Background Artificial intelligence (AI) transforms scientific research and publication by supporting all aspects of research from setting up hypothesis and research objectives to data analysis and manuscript preparation. Its widespread use in postgraduate research by students improves efficiency and feedback, but also raises concerns related to academic integrity, ethical behavior, algorithmic bias, hallucinated outputs, copyright issues, and mainly, preservation of students’ critical thinking skills. This article presents supervisor-oriented guidance for the responsible integration of AI into scientific research supervision. Methods We have undertaken narrative synthesis based on published manuscripts as well as our collective supervisory experience with AI-assisted research projects. Published literature evidence and practical experience were integrated to develop 10 insights for supervisors guiding research students who use AI tools during all aspects of their research. Results We have generated 10 practical insights for supervisors on guiding research students with ethical AI use: Establishing transparency and accountability; Setting expectations; Creating a customised AI use agreement; Maintenance of AI Use Log for Review; Reviewing AI log – The supervisor’s role; Addressing data privacy and ethical risks; Assessment of students’ critical thinking and conceptual understanding; Guide verification and validation of AI-generated content; Prepare students to justify AI-related decisions during post-research evaluation; and Institutional support for supervisor competency. Together, these recommendations emphasize the importance of human oversight, documentation and verification to distinguish AI assistance and original student scholarship. Conclusions AI can enhance postgraduate research and supervision when used as a transparent and ethically governed tool rather than as a shortcut. Supervisors have a central role in ensuring students’ ethical research practices evident by clear documentation of AI use, verification and transparency. A structured supervisory approach following the 10 insights can help balance the efficiency of AI tools with research integrity, accountability, and meaningful human mentorship.
Introduction An alarming prevalence of burnout among medical students has been reported in many countries, including Canada. To design resilience and wellness programs, it is important to explore individual risk factors. This article presents an example of a Wellness Assessment Program for medical students at the University of Ottawa. The goal was to identify risk factors for poorer mental health outcomes among medical students at the University of Ottawa. Methods We conducted a quantitative study using a Wellness Assessment Questionnaire among four cohorts of first- and third-year students. Results Risk factors that significantly impacted the mental health of 1 st and 3 rd year medical students at the University of Ottawa were physical health, sleep/fatigue, social support, education and career, stress, and drug and/or alcohol use. Students who were originally from Ottawa had more social support and less stress and drug and/or alcohol use (p < 0.001;p = 0.009). Being in the Francophone cohort had a positive effect on physical health, but a negative effect on mental health (p = 0.039;p = 0.004). There was a statistically significant difference (p = 0.021) between the mental health of 1st-year students (M = 0.7895) and 3rd-year students (M = 0.8923) when covariates (risk factors) were not considered. Discussion In the current context of the limited effectiveness of measures to address the negative impacts of medical education on student well-being, this study showed that efficient use of the Wellness Assessment Program data can identify risk factors that have a significant impact on wellness.
Wellbeing is a central concern in medical education, yet the term remains inconsistently defined and difficult for educators to measure, let alone meaningfully remediate. Although many wellbeing initiatives focus on specific interventions—such as resiliency training, mindfulness, or support services—these approaches often fail to explain how wellbeing becomes destabilized during the realities of medical training. This Opinion Article introduces the Wellbeing Tri-Hazard model as an evidence-informed conceptual framework for scholarly discussion. The model is grounded in previously published literature on wellbeing, resiliency, medical education, student support, and systems-level influences. I define wellbeing as an ecosystem underpinned by cognitive, physical, and institutional components. Wellbeing is achieved when this tri-dimensional relationship is in balance, creating a positive impact on mental and physical health, which promotes motivation, self-regulation and resiliency. The Wellbeing Tri-Hazard model shows how disruption in one domain can cascade across physical, cognitive, and institutional dimensions—potentially weakening resiliency and reducing autonomy, engagement, and sense of value. The key physical-domain components identified in the literature are exercise, nutrition, mindfulness, sleep hygiene, chronic health conditions, socioeconomic factors, substance abuse, and work–life balance. The model can help educators discuss wellbeing across student-level behavior, curriculum and faculty support, and stakeholder or policy responsibility. Following the model’s conceptualization, subseque,rnt practice-informed reflection has strengthened my view that the model may have relevance beyond undergraduate medical education. However, this reflection is not presented as new data. The model has not yet been empirically validated and should not be treated as a completed framework. Instead, I offer the Wellbeing Tri-Hazard as a citable model for open critique, refinement, and future empirical testing.
Background/Introduction Premedical pathway programs serve as a vehicle to advance equity and access for students who have experienced systemic barriers to education, yet few programs explicitly address the academic competency development necessary for success in rigorous science courses. Undergraduate premedical students face significant cognitive load, and success requires both content knowledge and metacognitive learning strategies (MLS) needed to process, integrate, and retrieve information. Methods This pilot study examined whether a learning-theory-driven summer intensive grounded in self-regulated learning (SRL) and delivered by a trained learning specialist produced significant gains in students’ skill and motivation. A pre-post design was employed with 16 students in the Program. The Learning and Study Strategies Inventory (LASSI) was administered at program entry and exit; a qualitative survey was analyzed using deductive thematic coding. Results/Findings Paired samples t-tests revealed significant gains in five of six LASSI subscales: Anxiety (p = .016), Information Processing (p = .010), Selecting Main Ideas (p = .010), Self-Testing (p = .003), and Motivation (p < .001). A four-item Strategy Adoption Scale demonstrated strong internal consistency (alpha = .833). Qualitative analysis yielded three themes: strategy integration, strategic motivation, and strategy transfer across contexts. Discussion/Implications Gains across both skill and will domains suggest that a theoretically grounded, learning specialist-delivered intervention engages the full SRL cycle. These findings suggest that structured, theoretically grounded learning support is a critically underutilized component of premedical pathway programming.
Background Graduate training programs are tasked with preparing trainees to lead clinical teams. Currently, there is little consensus on how to develop their interpersonal leadership skills, and pediatric programs tend to focus on senior residents. Targeting pediatric interns with strategies for developing interpersonal leadership skills provides more opportunity to consolidate and apply these skills during training. Objective We aimed to understand how simulation, informed by cognitive load theory and psychological safety, facilitates the development of interpersonal leadership skills among pediatric interns. Methods Pediatric interns participated in an outdoor wilderness simulation repeated 4 times between July–November 2022. The simulation and debrief focused on consensus decision-making and communication. To explore if and how simulation outside of clinical teams and devoid of clinical content fostered interpersonal leadership skills, we conducted semi-structured focus groups after each debrief. We conducted thematic analysis of the recorded debriefs and focus groups. Results Forty nine of 53 eligible interns participated. Participants demonstrated learning about interpersonal leadership skills and began to build a leadership identity. Simulation facilitated this development through 3 core elements. Detaching the simulation from clinical content and settings leveled the playing field and engendered experimentation and examination. Despite this separation, the simulation prompted participants to link to clinical spaces through reflection on translating interpersonal leadership skills to clinical settings. Conclusion Simulation outside of clinical teams and free of clinical content creates safe spaces for pediatric interns to develop interpersonal leadership skills. Earlier acquisition of these skills may facilitate leadership development over the course of pediatric training.
Wars and armed conflicts are widely recognised as a threat to health systems, yet the destruction of medical education is still too often treated as a secondary educational disruption. This opinion article argues that attacks on medical schools, teaching hospitals, clinical placements, accreditation systems and faculty pipelines should be understood as a distinct form of long-term public health harm. I propose the term "meducide" to describe the systematic destruction, dismantling or incapacitation of medical education during war, whether by direct attack or by structural conditions that render medical training impossible. The concept builds on existing scholarship on attacks on education, structural violence and health workforce fragility, while highlighting what is distinctive about medical education. It captures not only the destruction of medical schools and teaching hospitals but also the broader erosion of the conditions necessary to train future healthcare. Therefore, it sits at the intersection of higher education, health service delivery, professional regulation and the future health workforce. Naming Meducide does not replace careful empirical documentation or legal assessment of intent. Rather, it offers a precise conceptual language for recognising a recurring pattern: when medical education is destroyed, the effects extend beyond students and universities to patient care, population health, post-conflict recovery and health system sovereignty. The article calls for medical education to be documented separately in conflict monitoring, protected as critical civilian and health infrastructure, included in humanitarian and reconstruction planning, and supported through global recognition, cross borders faculty networks, conflict-adapted curricula and sustainable clinical training pathways.
Introduction Dermatologic conditions are frequently encountered in primary care, yet family physicians often lack confidence and up-to-date knowledge in dermatology. Traditional continuing medical education (CME) methods struggle to meet the practical needs of busy clinicians. We aim to describe the development, implementation, and impact of an innovative online dermatology CME program based on Learning-by-Concordance (LbC) for family physicians in Quebec. Methods Eight online modules were created using LbC methodology, presenting clinical vignettes with expert feedback to stimulate clinical reasoning. Modules were accessed asynchronously. Participant feedback was collected through post-module surveys. Results 322 primary care physicians across Quebec completed at least one module. Learners reported increased knowledge, improved diagnostic reasoning, and high satisfaction with the format. Participants noted greater diagnostic confidence and described concrete changes in their patient management. 89% found the content applicable to their practice, and 84% recommended the program for broader use. Discussion This study supports the effectiveness of LbC as a CME format in dermatology. By integrating clinical vignettes, expert feedback, and structured reflection, LbC fosters clinical reasoning in a format that mimics real-life clinical decision making by integrating diagnostic uncertainty. Conclusion The LbC-based dermatology CME program effectively enhances dermatologic competency among family physicians, offering a flexible and clinically relevant educational model.
Introduction Mentorship functions as a stabilizing relational framework in high-demand medical education environments. This international collaborative study between the Defence Services Medical Academy (DSMA) and Avalon University School of Medicine (AUSOM) examines the “Dual-Identity Dilemma”—the structural tension between professional medical identity and institutional military role expectations. While mentorship is central to professional development, hierarchical military structures may shape its psychosocial accessibility. Methods An explanatory sequential mixed-methods design (QUAN→QUAL) was conducted. Quantitative survey data were collected from 251 DSMA cadets and 100 AUSOM students to provide a civilian international benchmark. Within DSMA, qualitative interviews (n = 8 mentors) and focus groups (n = 8 mentees) explored identified quantitative “friction points.” Descriptive statistics, ANOVA with Bonferroni correction, and effect size reporting (partial η 2 ) were applied. Results Mentorship expectations were high across both cohorts. However, DSMA cadets reported higher communication barriers (65.2%) compared with the civilian benchmark. Within DSMA, ANOVA revealed significant variation across academic years in communication barriers (p < .001, η 2 p = .092) and career guidance (p = .001, η 2 p = .084), with a pronounced Year 2 transitional peak. Qualitative findings identified hierarchical authority gradients as psychosocial barriers, while also revealing mentors’ role as “identity integrators” who model reconciliation between clinical professionalism and military discipline. Conclusion Institutional structure fundamentally shapes in dual-role educational environments. The Dual-Identity Dilemma provides a conceptual lens for understanding how hierarchy moderates the depth of mentoring. Intentional, structurally responsive mentorship models are required to mitigate communication barriers and support identity integration in military medical education.
Background Social accountability (SA) in Canadian medical education is codified in Committee on Accreditation of Canadian Medical Schools (CACMS) Element 1.1.1, yet how faculty-level governance enables social accountability remains underspecified. Objective To explore how senior leaders perceive current governance, identify gaps, and surface actionable reforms to operationalize social accountability. Methods We conducted semi-structured interviews with 34 leaders (decanal members, department heads, research institute directors, and nonacademic executives) at a large Canadian medical school (Sep–Nov 2022). Using reflexive thematic analysis, we iteratively developed themes, supported by memoing, team debriefs, and participant feedback on synthesized interpretations. Results Senior leaders identified a number of strengths to current governance models as well as three cross-cutting gaps: Leaders valued efficiency and familiar channels (single voice, decisional speed) but described tradeoffs: compressed consultation, path dependency, and change aversion (accountability gap). Leaders emphasized that enduring relationships—across leaders, units, and communities—are key to good governance and that honest, self-critical relationships are needed to drive shared understanding (relationality gap). Leaders also described capacity constraints and an operations-first focus that produce reactive decisions and crowd out inclusive engagement (responsiveness gap). Despite expressing a lack of confidence to solve these problems, leaders proposed structural changes (enshrine Indigenous self-determination via parallel pathways; embed civil-society organizations and Indigenous Nations at the faculty level) and procedural changes (adopt consensus-based decision-making; facilitated “third spaces” to dialogue on complex issues; and transparent “what we heard/what we did/what changed” feedback loops). Conclusions Inclusive governance is constitutive of social accountability by embedding in institutional design who is at the table and how decisions are made. Embedding comprehensive community-level representation and deliberative practices offers a feasible pathway to align mission, admissions, curriculum, and learning environments with codefined community priorities, thereby operationalizing social accountability standards named in CACMS 1.1.1.
Introduction Residency Program Director (PD) longevity has decreased over time, 1 with many specialties citing tenure in this leadership role of 5 years or less. Burnout, lack of support, and challenges with work/life balance may be causal factors. Our aim was to examine the current tenure of PDs in this field and identify factors supportive of longevity versus challenges that may contribute to turn-over. Methods We conducted a survey-based cross-sectional study of current and former OBGYN PDs between December 2024 and March 2025. The electronic survey included demographics, questions on overall satisfaction in the role, factors lending support, and those posing challenges. Descriptive analyses summarized participant characteristics and key findings. The primary outcome analyzed was certainty of remaining in the PD role for the next five years. Associations with increasing certainty of retention were examined using ordinal logistic regression with a proportional-odds model and logit link. Results A total of 59 responses were collected, including 50 (84.7%) as current PDs representing 20.7% of programs. Only 20% of respondents believed they would remain PD within the next 5 years. Most respondents reported satisfaction with relationships with faculty (93.2%) and support from their departmental chair (77.9%) and designated institutional official (86.4%). However, they reported less satisfaction with work/life balance, and noted challenges including lack of time (91.5%), administrative burden (94.9%), and resident evaluations (91.5%). Greater likelihood of remaining PD was associated with higher levels of overall satisfaction (OR 2.19; 95% CI 1.15–4.15; p = 0.016); satisfaction with work/life balance emerged as the strongest independent predictor of retention (adjusted OR 7.45; 95% CI 2.17–25.63; p = 0.001). Discussion While current average PD tenure in OBGYN is similar to other specialties, anticipated future retention appears lower. While PDs feel supported by faculty and institutional leadership, challenges related to work/life balance, administrative burden, and resident feedback and evaluation may contribute to a shortened tenure of PDs.
Background The practical physiology course at medical universities in Japan provides students with the opportunity to learn physiological principles through wet labs and discussions. To develop a more effective method/tool to improve students’ attitudes toward the course, we utilized life-sized photo panels of instructors at the entrance of the laboratory rooms, evaluated self-administered questionnaires following the course, and examined whether installing photo panels affected students’ attitudes toward the course. Methods Second-year undergraduate medical students anonymously submitted the self-assessment questionnaire addressing several aspects, such as understanding of the theme (“understanding”) and transition to experiments efficiently from brief introduction by instructors (“transition“), rated on a five-point Likert scale. Results The average Likert scores ranged from 4 to 5 points for all questions. Installation of life-sized photo panels of instructors with infection-protective equipment increased the scores for transition, enjoyment, and communication by 19%, 10%, and 7%, respectively, compared with the condition without such panels. Meanwhile, no significant differences were found regarding infection prevention, understanding, or interest. Furthermore, our correlation analyses revealed significant changes in the correlations between the scores for enjoyment and interest, enjoyment and transition, and communication and transition upon installation, indicating that the presence of the panels changed the combination of correlations between the questions. Discussion/Conclusion Installing the photo panels changed students’ attitudes toward the course, which may serve to maximize learning outcomes.
Introduction/Background Drawing-to-learn strategies may improve understanding of complex anatomical content, but evidence in anatomy, particularly embryology, is limited. Methods Incoming second-year medical students were randomized to a guided drawing group or a viewing-only group during a voluntary summer embryology exercise. Both groups completed identical asynchronous modules: the drawing group followed step-by-step tutorials, while the control group viewed completed illustrations. Knowledge was assessed using a 10-item pretest, immediate post-test, and delayed post-test. Mann-Whitney U tests and effect sizes were calculated. Results/Findings Thirty-two students completed the pre-test; 21 completed the immediate post-test; 16 completed the delayed post-test. Both groups improved immediately. The drawing group demonstrated larger learning gains (moderate effect), though differences were not statistically significant. At delayed testing, scores declined in both groups, but the drawing group showed smaller knowledge loss (moderate effect). Satisfaction with the modules and confidence with material tended higher with drawing. Discussion/Implications Guided drawing shows promise as a low-cost active learning strategy that may enhance short-term learning and reduce early knowledge decay in embryology. Larger studies are needed to determine long-term impact.
Introduction Lectures remain a central component of undergraduate medical education worldwide. However, concerns have emerged that traditional lecture durations may not align with contemporary understanding of attention, cognitive load and student engagement. 1–4 Despite ongoing debate, there is no clear consensus on the optimal length of a medical lecture. This systematic review aimed to synthesise existing literature examining lecture duration and its relationship with medical student concentration, engagement and learning outcomes. 5 Methods This systematic review was conducted in accordance with PRISMA guidelines. Comprehensive searches were performed across Medline, Embase and ERIC without language or date restrictions. After duplicate removal, 6508 titles and abstracts were screened. Full texts were assessed against predefined inclusion criteria and five studies met eligibility requirements. 7–11 Forward and backward citation tracking was also undertaken to ensure comprehensive coverage. Data were charted and thematically synthesised. Results Four interrelated themes emerged from the included studies: note-taking practices, lecture topic complexity, lecture duration and presentation methods. 7–11 Several studies reported that student concentration appeared to decline after the first 10 to 15 minutes of a lecture. 9 However, evidence also suggested that engagement was influenced by interactivity, cognitive demand and instructional design rather than duration alone. 6,7 Shorter lectures, approximately 30 minutes in length, were associated in some studies with improved retention and reduced cognitive overload, although findings were not universally consistent. 8,10 Conclusion Current evidence suggests that lecture duration interacts with multiple contextual and pedagogical factors. While shorter lectures may enhance engagement in some settings, duration alone does not determine learning effectiveness. 5–7 Medical educators should consider lecture design, cognitive complexity and opportunities for interaction alongside duration when developing curricula. 1,3 Further research is required to clarify how lecture structure and length can be optimised to support sustainable attention and meaningful learning in medical education. 5
Introduction Social Sciences are an important part of the medical school curriculum, highlighted by the General Medical Council’s Outcomes for Graduates. However, the integration of social science in the clinical curriculum can be challenging. We sought to review the integration of social science in the clinical curriculum of a Scottish Medical School to identify gaps and opportunities. Methods We carried out an audit of the integration of key topics in the clinical curriculum. Fifteen key topics, taught under the title of ‘Social and Ethical Aspects of Medicine’ (‘SEAM’) were identified. All content for the clinical curriculum available on the virtual learning environment was reviewed and information extracted: what was taught, in what years, the teaching modality, and the type and level of knowledge provided, based on Bloom’s taxonomy. Results This review was carried out over January–July 2023 on the Edinburgh Medical School Year 4–6 MBChB Clinical Curriculum. In total, 449 SEAM learning experiences were identified (Year 4 n = 165; Year 5 n = 143; Year 6 n = 141). All SEAM topics introduced in the early years were covered at least once over years 4–6. The most common topic covered was “public health and health promotion” (n = 54) with the least coverage for “global public health” (n = 9). The majority of learning experiences represented the lower levels of knowledge - remembering ‘factual’ knowledge. Discussion Our findings from one medical school in which social science is a significant component of the early years curriculum suggest that while there was broad coverage of a range of relevant topics, there were limited opportunities for students to apply knowledge. Conclusion The integration of social sciences within the clinical curriculum should consider what the learning opportunities offer to support students’ understanding and ability to apply their social science knowledge to clinical education and practice.
Background Culture plays a powerful role in shaping teaching, learning, and professional relationships in medical education. Hierarchical norms, communication styles, and expectations of respect influence not only formal curricula but also the hidden curriculum, with significant implications for learner engagement, feedback, and patient care. Aim This reflective, theory-informed narrative compares cultural influences on medical education in West Africa and the United Kingdom, drawing on personal experience and informal peer reflections, and explores how these experiences have shaped the author’s evolving teaching practice. Methods The paper adopts a reflective approach grounded in experiential learning, supported by relevant educational theory and literature. Comparisons are made between undergraduate and postgraduate medical training in West Africa and current practice in the UK, with particular attention to hierarchy, learner–teacher relationships, evaluation, feedback, and the hidden curriculum. Findings In West African medical education, strong cultural emphasis on hierarchy and reverence for seniority creates clear authority structures but may inhibit bidirectional learning, critical questioning, and feedback. These norms contribute to a hidden curriculum that can foster intimidation, teaching by humiliation, and limited learner agency. The UK medical education is characterised by flatter hierarchies, first-name professional relationships, and formalised mechanisms for feedback and evaluation, promoting psychological safety, reflective practice, and patient-centred care. These differences influence learner confidence, engagement, and educational outcomes. Discussion Cultural values deeply shape the hidden curriculum, affecting behaviours, expectations, and professional identity formation. Integrating principles of andragogy and reflective practice offers a framework for bridging cultural differences and enhancing teaching effectiveness across contexts. Conclusion Awareness of cultural influences is essential for effective medical education in increasingly globalised healthcare systems. By critically reflecting on and selectively integrating positive elements from both West African and UK educational cultures, medical educators can foster respectful, inclusive, and learner-centred environments that support professional development, patient safety, and high-quality care.
Background In response to rapid healthcare changes and rising emphasis on patient’s well-being, Taiwan’s medical education has embraced a person-centred vision of holistic healthcare—encompassing physical, psychological, spiritual, and social dimensions—yet faces the challenge of nurturing physicians with both clinical competence and humanistic care. Grounded in Carl Rogers’ person-centred approach, this study explores how holistic care principles can be implemented in clinical training to foster human flourishing. Methods This retrospective study analysed records from educational activities conducted in a university-affiliated teaching hospital in Taiwan (April 2020–January 2022). Data sources included reflective worksheets, observation notes, and the Holistic Care Competence Inventory (HCCI), a validated instrument assessing competencies across four domains. 155 clinical practitioners from eight professions participated. Quantitative data were analysed using repeated measures ANOVA with Greenhouse-Geisser corrections; effect sizes were calculated using Cohen’s d av. Qualitative data were analysed using inductive coding aligned with Grounded Theory. Results Significant main effects of Time were found across all four HCCI domains (all p < .001). Physical ( d av = 0.98) and psychological ( d av = 1.06) competencies showed large improvements sustained at three-month follow-up; social competencies showed medium gains ( d av = 0.58). Spiritual competencies showed no sustained improvement ( d av = 0.01). No significant Time × Profession Group interactions were found. Qualitative findings highlighted human flourishing as a consistent theme. Inductive coding led to a person-centred medical education (PCME) framework identifying actionable components for clinical curricula. Conclusions Repeated measures ANOVA confirmed that a structured eight-hour training programme grounded in Rogers’ core conditions produced significant improvements in physical, psychological, and social holistic care competencies, though spiritual care requires more intensive intervention. A theoretically grounded PCME framework integrating human flourishing, therapeutic relationships, and reflective learning is proposed to support more compassionate, person-centred clinical education.
Background Artificial intelligence (AI) is rapidly transforming medical education and clinical practice. AI-driven clinical decision support systems, diagnostic tools, and smart tutoring systems are helping teach and guide medical students on developing clinical reasoning skills and making better-informed patient care decisions. AI literacy initiatives have grown in recent years to increase understanding of both how AI works and how to utilize it; however, medical educators receive minimal guidance regarding how to instruct their learners to appropriately question or override AI recommendations. Thus, the educational gap created by a lack of guidance places learners at risk of automation bias,the tendency to over-rely on computer-based recommendations, regardless of whether they conflict with clinical judgement or individual patient situation. Applied Insights The Applied Insights presented in this article are organized around commonly encountered educational contexts where learners interact with AI-assisted decision-making. They offer actionable strategies for helping learners recognize when AI recommendations should be questioned, contextualized, or overridden. For example, mismatches between patients and training populations, incomplete or inaccurate input data, and misalignment between the system’s priorities and the patient’s values. The Applied Insights presented are based on well-established literature on automation bias, patient safety, and clinical decision-making, and were written to be non-technology-specific, useful across multiple specialties and resources, and adaptable to current curricula without requiring AI-specific knowledge. Conclusion Medical educators have a responsibility to prepare learners to use AI safely in clinical practice. By providing strategies for teaching when and how to question AI recommendations, this article supports the development of professional judgment, patient-centered decision-making, and safe integration of AI in health professions education.
Medical biochemistry (MB) is usually taught at the inception of a medical curriculum with little to no clinical context. The timing of delivery and the antiquated teaching methods have portrayed MB in a negative light, limiting the appreciation of its importance in medical practice. To address the issue, the authors have developed a spirally integrated approach to teaching the subject, in which foundational MB topics are intentionally woven throughout the pre-clerkship curriculum, allowing students to revisit and deepen their understanding of the material in progressively more clinical and interdisciplinary contexts. The above-mentioned approach included careful scrutiny of the curriculum to identify key interdisciplinary connections between selected biochemistry topics and other foundational and clinical sciences. This was followed by the development of clinical scenarios and a structured map for delivering the selected topics in a spiral fashion across multiple courses throughout the pre-clerkship curriculum. The novel teaching approach aims to generate greater enthusiasm for MB among medical students, leading to a stronger appreciation of its role in medicine. The engagement of medical students with the material and the purposefully designed repeated encounter is envisioned to translate into noticeable improvement in students' critical thinking and problem-solving abilities. The spiral approach to content delivery is designed not only to enhance content mastery but also to support broader cognitive skill development in medical students. Faculty members may also benefit from improved teaching effectiveness and greater appreciation from students. This article provides a snapshot of this innovative teaching method, along with important tips for integrated instruction of a few common MB topics in the pre-clerkship phase of medical education. It also emphasizes the need to craft, implement, and evaluate a fully integrated MB curriculum blueprint as a resource for faculty development for medical educators worldwide.
Background The medical profession is one of the leading fields in worker and student burnout, suicide, and depression. Medical student burnout, as a subset, has been understudied; therefore, the goal of this project is to study medical student burnout and propose solutions. Methods A survey comprising 15 questions that inquired about current burnout, views on a decompressed curriculum, and burnout mitigation strategies was sent to 58 students at the institution where this study was conducted. Interviews were conducted with 15 participants to further elaborate on burnout. Results This study found that ~48.0% of respondents reported they were experiencing burnout. Second-year medical students exhibited the highest level of burnout. Only 37.3% of the students claimed that STEP 1 going pass/fail helped alleviate the impending stress of residency applications, while 81.0% of the students found that the decompressed curriculum helped attenuate burnout. Conclusion STEP 1 grading was amended to Pass/Fail for wellness per AAMC. At our institution, STEP 1 is taken at the end of the second year, yet second-year students are the most burnt out. The interviews showed a lack of understanding of the definition and path to success within or past medical school in students as a primary factor. Furthermore, the difficulty of persisting in an academically rigorous environment while also being an active participant in one’s life was found to be taxing. At this institution, the decompressed curriculum was 81.0% favored by of students, indicating that time off in the medical curriculum mitigated burnout.
Introduction Recent federal funding cuts have created pauses in admissions, hiring, and execution of research studies at academic medical centers internationally. These monetary reductions have also impacted allowances for non-essential faculty travel. As a result, faculty may now be faced with challenges in how they obtain professional development. Methods A cross-sectional, exploratory study was implemented to discover the impact of funding cuts on faculty travel for professional development opportunities, as well as strategies medical educators are using to mitigate the current landscape. Results Findings indicate that faculty now must use alternative methods to obtain professional development and that institutional guidance is lacking in how to do so. Discussion Authors provide concrete action steps for faculty to take amidst this challenge to remain engaged in professional development.
