Background: Artificial intelligence (AI), particularly generative AI (GenAI), is fundamentally transforming dental education by enabling highly personalized learning and refining clinical decision-making. However, the rapid adoption of tools like ChatGPT has outpaced the establishment of formal educational guidelines, thereby introducing novel ethical and practical concerns.Methods: A comprehensive narrative review was conducted, synthesizing current literature and authoritative reviews published since 2020, with a focus on the integration of GenAI integration in dental education. Additional sources were identified from key bibliographies. This review critically evaluates the impacts, challenges, and optimal strategies for incorporating AI across undergraduate and postgraduate dental curricula.Results: AI tools, especially GenAI, are increasingly being integrated into teaching, learning, and assessment. Documented benefits include personalized feedback, realistic clinical case simulations, and improved diagnostic reasoning. These technologies promote educational efficiency, pedagogical innovation, and student engagement. However, significant risks remain, including threats to academic integrity (e.g., AI-generated assignments), algorithmic bias, and data privacy issues. Most dental institutions currently lack discipline-specific AI policies, though broader university and global guidelines emphasize ethical use, transparency, and critical thinking. Successful integration depends on comprehensive faculty development, clear ethical frameworks, and student literacy regarding the capabilities and limitations of AI.Conclusion: The integration of AI and GenAI into dental education not only offers transformative potential but also introduces unique challenges. Proactive curriculum development and institutional policies are essential to harness these technologies effectively while upholding academic integrity and ethical standards.
Background: The integration of digital technologies into medical education has necessitated a shift toward student-centered pedagogical models. This study aimed to evaluate the impact of a multi-platform flipped classroom (FC) model on academic achievement, student engagement, and satisfaction within a practical microbiology course.Methods: A retrospective cohort study was conducted involving 70 medical laboratory students at Mashhad University of Medical Sciences. The cohorts were divided into a traditional group (n = 35; year 2024) and an FC group (n = 35; year 2025). The FC group engaged in asynchronous pre-class preparation via instructional videos and digital resources, reinforced by mandatory introductory quizzes, while synchronous lab time was dedicated to interactive manual techniques. Data were collected using final academic grades and a validated 6-item Likert scale questionnaire. Statistical analysis was performed using independent t-tests. Results: Although the FC group achieved a slightly higher mean grade (17.06 ± 2.66) compared to the traditional group (16.89 ± 1.95), the difference was not statistically significant (P = 0.76). However, the FC model yielded a substantial increase in student satisfaction (4.86 ± 0.4) compared to the traditional group (3.70 ± 0.90) (P < 0.001) and active engagement (4.67 ± 0.52) compared to the traditional group (3.25 ± 0.88) (P < 0.001). Notably, class participation scores increased by 87% in the flipped cohort.Conclusion: While the flipped classroom model did not significantly alter raw academic scores, it fundamentally enhanced the educational environment by fostering superior student engagement and satisfaction. This model represents a robust alternative for practical laboratory instruction in the digital era.
Background: The assessment of clinical skills is an integral part of medical education. Given the importance of student satisfaction as a key determinant of educational effectiveness, this study aimed to evaluate the satisfaction of medical students during their clinical clerkship with the implementation of the Mini-CEX in the General Internal Medicine Ward at Hasheminejad Hospital, Mashhad.Method: This descriptive-analytic cross-sectional study involved 53 clinical clerkship medical students at Hasheminejad Hospital, Mashhad (2023–2024). The participants (58.5% male, 41.5% female; mean age 23.66 years) included all students assigned to the General Internal Medicine rotation. After obtaining written informed consent, data were collected using the validated Mini-CEX questionnaire developed by Habibi et al.Results: Practical assessment scores ranged from 0 to 10. The highest scores were observed in the Professionalism domain (9.26 ± 0.72), while the lowest were in Clinical Reasoning (8.91 ± 0.68). Statistical analysis showed no significant difference between scores and gender. Overall satisfaction was high, with mean scores in all evaluated dimensions exceeding 8.Conclusion: The results reflect the positive impact of using the Mini-CEX. Medical students in the clinical phase achieved acceptable scores and reported high satisfaction with the process. These findings support the continued use of Mini-CEX and the integration of student-led improvements.
Background: This study aimed to evaluate the effectiveness of fishbowl method as an interactive teaching learning tool for phase II MBBS students in the microbiology department of a medical college in IndiaMethod: This prospective interventional study involved 110 MBBS 2nd professional students at Shri Balaji Institute of Medical Sciences, India. After a didactic lecture on enteric fever, students participated in a fishbowl activity, divided into closed and open sessions. Post-lecture and post-fishbowl assessments were conducted using 16 multiple-choice questions (MCQs) and a survey with Likert-scale and open-ended questions to gather feedback.Results: The results showed a statistically significant improvement in students' scores after the fishbowl method (p < 0.001). The mean test scores post-lecture and post-fishbowl were 6.50 and 9.07, respectively. Students' feedback revealed strong agreement (30-41%) that the fishbowl method was interesting, improved critical thinking, and enhanced communication skills. The method was also found to increase interest, improve retention, and provide a clearer understanding of concepts.Conclusion: The study demonstrates the effectiveness of the fishbowl method in enhancing students' understanding and retention of microbiology concepts, promoting academic excellence and interactive learning. It highlights the need for student-centered approaches and innovation in teaching practices to optimize learning outcomes and transform education.
Background: In the dental profession, which faces complex diagnostic challenges and sensitive decision-making, possessing critical thinking skills is essential for the students of dentistry to analyze evidence and select the best treatment plan. On the other hand, information literacy, as a prerequisite for accessing reliable and up-to-date knowledge, forms the foundation of these decisions. Improving students' information literacy can increase their level of critical thinking skills.Methods: This was a cross-sectional study conducted on 149 undergraduate dental students of Bushehr University of Medical Sciences who had completed at least one semester in 2021. The California Critical Thinking Skills Test (CCTST-form B) and the standard Information Literacy Questionnaire were used to determine the scores of critical thinking and information literacy, respectively, and then the relationship between the two variables was examined. Linear regression model was used for data analysis through SPSS software version 24.Results: The mean score of critical thinking in students was 9.67±3.77 (out of 34) and the mean score of information literacy was 43.96 ± 10.04 (out of 87). These scores were below the midpoint of the achievable score range for both variables. Also, there was a significant relationship between students’ critical thinking and information literacy (P = 0.020) so that with the increase of information literacy, the level of students' critical thinking increased. Conclusion: Due to the fact that dental students do not have the desired level of critical thinking and information literacy, it seems necessary to plan and implement appropriate educational programs so as to promote the students’ information literacy and thus improve their critical thinking skills.
Background: The rapid growth of smartphone use has encouraged the adoption of innovative approaches in medical education. The aim of this study was to design and psychometrically validate a measurement model for the Smart Screening System “Screen App” based on the constructs of Rogers’ Diffusion of Innovation Theory using confirmatory factor analysis (CFA) among midwifery students.Methods: This cross-sectional study was conducted among undergraduate Midwifery students of Islamic Azad University of Mashhad in 2023-2024. Data were collected using a researcher-made questionnaire designed based on the five constructs of Rogers’ diffusion of innovation theory. The content validity of the instrument was confirmed by 13 medical education experts and four Midwifery students. Students received detailed instructions and a 3–7 day familiarization period before completing the questionnaire.Results: Quantitative face validity was evaluated using the Item Impact Score. The results indicated that no items required removal at this stage. Subsequently, content validity was assessed using the Content Validity Ratio (CVR) and the Content Validity Index (CVI). The minimum acceptable values for CVR and CVI were set at 0.54 and 0.70, respectively. CFA confirmed the good fit of the five-construct model includes the Chi-square/degrees of freedom ratio (χ²/df = 1.49), Comparative Fit Index (CFI = 0.93), Tucker-Lewis Index (TLI = 0.92), Incremental Fit Index (IFI = 0.94) and Root Mean Square Error of Approximation (RMSEA = 0.06) within the Intelligent Screening Application (ISA) system, supporting the theoretical structure.Conclusions: “The Screen App”, as an innovative educational tool, may facilitate deeper learning and exert a significant educational impact on students, by incorporating the essential characteristics of innovation.
Background: Burnout is common among medical students. Resilience is a protective and buffering response to overcome burnout and anxiety. The study aimed to assess the levels of burnout and resilience among final-year medical students at the Faculty of Medicine, University of Benghazi.Method: A cross-sectional study of a randomly selected sample of 199 final-year medical students was carried out between 2024 and 2025. Burnout was assessed using the Maslach Burnout Inventory scale, and resilience was evaluated by the ten-item Connor-Davidson Resilience Scale.Results: The mean resilience score was 66.6%. Most students showed resilience levels that were just above average in 47%, or above average in 34%. Regarding burnout, 110 students (55.3%) reported high exhaustion, 80 (40.2%) reported depersonalization, and 113 (56.7%) reported low self-accomplishment. In contrast, high personal accomplishment was above average in 14 students (30.4%) and average in 20 others (43.5%) (P = 0.006).Conclusion: Nearly half of the studied group were at high risk of distress or had low resilience. Approximately half of them had exhaustion or low personal accomplishment, and more than one-third had high depersonalization. However, there was no significant association between resilience and gender, marital status, parenthood, working while studying, or having enough income.
Peer and self-assessment have become integral to advancing student-centered learning and professional growth in medical education. This letter to the editor explores the evolving role of these assessment modalities, emphasizing their capacity to enhance self-awareness, critical thinking, and reflective practice among medical students. The paper highlights the educational value of peer assessment, particularly when structured with multiple assessors and clear criteria, which improves reliability and supports formative learning. It addresses persistent challenges such as inconsistent implementation, lack of training, and fairness concerns, underscoring the necessity for faculty guidance and institutional support. The integration of portfolios and comprehensive feedback systems further enriches the learning process, promoting reflection and competency-based education. The letter also examines the limitations of self-assessment, notably the Dunning-Kruger effect, and advocates for robust feedback mechanisms to foster accurate self-perception. The association between assessment scores and professionalism is discussed, suggesting these tools can help identify students at risk for lapses and guide targeted interventions. Additionally, the reciprocal benefits of peer tutoring are recognized. The author calls for ongoing research and innovation to refine peer and self-assessment practices, aiming to maximize their impact on student engagement, collaboration, and preparation for the complexities of modern healthcare.
Epidemiology is the basic science of public health and preventive medicine. There is a pressing need in Libya to develop education and training programs in epidemiology to bridge professional gaps and address real-world public health issues. Classification of courses enables academic institutions to establish clear learning trajectories, ensuring that students build foundational knowledge before advancing to specialized subfields. A review of existing educational programs worldwide reveals some overlap between core public health and epidemiology courses. As an opinion, it is suggested that classifying epidemiology courses at both undergraduate and postgraduate levels can improve curriculum design. Such classifications can provide a structured basis for developing programs focused on three areas of competency: epidemiologic methods and measures, branches of epidemiology, and supporting courses. Additionally, employing diverse teaching approaches and conducting ongoing program evaluations are highly recommended. This insight into epidemiology education may contribute to improving student learning outcomes along with effective teaching methods. Therefore, effective epidemiology education requires a carefully structured curriculum that integrates methodological foundations, practical applications across subfields, and biostatistics and health informatics competencies, preparing graduates to address real-world public health challenges.
Background: Simulation-based education is an effective method for developing students practical skills. Considering the importance of the anatomy course and the growing need for modern teaching approaches, the aim of the present study was to investigate the effect of simulation-based education on learning outcomes and technology acceptance of Master of Science students in the field of anatomy.Method: This study was based on an interventional design. Twenty Master of Science students in the field of anatomy were divided into two groups: a control group (taught with traditional lectures) and an experimental group (taught with fixed cadaver simulator software). Learning was assessed based on students’ academic scores and technology acceptance was assessed using Chen's Technology Acceptance Questionnaire. Data were analyzed using SPSS 26, software employing the independent t-test and Pearson’s correlation coefficient.Results: There were significant differences between the experimental and the control groups in learning outcomes (p = 0.01) and technology acceptance (p = 0.01). Analysis of statistics revealed significant differences in the subscales of perceived ease of use (p = 0.03) and perceived insecurity (p = 0.02) between the two groups. Additionally, there was a significant correlation between learning score and age (p = 0.003) as well as gender (p = 0.001).Conclusion: Compared to traditional lecture-based method, simulation-based education significantly enhanced learning and increased technology acceptance among Master of Science students in anatomical sciences. Furthermore, individual factors such as age and gender were associated with learning performance. These findings suggest that simulation-based methods can serve as effective tools in teaching practical and complex subjects such as anatomy.
Medical student engagement in research has been dwindling. Data predicting future trends are not promising either. Also, attempts to motivate medical students to participate in academic and research endeavours, opportunities and circumstances surrounding them should also be addressed. In this article, we shed light on nuanced and unique aspects of research mentorship. Involvement of medical students as supervised editors (of both medical students and mainstream journals) has long-lasting benefits for their future academic careers. Additionally, supervised research activities are more likely to reap their full benefits if the duration of the research project is tailored to the type of supervisors, and the amount of time available for the students and their supervisors to have a collaborative and non-rushed relationship. Therefore, meaningful mentorship by clinicians propels and encourages medical students in their academic and research journeys.
Background: In the health system, dentists form a large group of employees providing health services, and their professional character, including familiarity with the principles of professional ethics and their compliance, plays an important role in fulfilling the mission of the health system. This study was conducted with the aim of investigating the knowledge, attitudes, and skills of the final-year dental students regarding the principles of professional ethics.Method: This descriptive and analytical study was conducted on 68 final-year students of Aja and Shahed dental faculties in Tehran in 2024. The survey tool included three questionnaires related to knowledge, attitude and skills about professional ethics principles, whose reliability and validity have been confirmed. Data analysis was done using statistical and inferential tests via SPSS 24 software.Results: The mean age of 68 students participating in this study was 24.7 ± 2.23 years and their mean grade point average was 16.39 ± 0.8. The mean scores for knowledge, attitude and skill of students toward professional ethics were 9.38 ± 2.42, 105.38 ± 12.25 and 15.51 ± 3.69 respectively. There was a significant correlation between the age variable and the average knowledge of students (p = 0.016(.Conclusion: The findings of this study showed the moderate level of students' knowledge and the good level skill and attitude of students toward professional ethics principles. Due to the importance of professional ethics in the practice of dentists, it is recommended to pay attention to the topics of professional ethics in the curriculum of students.
As qualitative research is designed to reveal a range of behavior of the target participants as well as the driving perceptions concerning either specific topics or particular issues, they hold unique positions in health care research especially when they relate to human sciences such as sociology, psychology,and etc. (1). Considering all attractive and positive aspects of qualitative approaches in the positivistic end of the research spectrum and regarding the fact that a researcher should have a sense of plausibility during designing and conducting a study, sometimes a wrong pathway of qualitative research is presented especially in postgraduate programs. The pathology is rooted deeply in the poor relation between field problems and research especially in qualitative studies. The graduates, and researchers make the chains of this ineffective research pathway. Qualitative studies may be easily be disconnected from field problems and, so, not be used in clinical situations.
Background: Bullying during Podiatric Medical and Surgical residency has not been previously assessed and published. It is important to study bullying in podiatric medical residency programs because it may contribute to resident burnout and other psychological harm, as well as poor quality care.Method: The purpose of this study was to survey current podiatry residents, recent podiatry residency graduates/fellows, and program directors to determine if there was a significant difference in the acknowledgement of bullying being a problem in podiatric residency programs amongst the groups. An electronic survey was administered via the American Podiatric Medical Association’s (APMA) membership list. Fisher’s exact test was used to determine if there was a significant association between residents, recent graduates/fellows, and program directors’ perceptions of bullying being a significant problem in podiatric residency programs and acknowledgement of residents being bullied.Results: The survey was emailed to 1,163 eligible participants. The completion rate of those who accessed the survey was 58/67 (86.6%). Of those who responded, 53% (n=31) reported that residents were bullied at their program. Decline in performance (22%) and depressive behavior (22%) were the most reported consequences of bullying. Of those who reported bullying at their residency program, they most frequently reported “5 or more” occurrences. There was a statistically significant difference of (p=0.013) and (p=0.014), respectively, between residents, recent graduates/fellows, and program directors’ perception and acknowledgement of bullying being a significant problem in podiatric residency programs.Conclusion: Our results indicated that bullying occurs at Podiatric residency programs, that it has harmful consequences, and perceptual differences exist between residents, past residents/fellows, and program directors.
Background: The new competency-based medical education (CBME) crriculum focuses more on formative assessments, which help identify strengths and weaknesses and improve the student's overall performance by providing constructive feedback. However, many challenges are faced due to faculty shortages and resources, which online assessments like Quizizz can somewhat overcome. The purpose of this study was to evaluate the perceptions of Phase I MBBS students and faculty on using Quizizz as an online formative assessment tool in the Biochemistry department compared to the traditional method.Method: It is a mixed-method approach carried out in the Department of Biochemistry, Government Medical College. Phase I MBBS students (250) were randomized into 2 groups of A and B, and assessments were conducted using Quizizz and a traditional approach alternatively by crossover. A separate Google form-based questionnaire including closed and open-ended questions was given, and feedback was collected from students and faculty. Quantitative data using the Likert scale and narratives were analyzed.Results: More than 80% of students agreed that Quizizz was interesting, fun-based, enjoyable, and created a competitive atmosphere and that they cannot cheat with this type of assessment and hence preferred Quizizz over the traditional method. The Biochemistry faculty felt that Quizizz positively impacted teaching, student engagement and feedback. Immediate results helped in planning remedial strategies. Online mode, auto evaluation and easy accessibility relieved them from stress and anxiety.Conclusion: Using Quizizz can improve student engagement and performance due to immediate feedback and allow smooth conduction and hassle-free evaluation of formative assessments by the faculty.
Background: Nurses' professional values are instilled during nursing education and are reinforced throughout their professional careers. Both professional values and student satisfaction are crucial indicators of the quality of nursing education. This study aimed to examine the relationship between professional values and satisfaction among nursing students.Method: This descriptive correlational study was conducted from January 2019 to October 2020. A total of 280 final-semester undergraduate nursing students enrolled at the School of Nursing and Midwifery, Mashhad University of Medical Sciences, were selected through convenience sampling. Participants completed a demographic form, a Professional Values Scale, and Nursing Student Satisfaction Scale (NSSS). Data were analyzed using SPSS version 25 and statistical tests including Spearman’s correlation coefficient, Mann-Whitney and Kruskal-Wallis tests.Results: The total mean score of nursing students' professional values was 103.75 ± 15.83 which was at a high level. The total mean score of nursing student satisfaction was 104.43 ± 27.30 which was at a moderate level. Spearman’s correlation test revealed a significant positive correlation between professional values— and their dimensions including care, activism, trust, professionalism, and justice—and nursing student satisfaction (p < 0.05). Low interest in nursing and unwillingness to work as a nurse after graduation were found to negatively affect professional values and student satisfaction (p < 0.05).Conclusion: There was a significant positive relationship between professional values and nursing student satisfaction. Therefore, fostering professional values and enhancing student satisfaction during nursing education may contribute to the development of professional values.
Background: Nowadays, almost all abdominal surgeries, including those on the colon, rectum, stomach, liver, and pancreas, are performed laparoscopically. By recognizing the latest advancements in minimally invasive procedures, such as laparoscopy, and the absence of a dedicated training program in this area from our nation's medical curriculum, it is evident that assessing medical students' attitude and knowledge is crucial.Method: In this cross-sectional study, 102 medical students from Islamic Azad University, Mashhad Medical Science Branch, in 2023-2024, were assessed using a questionnaire created by the researcher. The inclusion criteria were passing the internship or externship in 2023 and passing the surgery course during the externship. Incomplete questionnaire data served as an exclusion criterion. The questionnaire included 17 attitude questions (Likert scoring) and 14 knowledge questions (maximum score of 13). The questionnaire's validity and reliability were verified. The analysis was conducted using IBM SPSS version 26 software, with a significance level set at p < 0.05.Results: Of the 102 students who participated in this study, 57 (55.9%) were externs. The mean age was 24.74 ± 2.48 years. Most of the participants were female (70.6%). The mean knowledge score was 9.77 ± 1.88, which signifies a commendable level of knowledge among participants. Furthermore, the attitude score was also assessed and found to be favorable. This study demonstrated that neither gender nor educational attainment had a statistically significant impact on the knowledge and attitude scores pertaining to laparoscopic surgery (p > 0.05).Conclusion: Medical students recognize the importance and benefits of laparoscopic procedures; however, their knowledge and attitude toward this field need to be improved. Enhancing educational programs and providing hands-on learning opportunities will better prepare students to perform laparoscopic procedures effectively.
Background: The shift to competency-based medical education (CBME) has led to the introduction of targeted electives, such as pharmacovigilance, to enhance practical skills among medical students. This elective is vital for educating students on drug safety, therapeutic efficacy, and adverse drug reactions (ADRs). This study aimed to evaluate knowledge, attitudes, practical skills, and their importance in promoting patient safety and rational drug use among phase III part 1 medical students as an elective.Method: A descriptive cross-sectional study was conducted in the Department of Pharmacology, Pramukhswami Medical College, Karamsad, Gujarat, India. A total of 22 students who have opted for pharmacovigilance as an elective were included in the study. Their knowledge (out of 10), attitude, completeness score (out of 10) of ADRs were reported and their feedback on course content, teachers' effectiveness and overall training were evaluated.Results: The average multiple-choice question score was 7.8 out of 10. While 21 (95.5%) students believed that reporting ADRs is necessary and 17 (77.3%) thought it was mandatory, a total of 36 ADRs were identified with an average completeness score of 8.81 ± 0.56. Student feedback on the elective, assessed via a Likert scale, showed mean scores between 4.44 and 4.81, reflecting high satisfaction.Conclusion: The elective posting effectively improves students' knowledge, attitudes and practical skills regarding the quality of ADR reporting in terms of completeness.
Background: The rise of generative artificial intelligence (AI) has created unprecedented challenges for maintaining academic integrity in online medical examinations. AI tools such as large language models can produce human-like, contextually relevant responses that evade traditional plagiarism detection, undermining the validity of assessment results. Traditional assessments are increasingly vulnerable to AI-assisted cheating, threatening the reliability of evaluation outcomes. Method: This short communication reviews recent literature on assessment redesign strategies and synthesizes key principles, including authentic clinical scenarios, localized data interpretation tasks, process-tracing methods, multimodal assessment, and open-book application-focused formats, to mitigate AI-related risks. Results: Redesigned assessments emphasizing higher-order cognitive skills, context-bound reasoning, and real-time performance can limit AI's effectiveness in generating undetectable responses. Practical implementation guidelines are presented for both high-resource and resource-limited settings, with particular relevance to countries facing infrastructure limitations, such as Iran. Conclusion: By re-engineering assessment tasks rather than relying solely on surveillance technologies, medical schools can safeguard examination validity, preserve public trust in medical qualifications, and ensure graduates possess the competencies essential for safe clinical practice. Future research should evaluate the reliability, feasibility, and scalability of redesigned assessment models across diverse medical education settings.
Background: As artificial intelligence (AI) becomes more integrated into healthcare and education, the health sciences education literature is said to be sparse regarding how undergraduate health sciences students perceive AI in medical education. The purpose of this research is to explore the perceptions, emotional reactions, and experiences of undergraduate students in a variety of health disciplines on the use of AI in medical education.Methods: A phenomenological study using semi-structured interviews was carried out with 16 students from seven health-related disciplines at Zanjan University of Medical Sciences. Data were analyzed by thematic analysis following the Braun and Clarke Framework.Results: Five major themes and fifteen subthemes surfaced: 1) Conceptual Understanding and Cognitive Framing: students showed limited technical understanding and awareness of safety and ethical issues; 2) Emotional Landscape: students' emotions ranged from excitement to anxiety and ambiguity; 3) Patterns of Interaction: students frequently utilized AI tools for writing and learning, and there was clear evidence of ethical misuse in their responses; 4) Perceived Educational and Clinical Value: AI was seen by students as valuable when supporting research, supporting clinical decision making, and in telemedicine; 5) Ethical and Institutional Dimensions: these included loss of empathy, unclear boundaries of responsibility, and the need for formal curriculum integration. Conclusion: Students are eager to adopt AI, but lack formal knowledge of its ethical and clinical implications. Curricular reforms should incorporate AI literacy, critical appraisal, and safe practice guidelines. Tailored, interdisciplinary education is essential to prepare future health professionals to work responsibly with AI.
