Purpose. Transitioning to the workforce can be challenging for health professional graduates when they are not adequately prepared for clinical practice. This study explored the perceptions of practising podiatrists, including those who were also clinical supervisors, regarding the preparedness of recent graduates for clinical practice and identified potential improvements in podiatry education to enhance readiness. Method. Registered, practising podiatrists in Australia and New Zealand (ANZ) were recruited from December 2018 to May 2019 via professional organisations and social media. Data were collected through an online survey comprising closed and open-ended questions exploring perceptions of recent graduate preparedness, suggested program changes, and views on post-graduation internships. Responses were analysed using inductive conventional content analysis, with descriptive statistics used to summarise quantitative data. Results. Eighty-nine podiatrists were recruited, with 80 surveys eligible for analysis. Most respondents (83.8%) were current or former clinical supervisors. Just over half (52.6%, n = 42) perceived recent graduates as ‘somewhat prepared’ or ‘very prepared’ for practice. Perceptions were similar among clinical supervisors (52.3%, n = 35/67), and slightly higher among participants who graduated since 2010 (57.2%, n = 12/21). The majority (82.5%, n = 66) recommended program improvements, with consistent support across subgroups, including recent graduates (87.5%), those trained outside ANZ (88.9%), and clinical supervisors (83.6%). Reported barriers to graduate readiness included insufficient hands-on clinical experience, low self-efficacy, institutional differences, and concerns regarding professional behaviours and attitudes. Recommendations focused on two key areas: the need for additional clinical experience during training, and strengthened supervision practices both before and after graduation. Over half (56.3%, n = 45) supported a post-graduation internship, while 25% were unsure, and 18.8% (n = 15) did not support it. Conclusion. While most podiatrists considered recent graduates broadly prepared for registration, concerns remained regarding limited clinical exposure and variability in training. Strengthening hands-on clinical experience and supervision, alongside consideration of structured post-graduation internships, may improve transition to independent practice.
Purpose: Medical students increasingly use artificial intelligence (AI)–based chatbots as learning aids, yet adoption patterns vary widely across educational contexts. This study aims to identify the factors that influence the use of AI-based chatbots among U.S. medical students. Methods: A survey was administered to preclinical students (N =61) at a U.S. public medical school using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. The survey assessed performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and usage behavior associated with the adoption of AI-based chatbots. Regression analyses were conducted to investigate the relationships between UTAUT constructs and both behavioral intention and usage behavior. Results: Performance expectancy was a strong predictor of both behavioral intention (β = 1.10, p < 0.001) and actual usage behavior (β = 2.53, p < 0.001). Effort expectancy, social influence, and facilitating conditions were not significantly associated with usage behavior, although facilitating conditions showed a positive trend with behavioral intention. Conclusions: This study suggests that adoption of AI chatbots is primarily driven by perceived educational value rather than ease of use or social influence among preclinical medical students. Institutions seeking to integrate AI into medical education should establish clear expectations for use and provide training that emphasizes responsible use of AI-based chatbots.
Background: Antimicrobial resistance (AMR) causes approximately 4.95 million deaths annually. Although artificial intelligence (AI) may enhance AMR detection, surveillance, and antimicrobial use, evidence remains limited regarding how health students’ knowledge, perception, and willingness influence AI adoption for AMR control. Purpose: This study aimed to examine the direct and mediating relationships between health students’ knowledge, perception, and willingness toward AI-based approaches for combating antimicrobial resistance in Indonesia using structural equation modeling. Methods: A cross-sectional study involving 4,369 health students across Indonesia was conducted using a validated questionnaire. Data on knowledge, perception, and willingness were analyzed using Structural Equation Modeling (SEM), SmartPLS, and Confirmatory Factor Analysis (CFA). Results: A total of 4,369 health students surveyed across Indonesia, most were female (83.2%) and enrolled in bachelor's programs (68.5%). Knowledge showed a strong positive effect on perception (β = 0.859, p < 0.001) and a moderate effect on willingness (β = 0.268, p < 0.001). Willingness had a small but significant effect on perception (β = 0.046, p < 0.001) and partially mediated the relationship between knowledge and perception (β = 0.012, p < 0.001). Conclusions: Knowledge strongly influences health students’ perceptions and willingness to adopt AI for AMR control, with willingness acting as a partial mediator. Integrating AI-related knowledge and practical learning opportunities into health education may enhance future readiness for AI-assisted AMR management.
Background: Motivation and self-regulated learning strategies influence how students engage with and persist through complex learning tasks in health professions education. However, academic performance is multifactorial, and the contribution of these constructs in Doctor of Physical Therapy (DPT) education remains unclear. Purpose: To explore whether aspects of motivation and self-regulated learning strategies are associated with and predictive of gross anatomy performance in DPT students. Methods: In this cross-sectional study, first-year DPT students from two U.S. programs completed the Motivated Strategies for Learning Questionnaire (MSLQ) at the start of a gross anatomy course. Final aggregated course grade served as the measure of academic performance. Correlational analyses (r/ρ) examined relationships between MSLQ subscales and course grades, followed by hierarchical linear regression using significant correlates while controlling for program. Results: Eighty-two DPT students participated (76.8% female, mean age 22.4 (sd 2.4) years). Intrinsic goal orientation and effort regulation demonstrated weak positive correlations with final anatomy grades (r = 0.27 and 0.23, respectively, p < 0.05) while peer learning showed a weak negative correlation (r = -0.25, p < 0.05). The final regression model (R2=0.25, F (4,77) = 6.31, p < 0.001) was associated with a medium effect size (Cohen's f 2 = 0.33), with 22% of variance explained after controlling for program. Intrinsic goal orientation (β = 0.25, SE = 0.93, 95% CI [0.34, 4.04], p = 0.02) and effort regulation (β = 0.27, SE = 0.93, 95% CI [0.47, 4.15], p = 0.02) remained significant positive contributors to anatomy performance, while peer learning (β = -0.35, SE = 0.58, 95% CI [-3.06, -0.75], p < 0.001) demonstrated a negative association in the primary model that was not retained in the sensitivity analysis including all MSLQ subscales. Conclusion: Intrinsic goal orientation and effort regulation demonstrated modest but consistent associations with gross anatomy performance, while peer learning showed a context-dependent relationship. Given the modest variance explained, these constructs should be considered within a broader, multifactorial framework. In the context of evolving admissions practices, motivation and learning strategies may provide additional insight into student performance after matriculation. Further research is needed to determine how these modifiable factors can inform strategies to support student success in DPT education.
Background and Purpose Students receive feedback frequently; however, professors rarely receive, solicit, or process formative feedback. This work describes an innovative method to gather midsemester feedback to inform instructional changes for student learning and course engagement. Case Description Students provided feedback regarding the class’s strengths, weaknesses, and opportunities for improvements using a modified ICF Framework. The course was the condition, lectures: the body structure and function domain, labs: the activity domain, and course participation: the participation domain. Contextual factors were student/self and instructors. A qualitative analysis occurred with inductive methods to develop themes. The themes were organized using the green, yellow, and red-light system from student consensus. Validity assurance occurred through 2-person agreement and member checking with a class presentation. Outcomes 100% of students, n=58, participated. Green light themes were labs with community participants and course organization. Red light themes centered around students feeling a disconnection between presented material and assessments. Yellow light themes indicated mixed evidence like the pace of lectures. In the end of course evaluations, students appreciated that feedback resulted in immediate modifications. Discussion and Conclusion This was a successful method to gather and organize student feedback that resulted in modifications with enhanced student learning.
Language barriers significantly hinder academic performance, psychological well-being, and clinical communication skills of Arabic-speaking healthcare students educated through English-medium instruction. Although existing instruments focus on clinical communication—often among physicians—critical dimensions such as academic challenges and psychological impacts remain underassessed, and tools rarely address disciplines beyond medicine (e.g., nursing, pharmacy, radiology). Studies in Arabic-speaking contexts typically employ author-developed or adapted questionnaires lacking rigorous validation. This short communication underscores the need for a comprehensive, psychometrically sound scale tailored to Arabic-speaking healthcare students. Proposed dimensions include Language Proficiency, Academic Impact, Psychological Impact, and Clinical Communication. Validation will involve systematic item development, exploratory and confirmatory factor analyses, reliability assessment via Cronbach’s alpha, and construct validation through correlations with academic grades, standardized English-proficiency scores, and established anxiety and communication measures. Establishing this validated scale will guide targeted educational interventions, refine curriculum design, alleviate psychological burdens, and ultimately enhance healthcare quality by producing more competent graduates.
Purpose This study explored burnout among core faculty in Doctor of Physical Therapy (DPT) programs, identifying its most prevalent aspects and key organizational correlations. Methods A convergent parallel mixed-methods design integrated quantitative data from the Maslach Burnout Inventory–Educators Survey and the Areas of Worklife Survey with qualitative data from semi-structured interviews. Data were collected concurrently, analyzed independently, and merged during interpretation. Quantitative analyses used multiple linear regression, while qualitative data underwent thematic analysis. Results Eighty-one faculty completed the survey and 20 participated in interviews. Emotional exhaustion emerged as the most prevalent burnout dimension, with 51.9% reporting moderate to high levels. Perceived control significantly explained 27.9% of the variance in emotional exhaustion (p < .001), with fairness adding 6.6% (p = .004). Qualitative findings corroborated these results, highlighting limited autonomy and inequitable workload distribution as central stressors. Additional themes included institutional misalignment, inadequate recognition, and superficial wellness initiatives. Collegial support and a strong sense of community mitigated stress and sustained engagement. Integration revealed convergence in control and fairness, complementarity in community, and expansion in values, rewards, and stress management. Conclusions Burnout among DPT faculty is primarily associated with systemic organizational factors rather than individual shortcomings. Limited autonomy, perceived inequities, and misaligned institutional priorities are key correlates, while supportive communities and recognition serve as protective factors. Addressing burnout appears to require institutional strategies that enhance faculty control, ensure transparent and equitable workload distribution, align values, and foster supportive environments. Such systemic interventions can strengthen faculty well-being and retention while promoting a more sustainable and engaging academic culture.
Purpose Even though there is extensive literature about good practice in feedback, it is currently unclear how to sustain a good quality feedback experience in a problem-based learning (PBL) curriculum. This research aims to explore students’ and tutors’ experiences of the feedback process in a PBL curriculum in the local context of Saudi medical schools, and to identify factors that influence perceived feedback quality. Method A mixed methods approach was adopted. First, 856 students from six medical schools completed a survey, followed by 12 student focus groups and 11 tutor semi-structured interviews across four schools. Results Verbal feedback was reported to be the most effective. Communicating feedback in the students’ native language and students’ previous experiences of teacher-centred education in secondary school were key factors affecting feedback experiences. Most student and tutor participants believed that feedback in PBL was for promoting studentcentred and self-directed learning (SDL); however, these groups differed in their perceptions of what was good feedback practice in facilitating self-directed learning. Conclusion Even though most student participants received feedback, their experience was variable, and the quality was inconsistent. Learner and tutor characteristics and beliefs impacted on the feedback process. A data informed model was developed to summarise key factors that influence feedback quality in a PBL curriculum in Saudi Arabian Medical Schools. A key recommendation is appropriate cultural adaptation of the feedback in a PBL curriculum when implemented in different global contexts. Specific recommendations for Saudi-medical schools include incorporating staff development to address best practice in facilitating self-directed learning and where practical tutor feedback given in person using the student’s native language.
Purpose: The study aimed to evaluate the research experiences of undergraduate medical science students at a university of technology to identify challenges and opportunities and determine the affordances of research participation for student success. Method: The study population comprised all third-year medical science students (n=30) enrolled in the research methods module, which is the only such module offered as part of the medical science academic program. Participation was voluntary and so the final sample represents a self-selected subset of fourteen individual from the full cohort. The data collection tool comprised closed and open-ended questions evaluating challenges, lessons learned, skills developed, and preparedness for future research prospects. Research data analysis was conducted using descriptive statistics and thematic analysis. Results: Students reported initial feelings of pressure to learn the required skills and manage their research projects while also conducting academic tasks for other modules. They also reported initially struggling to identify research problems, formulate research questions, and synthesise the findings of other researchers in their literature reviews. However, all reported that their research projects developed skills and a level of self-reliance that they did not possess before engaging in research. Students further noted that their involvement in research facilitated the development of critical thinking and problem-solving skills, both essential for professional development. Conclusion: The skills gained during the research journey highlight the value of research experiences in preparing students for future academic and professional pursuits. However, challenges related to comprehension of various research concepts indicate the need for more structured guidance to address challenges and enhance UREs.
Purpose: This study systematically reviewed evidence (2019–2025) on Indonesian nursing education, focusing on accreditation, competency based curricula, and workforce readiness in relation to global standards Methods: Following PRISMA 2020 guidelines, a systematic search was conducted across Scopus, PubMed/MEDLINE, DOAJ/PMC, and policy repositories. Eligible sources included peer reviewed studies, systematic reviews, and policy reports related to nursing education in Indonesia quality assurance, competency based learning, and workforce demand. Results: Twelve studies and reports were included, producing three themes: accreditation and quality assurance, competency based education and curriculum innovation, and workforce readiness and global alignment. Accreditation reforms, particularly Indonesia’s 2025 outcomes based instrument, have advanced accountability and continuous improvement, yet disparities remain across institutions, especially among smaller or regional schools. Competency based education and innovative pedagogies, including simulation learning, reflective teaching, and integration of values based approaches, showed promise in strengthening graduate competencies; however, persistent challenges were noted in faculty capacity, assessment consistency, and technological infrastructure. Workforce readiness continues to demonstrate uneven distribution, with localized oversupply and simultaneous shortages in key areas. Global frameworks, such as WHO’s Strategic Directions for Nursing and Midwifery, emphasize the urgency of aligning educational outcomes with workforce needs and ensuring equitable preparation for both national service and international mobility. Conclusion: Indonesian nursing education is evolving through accreditation reforms, competency based curricula, and workforce alignment, yet disparities persist; sustained progress requires investment in faculty, infrastructure, and evaluation to ensure consistent, equitable, and globally competitive graduates.
Purpose: PTA to DPT Bridge programs are uniquely designed to bridge the skills of a working physical therapy assistant (PTA) and those needed to become a Doctor of Physical Therapy (DPT). The purpose of this study is to explore factors predictive of the National Physical Therapy Examination (NPTE) scores unique to the nontraditional PTA to DPT student. Methods: This study utilized a quantitative, non-experimental design to examine predictive factors associated with DPT students’ performance on the NPTE. Student records from 86 graduates from the 2022 to 2024 cohorts, of a single PTA to DPT Bridge program were collected and retrospectively analyzed. Variables of interest were screened for relationships with NPTE scores. The variables included demographic variables, physical therapist applicant variables (GPAU, GREV, and GREQ scores) and physical therapist student variables (GPA1 and PEAT score). Results:GPA1 and PEAT score increased explained variance from 10.7% to 41.2%, a statistically significant improvement, Fchange(2, 57) = 14.80, p < 0.001. GREV (B = 2.38, p = 0.02), GPA1 (scaled ×10; B = 8.88, p < 0.001), and PEAT (B = 0.19, p = 0.04) were significant predictors of NPTE performance, indicating that each one-point increase in GREV, each 0.1-point increase in GPA1, and each 1 point increase in PEAT score were associated with NPTE score increases of 2.38 points, 8.88 points, and 0.19 points, respectively. Conclusion: This study identified GPA1, PEAT scores, and GREv as significant predictors of NPTE performance among graduates of a PTA to DPT Bridge program. While this study concentrated on the PTA to DPT learner, the results can be utilized and applied to other DPT programs, especially those in a hybrid format targeting the nontraditional student.
Purpose: Medical training imposes significant stress on students, often leading to burnout, anxiety, and/or diminished quality of life (QoL). Resilience has been identified as a critical factor in mitigating these challenges. However, there is limited research examining how stress and resilience interact to shape QoL in undergraduate medical students. This study expands upon Lazarus and Folkman’s Transactional Model of Stress and Coping by introducing a synthesized framework that integrates resilience as both a mediator and moderator of stress, advancing the understanding of these relationships. Methods: A cross-sectional study was conducted among 194 first- and second-year medical students at a private Egyptian university. The Perceived Stress Scale (PSS), Brief Resilience Scale (BRS), and Professional Quality of Life Scale (ProQoL) were used to measure stress, resilience, and QoL. Statistical analyses were used to examine the relationships between these variables, with demographic factors such as gender, academic level, and living arrangements considered. Results: High stress levels (mean PSS score: 25.6 ± 5.79) and moderate resilience (mean BRS score: 3.02 ± 0.65) were seen, with 51% of students experiencing significant stress. Female students and those living away from home reported lower resilience. The synthesized framework revealed that resilience acts as both a buffer against stress and a mechanism that enhances QoL, transforming stress into opportunities for adaptation and growth. Conclusion: The synthesized framework provides a novel lens to understand the dynamic interplay of stress, resilience, and QoL. It reimagines QoL as a feedback mechanism that fosters resilience, creating a reinforcing cycle of well-being. This advancement in theory underscores the importance of resilience-building interventions, such as mindfulness training, peer support, and institutional reforms, to support medical students’ well-being and academic success.
Purpose: The education of future health professionals brings with it a diversity of programs, the requirements for effective work-integrated learning experiences, and best use of discipline and clinical expertise. Peer review of teaching (PRT) is one mechanism whereby interdisciplinary connections are built to improve the quality of teaching and learning. This article introduces a novel perspective on the PRT process and highlights the importance of interdisciplinary collaboration. Methods: The Health Sciences Special Interest Group within the Higher Education and Research Development Society of Australasia initiated a cross-institutional PRT which included seven educators of varying academic experience from six Australian academic institutions. Upon completion of the PRT, each educator undertook a written reflection using six prompts to guide consistency. Results: Our findings highlighted the value of cross-institutional and cross-disciplinary PRT. We have learned from each other and gained more appreciation for the effort educators put into teaching and learning design that is meaningful and impactful for student learning, which is one of the main foci of the process. Conclusion: Building on our experiences, we propose a cross-institutional, crossdisciplinary approach to PRT that moves beyond traditional intra-institutional models. This approach enriches pedagogical insights, enhances objectivity, and fosters more critical feedback.
Purpose This study aims to explore the impact of AI on medical education by examining the relationship between AI use and academic performance in medical courses, evaluating the extent of its integration in students' clinical practice and application, and assessing how it enhances medical knowledge and understanding. In addition, the study measures medical students' attitudes toward the use of AI in their education and clinical training, providing a comprehensive overview of both its benefits and challenges. Methods A cross-sectional survey was conducted between November 2024 and December 2024 with 168 participants, including students and interns from various academic years. The survey assessed AI's role in academic performance, education, and clinical practice. Statistical analyses, including factor and regression analyses, identified correlations and predictors of AI integration. Results The analysis found that 85.6% of participants felt AI facilitated learning, 87.9% believed it improved understanding of complex topics, and 79.9% thought it enhanced academic performance. However, only 48.3% used AI for clinical decision-making, primarily for research and data analysis (79.2%), with just 12.5% using it for diagnostics. Additionally, 52% had never received AI training in clinical practice. Regression analysis revealed that AI experience significantly predicted positive perceptions and effective integration (p < 0.001). Conclusion AI integration into medical education could revolutionize learning and clinical practice. However, the lack of structured AI training highlights a critical gap that must be addressed to prepare future healthcare professionals for an AI-driven medical field
Objectives: Medical students require a solid understanding of statistics in research papers. However, literature lacks sufficient studies on their proficiency, especially on Jordanian aspect. Methods: We performed a cross-sectional study on 361 medical students to evaluate their attitudes toward statistics, their knowledge in research methodology, and their ability to correctly interpret commonly used statistics in medical research. Statistical attitudes were assessed using three scales (value, difficulty, and interest) from the SATS-36 scale. Additionally, a novel author's-validated scale was created to measure students' research methodology knowledge. The scale validity was assessed using Confirmatory Factor Analysis (CFA). Multiple linear regression analysis was used to define predictors of statistical inference knowledge among medical students. Results: Of participants, 52.4% were females and 68.2% were in the clinical stage. Research methodology knowledge scale showed adequate model fit indices (CFI, TLI, NNFI, and GFI all = 0.98, with RMSEA value of 0.06 and high reliability (Cronbach’s alpha = 0.89)). Positive attitudes towards the value of statistics (Coefficient = 0.62; 95% Cl: 0.17-1.06; P = 0.007) significantly predicted better statistical inference knowledge. In addition, lower perceived difficulty was the strongest predictor of knowledge of statistics (coefficient = 1.32; 95% Cl: 0.62-2.03; P < 0.001). Significant correlations were also found with higher academic performance and years of study (P < 0.05). Additionally, the cross-sectional design and simple random sampling were the most familiar study designs and sampling methods, respectively. Notably, 49% of students reported no prior knowledge of any statistical test, while the chi-square test was the most known one (36.3%). The predominant method for learning research methodology was through online videos and websites (76.6%), and SPSS was the most known statistical software (58.7%). Conclusion: Our findings may improve medical students' statistical inference skills in medical research. Furthermore, our assessment scale for research methodology knowledge will assist researchers evaluating such knowledge in various contexts and other populations of interest.
Background: The world of medical education is rapidly replacing the traditional face-to-face assessments of students by switching to online systems, and Pakistan is also undergoing this transition in its medical colleges and universities. It is therefore essential to obtain data on the performance of medical students in this new mode of assessment so that a smooth transition is enabled. Objective: To evaluate the academic performance of medical students in face-to-face and online examinations based on gender and professional year. Methods: A comparative study was performed at Rehman Medical College, Peshawar, Pakistan, from November 2023 to January 2024, on face-to-face and online examinations attempted by MBBS students of the first to fourth years. The results of first-to-fourth year MBBS modules were compared through a non-probability approach by universal sampling on a total of 768 students included in the study; 387 had given online assessments, while 381 were evaluated face-to-face. Students of the two sessions were included in the study; the examinations for one session were face-to- face, while for the other were online. The course content was same for both the examinations. The Moodle learning management system (LMS) was used for online examinations. All the online examinations were MCQ-based, single best answer type with similar difficulty levels. Students who partially completed the paper were excluded from the study. Data analysis was performed on SPSS 22. After testing data for normality by the Kolmogorov—Smirnov test, ANOVA was used for comparing the marks based on professional year, followed by post hoc tests of significance. An independent t-test was used for comparing mean scores of male and female students in both the examinations. Results: The mean scores of the students in online and face-to-face examinations were as follows: first year; 66.1 ± 11.2 and 52.0 ± 29.7, second year; 56.5 ± 7.8 and 37.6 ± 15.3, third year; 32.4 ± 21.7 and 28.9 ± 9.7, and fourth year; 14.1 ± 2.6 and 59.8 ± 10.9 respectively. The means scores of both the examinations were significantly different by MBBS year (p < 0.05). Overall, female students outperformed their male counterparts in most of the online and face-to-face examinations, however the difference was not significant statistically. The mean scores of females in online and face- to-face examinations were 43.4 ± 23.7 and 40.8 ± 2 respectively. Similarly, the mean scores of males in online and face-to-face examinations were 39.4 ± 21.7 and 36.5 ± 16.8 respectively. Conclusion: Overall, the female students achieved higher mean scores both in online and face-to-face examinations. The results favored online examinations up to the mid-third year. Later, a decline in this trend was noticed, and stu dents started performing better in face-to-face examinations. This could be due to the foundational nature of early coursework, which may rely more on memorization and less on clinical reasoning or hands-on skills. Therefore, medical schools that rely mainly on online examinations should consider adopting hybrid assessment models and giving more weightage to in person exams particularly in the later years of training, to better align with students’ academic progression and clinical development.
Background: Competency-Based Medical Education (CBME) emphasizes formative, learner-centred assessment. Blood pressure (BP) measurement, a core clinical skill, integrates knowledge, skills, communication, ethics, and attitude. While rubrics are widely used to standardize evaluation, their utility in triangulating faculty, peer, and self-assessment in BP measurement remains underexplored. Aim: To evaluate the reliability and educational value of rubric-based faculty, peer, and self-assessment in BP determination among Phase 1 MBBS students using a mixed-methods approach. Methods: A cross-sectional mixed-methods study was conducted among 98 Phase 1 MBBS students in a South Indian medical college. Forty-nine students performed BP measurement, assessed simultaneously by 5 faculty and 49 peer using a validated Knowledge, Skill, Attitude, Ethics, and Communication (KSAEC) rubric. Self-assessment was done after performing the BP Measurement using a KSAEC rubric. Quantitative data were analysed using descriptive statistics, paired comparisons, and correlation analysis. Qualitative feedback was collected via open-ended reflections and thematically analysed. Results: The rubric demonstrated high content validity (Scale-CVI = 0.92) and good inter-rater reliability (ICC = 0.81). Self-assessment scores were consistently higher than peer and faculty scores, particularly in subjective domains such as communication, attitude, and ethics (p < 0.05). Peer assessments aligned more closely with faculty scores in objective domains, with strongest correlations for knowledge (r = 0.60–0.67). Qualitative analysis revealed themes of clarity, structured feedback, reflective learning, challenges in assessing subjective domains, and social bias. Conclusion: Rubric-based self- and peer-assessment foster reflective learning and reinforce technical competencies in early clinical training. While self-assessment is prone to inflation, it remains valuable for metacognition when scaffolded by clear criteria. Peer assessment is a reliable, scalable alternative for formative feedback, particularly in objective domains. For subjective competencies like professionalism and communication, multimodal strategies such as Mini-CEX and multisource feedback are recommended.
Purpose. This integrative literature review traces the evolution of signature technologies in health professions education and their impact on teaching and learning. By exploring these technologies, it highlights the ways these advancements shape learning experiences and the preparation of future healthcare professionals. While these technologies present opportunities for enhanced learning, they also introduce challenges related to accessibility, cost, and effectiveness. Method. Using Torraco’s framework for integrative literature reviews, this article synthesizes existing scholarship to trace the historical development of signature technologies in health professions education. The authors conducted searches in PubMed, Scopus, and Google Scholar for literature published primarily between 2000 and 2025, identifying frequently used tools and mapping their evolution. We included peer-reviewed, English-language articles examining the use, effectiveness, or integration of technologies in health professions education with demonstrated pedagogical outcomes and excluded studies lacking empirical grounding, instructional relevance, or focus on student development. Results. Across decades of innovation, signature technologies in health professions education have progressed from physical task trainers to immersive and intelligent systems, revealing a trend toward greater fidelity, interactivity, and personalization. This evolution reflects a pedagogical shift from procedural training toward holistic, data-informed learning experiences that integrate cognitive, technical, and affective competencies. Yet, persistent tensions, including disparities in access, limited faculty preparedness, and unresolved ethical questions, underscore the unevenness of technological adoption across disciplines and institutions. Conclusion. Technology continues to redefine health professions education, offering innovative approaches to skill development and decision-making. While emerging tools can enhance learning, institutions must critically assess their effectiveness and accessibility. The insights from this integrative literature review extend beyond health professions education and encourage instructors across disciplines to explore the role of technology in teaching and learning.
Climate change poses increasing risks to global health, highlighting the need for healthcare professionals who understand the links between environmental change and health outcomes. Medical education is a key platform for fostering such competencies. This study aimed to examine the role of climate change education within medical curricula, focusing on its integration, the promotion of interdisciplinary collaboration, and its contribution to preparing students for emerging health challenges. This perspective paper provides an overview of current approaches to the integration of climate change education into medical training. Sources addressing curriculum design, knowledge acquisition, practical skill development, and collaborative learning were considered. Evidence suggests that incorporating climate change education into medical curricula supports students in developing a foundational understanding of climate science, enhances practical skills relevant to climate-resilient healthcare, and encourages interdisciplinary engagement. These elements collectively contribute to shaping future healthcare professionals equipped to respond to the health challenges associated with a changing climate. Climate change education represents an important dimension of medical curricula. By embedding this content, medical training can better prepare students to navigate the intersections of climate and health, while fostering resilience in healthcare practice. Further research is needed to refine curricular strategies and strengthen implementation across institutions.
Purpose Peer-assisted mentoring (PAM) is increasingly recognized as an effective educational strategy in health professions education. It fosters collaborative learning, where mentors and mentees engage in knowledge exchange, critical thinking, and skill development. This study aimed to explore the influence of peer-assisted mentoring on the academic performance of final-year Bachelor of Dental Surgery (BDS) students, in comparison to their non-mentored counterparts, while also assessing its broader educational benefits. Methodology An action research study was conducted during the 2023–2024 academic year at Vinayaka Mission’s Sankarachariyar Dental College, Salem, Tamil Nadu, and India. High-achieving dental interns were selected and trained to serve as peer mentors. Each mentor was assigned three to four final-year BDS students (mentees) with varying levels of academic performance. The mentoring program spanned ten months and included weekly sessions focused on academic reinforcement, doubt clarification, and effective study strategies. Independent t-tests were conducted to compare examination scores between groups. Qualitative data from open-ended survey responses and mentoring logs were analyzed using Braun and Clarke’s (2006) six phases of thematic analysis. In addition, Chi-square and Fisher’s Exact tests were employed to compare the pass percentages of the PAM cohort (n=82) with the non-PAM cohort (n=79) Results The statistical analysis showed a significant improvement in the academic performance of students who received peer mentoring compared to those who did not (p < 0.01). Beyond academic gains, mentees reported enhanced emotional resilience and a stronger sense of belonging. Mentors also benefited through improved leadership, communication, and organizational skills, reflecting the reciprocal value of the program. Conclusion The study demonstrated that peer-assisted mentoring is a valuable and sustainable educational approach in dental education. The mutual benefits observed highlight the potential of peer mentoring to foster a collaborative and supportive learning environment within the dental curriculum.
