review of the literature was undertaken. Bibliographic databases searched included PubMed/MEDLINE, Google Scholar, and Scopus. Search terms included "journal club”, "medical education”, "evidence-based medicine”, "social media”, "online journal club”, "virtual journal club”, "flipped classroom”, and "artificial intelligence”. Findings were synthesised in a narrative format.Results: Journal clubs continue to provide a structured environment for collaborative learning and critical engagement with the scientific literature. Educational benefits include the promotion of critical appraisal skills, evidence-based medicine, lifelong learning, and the translation of research into clinical practice. Contemporary formats include virtual, social media-based, hybrid, flipped-classroom, and AI-assisted models. Factors associated with successful implementation include participant preparation, learner-centred design, structured appraisal frameworks, faculty involvement, and facilitative leadership.Conclusion: Journal clubs remain a valuable and adaptable component of medical education. Although their format has evolved considerably, their core educational functions remain unchanged. Successful implementation appears to depend less on the specific format adopted and more on participant engagement, preparation, and effective facilitation.Keywords: journal club, medical education, evidence-based medicine, critical appraisal, social media, artificial intelligence
Etika Rana, Sanam MauryaMaharishi Markandeshwar Institute of Physiotherapy and Rehabilitation (MMIPR, Maharishi Markandeshwar (Deemed to Be University), Ambala, Haryana, IndiaCorrespondence: Etika Rana, Maharishi Markandeshwar Institute of Physiotherapy and Rehabilitation (MMIPR, Maharishi Markandeshwar (Deemed to be University), Mullana, Ambala, Haryana, India, Email etikarana777@gmail.com
Kylie Manuppelli,1 Nathaniel Reed Geyer,1,2 Jessica Parascando,3 Shawn F Phillips,1,4 Cayce Onks,1,4 Jayson Loeffert1,41Penn State College of Medicine, Hershey, PA, USA; 2Department of Public Health Sciences, Hershey, PA, USA; 3Department of Family Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, USA; 4Departments of Family and Community Medicine and Orthopedics and Rehabilitation, Penn State Health, Hershey, PA, USACorrespondence: Kylie Manuppelli, Email Jloeffert@pennstatehealth.psu.eduBackground: Medical boot camps provide simulation and skills training in structured environments. Wilderness Medicine (WM) is a core part of Primary Care Sports Medicine fellowships, teaching participants medical care in rigorous environments. A WM curriculum was delivered using a boot camp–style instructional format.Purpose: This study aimed to compare the effects of virtual versus in-person WM boot camp participation on fellows’ knowledge and comfort with WM topics.Methods: A WM boot camp was performed virtually and in-person in two consecutive years (2022 and 2023). Knowledge of individual topics was assessed using a pre and posttest and comfort in these topics immediately following the boot camp was assessed using a post-boot camp self-reported 5-point Likert scale survey. Results of these were analyzed in SAS v9.4 using exact tests for ordinal and nominal outcomes; p< 0.05 indicated significance.Results: In-person (n=27) and virtual (n=24) participants showed significant improvement in comfort and knowledge following the boot camp. Both groups demonstrated immediate knowledge improvement, with a median post‑test score increase from six to nine out of ten (p< 0.0001). Groups were not seen as statistically different. Regarding confidence, post‑boot camp surveys demonstrated improvement in most topics compared to pre-event surveys, with a significant difference seen between the groups for the topic of improvisational splinting (p< 0.0001). In-person participants reported greater improvement in comfort with splinting. In-person participants reported no desire to change their learning format, whereas virtual participants demonstrated a neutral preference for format change (median: 3; p< 0.0001).Conclusion: Both virtual and in-person WM boot camp formats produced improvements in knowledge and comfort. These findings act as a preliminary educational evaluation for the support of hybrid education models. Given the limitations of this study, it is necessary for continued evaluation of virtual and in-person learning modalities across medical specialties to guide future medical education.Keywords: wilderness medicine, graduate medical education, primary care sports medicine, fellowship training, virtual learning, boot camp
Jianli Ge,1 Xiaoliang Sun,2 Min Ding,2 Yang Li,1 Shasha Geng,1 Xin Chen,1 Yingqian Zhu,1 Xiaoming Sun,3 Chi Chen,2 Hua Jiang11General Practice Department, Shanghai East Hospital, Tongji University School of Medicine, Shanghai, 200120, People’s Republic of China; 2Teaching and Training Department, Shanghai East Hospital, Tongji University School of Medicine, Shanghai, 200120, People’s Republic of China; 3School of Public Health, Fudan University, Shanghai, 200433, People’s Republic of ChinaCorrespondence: Chi Chen; Hua Jiang, Email chenchi202606@163.com; Huajiang2013@sina.comBackground: General practitioners (GPs) play a pivotal role in delivering public health services at the primary care level, yet standardized residency training often inadequately addresses public health competency development. This study aimed to systematically develop a public health service capability training course for GP residents using the ADDIE model and to preliminarily evaluate its effectiveness.Methods: This study employed a non-randomized controlled trial design. A structured training program was developed following the five-phase ADDIE model. In the Analysis phase, competency gaps were identified through stakeholder needs assessment and literature review; in the Design phase, a 13-module curriculum was validated via two-round Delphi consensus (expert authority coefficient Cr = 0.921); in the Development phase, teaching materials, case libraries, and assessment tools were produced; the Implementation phase delivered the training through monthly 5-hour sessions over 13 months; and the Evaluation phase assessed outcomes using formative and phased assessments. The curriculum integrated case-based learning, problem-based learning, and simulation-based teaching. The intervention group (n = 32, 2023– 2024 cohort) received the ADDIE-based training, while the control group (n = 22, 2021– 2022 cohort) received conventional lecture-based training. Competencies were assessed at baseline, immediately post-training, and at 3-month follow-up, along with the annual Objective Structured Clinical Examination (OSCE, scored on a 100-point scale).Results: Within the intervention group (n= 32), formative assessment scores improved significantly from baseline to 3-month follow-up across all three domains (theoretical: 69.03 ± 6.65 to 84.59 ± 3.81; clinical: 67.40 ± 6.18 to 84.27 ± 3.30; practical: 74.78 ± 4.39 to 84.85 ± 3.76; all P < 0.001). For the phased assessment, the intervention group outperformed the historical control group (n = 22) on annual OSCE (71.88 ± 10.84 vs 62.07 ± 4.71; mean difference = 9.80, 95% CI: 4.29– 15.29; P = 0.039; Cohen’s d = 0.99), with greater improvement from baseline (Δ = 12.47 ± 4.27 vs 8.96 ± 3.51; P = 0.002; Cohen’s d = 0.82). Course satisfaction was high (mean 4.43– 4.83 on a 5-point scale).Conclusion: The ADDIE-based training program demonstrated preliminary feasibility and potential effectiveness in enhancing GP residents’ public health service competencies. However, as a single-center, non-randomized pilot study with a modest sample size, these findings should be interpreted cautiously.Keywords: ADDIE model, general practice, public health competency, residency training, curriculum development
