Introduction: The tension between tradition and innovation is a defining challenge in medical education, yet the literature lacks a strategic framework to guide educators through this dynamic.Methods: This study addresses this gap using a ten-year qualitative autoethnography, drawing on a 65,000-word corpus of reflective journals and institutional artifacts to explore the educator’s lived experience.Results: The findings reveal a spectrum of three professional archetypes in response to this tension: Oppositionists, who view the two as rivals; Passive Integrators, who blend them reactively;and Smart Integrators, who do so with intentional purpose. Based on these insights, the study proposes the FUSION Design Helix, a dual-layered framework for strategic integration. The corecomprises a six-stage process - ranging from ‘Framing Goals’ to ‘Navigating Implementation’ - which is synthesised through the macro-phases of Design Thinking: Inspiration, Ideation, and Implementation. By positioning tradition and innovation as complementary resources rather than rivals, the Helix provides a proactive, design-oriented engine for curriculum development.Conclusion: Collectively, the findings reposition educational change as an act of purposeful pedagogical design rather than reactive compromise, offering a scalable cognitive framework forcultivating reflective educators and building resilient, future-ready curricula in medical education. Practically, the model provides medical schools and faculty developers with a structured roadmapfor planning, implementing, and sustaining pedagogically grounded innovation while strengthening the educators’ capacity for reflective, theory-informed practice.
Introduction:Medical education in the Gulf Cooperation Council (GCC) has undergone substantial transformation over the past two decades, driven by health system reform, workforce localization, and increasing demand for quality and accountability. Saudi Arabia serves as a central analytical anchor due to its scale and regulatory maturity. This study provides a structured, policy-oriented synthesis of medical education across the GCC and examines its transition from expansion toward system alignment. Methods:A narrative review with structured thematic analysis was conducted. A search of PubMed, Scopus, and Web of Science, supplemented by policy documents and institutional reports, was performed for 2010-2025. Sources were selected based on relevance to GCC medical education. Data were organized across domains, including governance and accreditation, undergraduate education, assessment and licensing, postgraduate training and workforce alignment, and faculty development. Results:Substantial progress is evident in regulatory consolidation, competency-based education, simulation-based learning, and national licensure examinations. However, implementation remains variable across institutions and countries. Key challenges include faculty capacity constraints, limited clinical training infrastructure, an imbalance in assessment practices, and misalignment between educational output and workforce needs. The literature remains largely descriptive, with limited standardized data on the outcomes and workforce impact. Conclusion:Medical education in the GCC is transitioning from expansion toward system alignment, where integration of educational design, regulation, and workforce planning is critical. Strengthening assessment systems, investing in faculty development, expanding community-based training, and improving outcome measurements are essential. A coordinated, data-driven approach with regional collaboration is required to advance a responsive and globally competitive medical education system.
.Entrustable Professional Activities (EPAs) have transformed health professions education by focusing on learners’ readiness to perform clinical tasks independently. However, as much emphasis is placed on entrusting learners, the equally critical question arises: can we confidently entrust medical teachers—the mentors of future health professionals—with fostering competence, professionalism, and ethical practice? This paper explores the emerging concept of “Entrustable Medical Teachers” (EMT), advocating for systematic frameworks to assess and certify medical teachers’ educational competencies beyond clinical expertise.Teaching in health professions requires specialized skills such as curriculum design, learner assessment, feedback delivery, and educational leadership. Without clear standards and ongoing evaluation, the quality and effectiveness of mentorship may be compromised, potentially impacting learner progression and patient safety. Recent developments in EPAs frameworks tailored for medical educators identify core teaching activities that institutions can use to ensure faculty competence and accountability.Embedding entrustability in faculty development represents a paradigm shift from traditional informal teaching models towards rigorous, competency-based preparation and continuous professional growth. This approach aligns with modern educational trends emphasizing transparency, quality assurance, and cultural accountability in training environments.EMT is not only about clinical knowledge transmission but also about cultivating ethical, professional role models who guide learners safely and effectively. Recognizing and validating the entrustability of medical teachers provides a foundation to enhance educational outcomes and, ultimately, patient care.This paper calls for the integration of EMT frameworks into faculty development, ensuring that those who educate future health professionals are as rigorously prepared and trusted as the learners they supervise.
Introduction: Effective education on emergency trolley medications is vital for the patient safety. Traditional methods often fall short of promoting deep and lasting learning. This study compared two active learning strategies, crossword puzzles and mind mapping, for teaching emergency trolley medications to anesthesia students.Methods: This quasi-experimental study was conducted on 40 undergraduate anesthesia students of Iran University of Medical Sciences (IUMS) and Tehran University of Medical Sciences (TUMS) selected by census sampling. The same instructor delivered both groups personally. Simple individual randomization was used to randomly divide the participants into the mind mapping group (n = 20) and the crossword puzzle group (n = 20), through a coin toss procedure Two training sessions on emergency trolley medication-related concepts were attended by each group. To examine the efficacy of the intervention, we administeredthree tests: a pre-test, a post-test, and an unexpected retention test (after 3 weeks). Independent t-test and repeated measures ANOVA were used to analyze the data. The tests were constructed following the Bloom’s taxonomy Table, and the reliability and validity of both tests were validated using standard procedures.Results: Demographic factors such as age, GPA, and gender did not impact the results significantly either (P0.05). Independent t-test indicated that there was no significant difference in the two groups at pre-test levels (mind mapping: 5.58 ± 0.47; crossword puzzle: 5.60 ± 0.47; P = 0.985). Both of the methods led to a significant improvement in post-test learning metrics compared with pre-test results (map: 12.87 ± 0.53; puzzle: 13.25 ± 0.59; P = 0.641; repeated measures ANOVA: P < 0.001). However, in the retention test, students in the crossword puzzle group outperformed those in the mind map group (9.36 ± 0.66 vs. 6.52 ± 0.65; P = 0.004), indicating better long-term retention.Conclusion: Although both methods enhanced short-term learning, crossword puzzles were more effective for long-term retention. These findings underscore the need to tailor instructional strategies to achieve desired learning outcomes.
Introduction:The rapid advancement of Artificial Intelligence (AI) in medical education is driving a shift from traditional instructional design methods toward personalized and adaptive learning models. Despite numerous promising applications, the available evidence remains limited and fragmented; therefore, a comprehensive synthesis of the evidence is needed to support robust conclusions. Methods:This study employed the four-phase meta-synthesis framework proposed by Sandelowski and Barroso. A systematic search was conducted across Medline, Embase, CINAHL, PsycINFO, PubMed, Web of Science, ScienceDirect, Wiley Online Library, SpringerLink, Taylor & Francis Online, SAGE Journals, and Scopus, covering publications from 2010 to 2025. Studies were screened according to predefined inclusion and exclusion criteria, and their methodological quality was evaluated using the Critical Appraisal Skills Programme (CASP). Coding reliability was assessed through a test-retest procedure, resulting in a reliability coefficient of 0.81. Results:A total of 273 records were identified, of which 16 studies met the inclusion criteria and obtained CASP scores exceeding the threshold of 30. Content analysis revealed five principal domains: faculty-related applications (21%), student-related applications (28%), applications in the learning process (15%), curriculum development (13%), and assessment mechanisms (23%). Student-related applications constituted the largest proportion, highlighting the pivotal role of learner-centered personalization in AI-driven medical education. Conclusion:The integration of Artificial Intelligence (AI) into individualized educational experiences represents a transformative model for medical education. AI enables adaptive learning pathways, dynamic assessment methods, and data-driven instructional environments, thereby enhancing student engagement, fostering faculty innovation, and promoting equity in learning outcomes. This synthesis proposes an overarching conceptual framework to inform policy, research, and implementation in the context of AI-supported personalized medical education.
Introduction:Modern large language models (LLMs) like ChatGPT (based on the GPT-4 architecture) and DeepSeek offer unprecedented capabilities for generating scientific text. However, their performance in replicating structured, high-quality scientific writing, especially compared to human-authored abstracts, remains insufficiently evaluated. To compare the abstract quality produced by human authors, ChatGPT/GPT4, and DeepSeek across: six evaluation criteria Clarity, Coherence, Conciseness, Accuracy, IMRaD Structure, and Language Quality, using blinded expert ratings and non-parametric statistical methods, specifically the Kruskal-Wallis test followed by pairwise Wilcoxon rank-sum tests with false discovery rate correction. Methods:We selected 23 medical and healthrelated research topics, each yielding three abstracts (human, ChatGPT, DeepSeek), for a total of 69 abstracts. Three raters scored each abstract. Kruskal-Wallis tests assessed group differences; Cliff's Delta (δ) was calculated as a nonparametric effect size for each comparison, suitable for ordinal data. Results:Across criteria, ChatGPT and DeepSeek significantly outperformed human authors in Clarity, Coherence, IMRaD Structure, and Language Quality. In contrast, Conciseness and Accuracy showed negligible effect sizes (|δ| <0.10), suggesting parity across all three sources. Conclusions:ChatGPT and DeepSeek achieved significantly higher scores in clarity, coherence, structure, and language quality, while showing comparable performance in conciseness and accuracy. These findings complement recent evaluations showing competitive medical and reasoning performance of DeepSeek models compared to proprietary LLMs. While shortform abstracts, expert oversight, and domain expertise remain critical, the results suggest that LLMs-particularly GPT4 and DeepSeek-can serve as effective tools in drafting scientific abstracts.
Introduction:Assessing professionalism in a valid, objective, and cost-effective manner remains a persistent challenge in clinical education. In Indonesia, this issue is particularly relevant in surgical training, where residents must integrate technical competence with professional behaviour in high-stakes, resource-limited settings. This study aimed to develop and evaluate the educational suitability of a Situational Judgement Test (SJT) combined with guided written reflection to assess and promote professionalism among general surgery residents. Methods:A mixed-methods sequential design was used. An SJT was developed through blueprinting, item writing, and expert validation, resulting in 26 scenarios across six professionalism domains. Residents (n = 64 at baseline; n = 44 completers) completed a proctored pre-test SJT, participated in an 8-week guided reflection program (four submissions), and completed an asynchronous post-test SJT. Educational suitability evidence was examined through content validity (CVI) and internal consistency (Kendall's W). No construct or criterion validity testing was performed. Reflections were scored using Kember's four-level reflective framework by three independent assessors with Fleiss' Kappa for inter-rater agreement. Changes in SJT and reflection depth were analysed using paired tests and correlation analysis. Data were analysed using SPSS version 23. Results:The mean CVI across items was 0.97 (range 0.90-1.00). The mean SJT score increased significantly from 386.59 ± 19.31 to 420.45 ± 12.56 among completers, with a mean difference of 33.86 ± 16.03 (p < 0.001). Reliability improved from Kendall's W = 0.38 to 0.52. Sensitivity analysis comparing baseline pre-test scores between completers (386.6 ± 19.3) and dropouts (391.0 ± 15.5) showed no significant difference (Mann-Whitney U, p = 0.258), indicating limited attrition bias. Reflective depth progressed from median level 1 to 4 across four submissions (median Δ = +3, p < 0.001), with substantial inter-rater agreement (κ = 0.68). There was no significant correlation between Δ reflection and Δ SJT (r = 0.059, p = 0.703). Conclusions:Integrating SJT with guided reflection demonstrated strong content validity, internal consistency, and educational benefit, supporting its suitability for formative educational use in surgical professionalism training.
Introduction: Traditional OSCEs, while reliable, are criticized for limited authenticity, delayed feedback, and high stress. The Clinical Assessment for Progression Examination (Clinical APEx), a new competency-based assessment at Monash, was developed to address these issues.Methods: We conducted an interpretivist qualitative interview study with 33 final-year medical students who completed both the Clinical APEx and OSCE, recruited via post-assessment survey and site-wide invitations. Semi-structured Zoom interviews were analysed using inductive reflexive thematic analysis.Results: Analysis revealed four key themes: Authenticity and Empathy, Feedback and Learning, Supportive Environment, and Challenges, which included concerns about standardisation, subjectivity, and under-assessment of clinical reasoning.Conclusion: Beyond describing a local innovation, this study highlights broader mechanisms of educational impact, particularly authenticity, feedback, and psychological safety, that can inform assessment design across contexts. The Clinical APEx serves as a case example for reimagining high-stakes assessment as assessment for learning rather than solely of learning. These findings provides conceptual insights as to how clinical assessments might be made both rigorous and developmentally meaningful.
The Journal of Advances in Medical Education and Professionalism (JAMP) is celebrating its 14th anniversary now. In this journal, we propose several steps to dissociate the appraisal of a paper’s quality and impact from the decision to publish, including rigorous peer review to ensure that high-quality articles in medical education are published. With a highly enthusiastic editorial team, expert reviewers, and enthusiastic authors, new ideas certainly arise. Another step is prioritizing meaningful educational studies and evidence-based approaches. And the most important step is broadening citations and open access to attract submissions from the medical education community worldwide.
Introduction:Resilience, as an important psychological resource for adaptation, has been associated with lower levels of Internet addiction and better academic outcomes. This research sought to determine how life satisfaction functions as a mediator in the relationship between resilience, academic performance, and Internet addiction among medical students. A deeper understanding of these relationships may contribute to the design of evidence-based interventions to improve academic performance and reduce Internet addiction among medical students. Methods:This quantitative correlational study with a cross-sectional design was conducted among medical students at Ahvaz University of Medical Sciences during the 2023-2024 academic year. A total of 239 participants were recruited using convenience sampling. Data were collected using the Connor-Davidson Resilience Scale (CD-RISC-10), the Short Form of Young's Internet Addiction Test (s-IAT), and the Satisfaction with Life Scale (SWLS). Data were analyzed using descriptive statistics and partial least squares structural equation modeling (PLS-SEM) in Smart-PLS 3. Confirmatory factor analysis (CFA) was conducted to assess the measurement model through factor loadings, Cronbach's alpha, composite reliability, and convergent and discriminant validity. The structural model was evaluated through path coefficient analysis, while bootstrapping with 5,000 resamples was applied to examine the significance of the hypothesized direct and indirect effects. Results:In the proposed model, resilience was expected to influence Internet addiction and academic performance both directly and indirectly through life satisfaction as a mediating variable. The results showed that resilience had a direct negative effect on Internet addiction (β = -0.24, t = 3.35, p < 0.001) and a positive effect on life satisfaction (β = 0.36, t = 5.87, p < 0.001), while life satisfaction negatively predicted Internet addiction (β = -0.30, t = 4.64, p < 0.001) and positively predicted academic performance (β = 0.16, t = 2.36, p = 0.018). However, the direct effect of resilience on academic performance was not significant β = 0.11, t = 1.44, p = 0.15). Indirect effects confirmed that resilience influenced both Internet addiction (β = -0.11, t = 3.69, p < 0.001) and academic performance (β = 0.06, t = 2.18, p = 0.030) through life satisfaction, supporting the mediating role of life satisfaction in the model. The model also demonstrated acceptable explanatory and predictive power (R2, Q2, f2) and good fit (SRMR = 0.074), indicating robustness of the proposed theoretical model. Conclusion:The findings support the proposed mediation model and highlight that resilience reduces Internet addiction mainly through increasing life satisfaction. In practice, strengthening both resilience and life satisfaction can be an effective approach to lowering problematic Internet use and supporting academic functioning among medical students. These results provide useful guidance for designing targeted mental health interventions in academic settings.
Introduction: Design thinking is vital in medical education for addressing complex healthcare challenges, but interdisciplinary collaboration opportunities remain limited. This study evaluates student-reported 1) exposure to design-thinking methods, and 2) access to healthcare-specific design opportunities (courses, projects, mentors, and networks) at Brown University, the Rhode Island School of Design (RISD), and the Warren Alpert Medical School (AMS). It also assesses a student-driven organization that fosters skill development, interdisciplinary collaboration, and project-based learning.Methods: A survey was developed with multidisciplinary student and faculty review for face and content validity. Using a cross-sectional convenience sample from a cross-institutional listserv, 77 students completed the 25-question survey covering demographics, prior experiences, interests, and perceived access to healthcare design opportunities. Responses used checkbox and Likert scale formats. We used descriptive statistics and between-group comparisons (project participants vs nonparticipants) via t-tests on Likert means (α=0.05).Results: The survey yielded 77 responses. Respondents represented Brown (61%), AMS (18%), and RISD (14%), with 6% enrolled in joint Brown-RISD programs. Institutional disparities were noted from self-reported aptitudes: RISD students excelled in design (100%), and AMS in research (79%). Brown students reported the greatest access to academic opportunities in healthcare design (68%). Common challenges included limited professional networks (average 2.4/5). Participants sought collaborations and skills from other institutions. Most respondents (94%) desired project-based opportunities, highlighting demand for practical applications. Design x Health project participants reported significantly higher self-perceived access to opportunities and understanding of design processes compared to non-participants.Conclusions: This study highlights the potential of student-driven organizations in addressing limited opportunities and networking needed to incorporate design in health solutions. By improving access to networks and integrating healthcare design into curricular and extracurricular offerings, such initiatives prepare students to tackle healthcare challenges.
Introduction: Anatomy, histology, biochemistry, and physiology are essential for clinical practice. Task-based learning (TBL) offers an innovative, active learning strategy that aligns with these foundational subjects. Meanwhile, the use of computer-aided data acquisition (data acquisition; DAQ) systems like PowerLab has significantly transformed physiology education through simulation-based experimentation. This study aimed to evaluate the effectiveness of combining TBL and PowerLab in enhancing undergraduate medical students’ understanding of physiology.Methods: This quasi-experimental study included 180 undergraduate medical students from the Faculty of Medicine and Health Sciences at Unismuh. Participants were selected using convenience sampling. A survey consisting of 12 validated Likert-scale questions (Cronbach’s alpha=0.84)was conducted to gather students’ insights into how PowerLab can be utilized to perform and educate physiology experiments. A task-based module was used in this study, implemented over five sessions, each lasting 120 minutes, and covering topics such as cardiovascular, respiratory, and neuromuscular physiology. Students’ cognitive abilities were measured using a pre-post-test consisting of 25 validated multiple-choice questions, a practicum exam, and the final mark of the biomedical course. Data were analyzed using SPSS version 26.0 and Microsoft Excel. Frequency and summary statistics were analyzed using descriptive statistics.Results: During experiments with PowerLab, 74.4% of the students demonstrated a good to excellent understanding of physiological concepts. The pre-post-test scores elicited a statistically significant median increase compared to the pre-test score (p<0.001). There was also a statisticallysignificant correlation (Spearman’s rho=0.82, p<0.001) between the practicum exam results and average test scores (Spearman’s rho=0.54, p<0.001) with the final marks in the biomedical course. However, 30 students (16.7%) showed decreased scores, indicating variability in response to the intervention, requiring further exploration. Additionally, students reported discrepancies between satisfaction (67% excellent) and perceived comprehension (40% average), suggesting gaps between enjoyment and conceptual understanding.Conclusion: Integrating PowerLab technology with task-based modules enhances understanding and performance in physiology education. These strategies create an engaging, hands-on learning environment that fosters critical thinking and prepares students for clinical practice applications.However, further studies are needed to investigate the reasons behind variability in students’ responses, especially those whose scores decreased, and to address observed discrepancies between students’ satisfaction and actual comprehension of the physiological concepts.
Introduction:Physician advertising is an important topic in the medical field. It is an important tool for attracting new patients, increasing awareness of medical services, and promoting the brand of physicians and medical centers. Therefore, this study investigated the surgeons' attitudes toward physician advertising. Method:This cross-sectional descriptive-analytical study was conducted on 136 surgeons selected from four teaching hospitals and two private hospitals in Tehran using convenience sampling. A researcher-made questionnaire was used to measure the surgeons' attitudes towards physician advertising. The survey included scales validated by a group of experts, and questionnaire validation methods were performed using a 5-point Likert scale. Data were analyzed using SPSS 18 software. Descriptive statistics were used to summarize the data, and inferential statistical tests, including chi-square, Fisher's exact test, and independent t-tests, were used to examine the associations. Result:The mean age of the study physicians was 36.99±0.9 years. Regarding the physicians' perceptions of advertising, 89% fully concurred that physician advertising enhanced their revenue. Conversely, 76.5% of physicians contended that advertising did not foster increased competition or enhance services. Most participants (84.6%) entirely refuted the assertion that advertising undermined the reputation of physicians. Furthermore, 86% expressed complete dissent about the prohibition of advertising by physicians. Seventy-five percent of surgeons said that paying the media to invite physicians to educational seminars was the most improper way for doctors to advertise. Conversely, 88.2 percent of them said that posting instructional information on their virtual profiles was the best approach. Statistical testing demonstrated that the judgment of the positive attitude toward physician advertising strongly correlated with age (p=0.002). The status of physician advertising in the community was deemed entirely proper for those under 30 years old, whereas it was deemed wholly inappropriate for those aged 30 to 45 and above. Conclusion:The results of this study showed that physicians' attitudes towards advertisements by physicians in society were evaluated favorably in terms of ethical aspects and the dignity of the medical profession.
Introduction: Enhancing the clinical competency of novice nurses remains a critical concern in nursing management. This study aimed to determine the effects of a supportive-educationaland a supportive-only intervention on the competency levels of novice nurses.Methods: We conducted a quasi-experimental study with three parallel groups in three teaching hospitals in Mashhad, Iran. A total of 97 novice nurses participated and were allocated into three groups based on their hospital assignments. The first intervention group received a four-week supportive-educational program tailored for novice nurses. The second intervention group participated in a supportive-only program targeting nurse managers, and the control group completed the routine hospital orientation. Competency was measured using the CreightonCompetency Evaluation Instrument (C-CEI) at baseline and two months later by head nurses. Data were analyzed with Stata 17 at a 0.05 significance level.Results: After adjusting for pre-intervention scores, the supportive-educational intervention group showed a statistically significant improvement in competency scores compared to the control group (β=10.86, p=0.006, 95% CI: 5.28, 16.44). The supportive-only program also demonstrated a significant statistical effect on nurse competency (β=5.20, p=0.049, 95% CI:0.01, 10.39). However, the improvement was less pronounced than that observed in the supportive-educational intervention group.Conclusion: Both supportive-educational and supportive-only programs improved the novice nurses’ clinical competency, with the supportive-educational intervention producing morepronounced effects. These findings suggest that both programs can be implemented in clinical settings to enhance novice nurses’ clinical competency, with the choice tailored to resources, staffcapacity, and institutional needs.
Introduction: Understanding and clarifying key concepts such as “knowledge sharing” is essential for advancing interprofessional collaboration and education in healthcare. This study aimed toanalyze the concept of knowledge sharing in multidisciplinary surgical teams.Methods: This is a qualitative study performed using Schwartz-Barcott and Kim’s (2000) hybrid model of concept analysis, implemented in three stages: 1) theoretical, 2) fieldwork, and 3)final analysis. In the theoretical phase, a comprehensive literature review was analyzed through inductive content analysis. Along the fieldwork phase, semi-structured interviews were conductedwith surgical team members and analyzed deductively following Elo and Kyngäs’ approach. In the final phase, the findings from both stages were integrated to present a comprehensive definitionof knowledge sharing.Results: The final analysis phase indicated five main categories of attributes: 1) diversity of shared knowledge, 2) interactive, voluntary and multi-directional exchange, 3) purposeful process, 4) varied sharing levels, and 5) diverse sharing methods. Further, two main categories of antecedents were identified: 1) individual and knowledge factors, and 2) organizational factors. Ultimately, the analysis highlighted two main categories of consequences: 1) individual, team and therapeutic consequences, and 2) organizational consequences.Conclusion: In the present study, knowledge sharing was defined as an interactive, purposeful, and voluntary process occurring at various interpersonal and organizational levels (vertical and horizontal) through professional behaviors. It involves reciprocal (occasionally unilateral) exchange of tacit/explicit knowledge via formal, informal, and web-based channels. Since the core characteristics of knowledge sharing have remained largely consistent between the theoretical and fieldwork phases, this definition can be applied to other clinical environments.
The care of sick people is a moral issue. In a highly technological era, it risks becoming a matter of repairing unhealthy bodies by means of evidence-based strategies, neglecting the human component. To teach these issues has become a challenge and ignoring it has important consequences. Andrew Jameton described moral distress in medicine in 1984 as the negativefeelings that arise when one feels compelled to act against what one considers morally correct. It is usually due to external or organizational circumstances, but in the case of health careersstudents, residents or young professionals, it is hierarchies that often impose themselves as a relevant factor, affecting the moral decisions the students would make if the case that suchhierarchies did not exist. The issue is complex, because longterm consequences have been described, which have to do with exhaustion, disenchantment with the chosen profession, lowjob satisfaction and therefore demotivation, depersonalization and moral scars. The latter is a topic currently on the rise in the literature, probably motivated by post COVID-19 era. This text will emphasize the need to address moral distress in medical education, and will try to show some strategies to address it.
Introduction:Empathy is a key element in the doctor-patient relationship. Despite its recognized importance for both patient and physician. Several studies have reported a decline in empathy during medical training. However, few studies have been carried out in this regard in the Arab world, particularly in Morocco. This study aimed to assess the level of empathy in Moroccan medical students and to identify the factors associated with its variation. Methods:A cross-sectional study was carried out among medical students at various Moroccan medical faculties. Data were collected using a questionnaire that included socio-demographic data on the students and their parents, clinical and academic data and satisfaction with the relationship with parents, and the validated version of the 10 items Perceived Stress Scale (PSS 10) for stress assessment. Empathy was assessed using the Jefferson Scale of Empathy- student version (JSE-S) in its Arabic version validated in Morocco. Data were analyzed using descriptive statistics, bivariate analysis and multivariable linear regression to determine the factors associated with empathy. The significance level was considered 0.05. All statistical analyses were performed using SPSS Version 26. Results:A total of 565 students were enrolled. The mean JSE-S score was 106.15±13.65, with a significant drop observed during the third cycle (the 6th and 7th year) (p=0.002). Female students scored higher than males (p=0.003). Higher satisfaction with parental relationships was positively associated with empathy (p=0.02), while chronic disease was linked to lower scores (p=0.048). Conclusion:Empathy in Moroccan medical students appears to decline during medical training, which may affect future physician-patient interactions. These findings underscore the importance of implementing educational interventions and curricula designed to foster empathy, ultimately improving communication, patient satisfaction, and quality of care in clinical practice.
Introduction: The unfolding case study is an innovative teaching strategy that structures patient scenarios over time to enhance learner engagement and improve outcomes. However, its effectiveness in nursing education classroom settings worldwide remains underexplored. This review aimed to synthesize evidence on the impact of unfolding case-study learning on nursing students’ knowledge, critical thinking, and self-efficacy.Methods: A scoping review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses- Scoping Reviews (PRISMA-ScR) guidelines. Searches covered CINAHL (EBSCOhost), Cochrane Library (Wiley), Embase (Elsevier), ERIC (IES), MEDLINE (via PubMed), Scopus (Elsevier), and Web of Science Core Collection (Clarivate) for English-language studies published from January 2012 to September 2025. Study appraisal used the Mixed Methods Appraisal Tool (MMAT, 2018) and NHMRC levels of evidence for quantitative designs.Results: The initial search identified 550 studies, of which 19 were included after rigorous screening. Findings indicated that unfolding case studies positively influenced knowledge acquisition by promoting active learning, enhancing integration of theory into practice, strengthening collaborative learning and communication, and improving long-term knowledge retention and recall. Evidence also supported improvements in critical thinking skills and self-efficacy among nursing students.Conclusion: Integrating unfolding case-based learning into undergraduate nursing education offers substantial advantages in developing essential skills, particularly knowledge acquisition, critical thinking, and self-efficacy.
Various teaching methods are used in medical education. While Card games are effective for education, supported by educational theory, and generally well accepted by learners, there is no evidence available regarding its use in the nursing field.
Introduction: Virtual reality (VR) technologies are interactive multimedia environments that serve as popular educational tools for teaching various groups. This study aimed to explore the applications of VR in the education of different medical science groups, including medicine, medical residents, dentistry, nursing, pharmacy, etc., in a systematic review format. This technology provides unique opportunities for learners to immerse themselves in experiences, leading to increased understanding and practical skills in the field of medical sciences. Therefore, this study was conducted in 2023 to examine the applications and challenges of VR in medical science education through a systematic review.Methods: This study systematically extracts published articles through keyword searches from 1970 until March 14, 2023, in Web of Science, Scopus, Science Direct, Cochran Library, PubMed,ProQuest and IEEE. To evaluate the methodological quality of the included studies, we used the STROBE checklist. All stages were carried out by two researchers, and the final selected articles were summarized in tables.Results: This review included 26 studies from an initial pool of 22,160 identified articles. The analysis revealed six key themes regarding the use of these technologies: their impact on learning outcomes, increased student motivation, enhanced self-confidence, improved teamwork, their role as tools for curriculum integration, and associated challenges. Collectively, the reviewed studies suggest that such technologies contribute positively to learning satisfaction, academic performance, public speaking confidence, and collaborative skills. Additionally, they serve as effective supplementary tools in educational settings. Nevertheless, several studies reported potential side effects, including dizziness, nausea, and eye strain.Conclusion: This study showed that the use of technologies like VR improved learning, motivation, and teamwork, but there were challenges in their implementation. It is recommended that thesetechnologies should be integrated into the curriculum and training workshops should be held for their effective use. Additionally, policymakers should provide financial resources and nationalguidelines to support the expansion of these technologies.
