Background & Objective: The COVID-19 pandemic shifted Interprofessional Education (IPE) from face-to-face to online. This transition introduced challenges and raised concerns about the achievement of IPE goals. Most studies assess students’ readiness competence through scores, limited contextual or experiential exploration in Interprofessional Online Learning (IOL). This study aims to explore the readiness competence of health students during IOL. Materials & Methods: This is a descriptive qualitative study that enables in-depth exploration of health students’ readiness and competence for IOL. Participants were selected through maximum-variation sampling to ensure balanced representation of genders and study programs. Data saturation was achieved with sixteen students. Data were collected through online in-depth interviews and analyzed using thematic analysis. Findings are presented in tables outlining themes, categories, and supporting quotations. Results: Five main themes representing a continuum of competency readiness were identified. The first four themes revealed barriers indicating limited readiness: disconnected team synergy, concealed professional role clarity, burden of responsibility capability, passive engagement barrier. Despite these challenges, emerging adaptability was found as the fifth theme. It highlighted positive experiences such as enjoyment, time efficiency, and connectedness with peers, reflecting adaptive and collaborative competencies development. Conclusion: Students’ competency readiness in IOL does not develop instantly but rather evolves through both barriers and adaptive learning experiences. Strengthening structured facilitation and reflective practice is recommended to help students transform initial challenge into a process of professional growth in community-based learning.
Background & Objective: In clinical nursing education, students' attainment of self-efficacy represents the pinnacle of professional competence. This study aimed to determine the relationship between clinical instructors' leadership styles and the self-efficacy of undergraduate nursing students. Materials and Methods: In this cross-sectional study conducted from January to February 2025, 274 undergraduate nursing students who had completed at least two semesters of clinical training were selected via convenience sampling. Data collection tools included demographic questionnaires, the Multifactor Leadership Questionnaire (MLQ), and the Nursing Profession Self-Efficacy Scale (NPSES), completed through self-report. Data were analyzed using descriptive (mean and standard deviation) and inferential statistics (independent t-test, ANOVA, Pearson correlation, and regression) in SPSS software version 26, with a significance level set at 0.05. Results: From the students' perspective, the most and least frequently used leadership styles by clinical instructors were transactional and laissez-faire, respectively. The students' mean total self-efficacy score was 56.67 ± 18.17. Data analysis revealed a significant relationship between both transformational and transactional leadership styles and self-efficacy. Together, these two styles explained 34.1% of the variance in students' self-efficacy. Conclusion: The findings indicate a significant relationship between clinical instructors' leadership styles and nursing students' self-efficacy. Given the central importance of self-efficacy in training competent nurses, it is suggested that targeted workshops be held to enhance clinical instructors' awareness of various leadership styles and their distinct impacts on student self-efficacy, thereby encouraging the adoption of styles that foster its development.
Background & Objective: Medical education is a complex, multidisciplinary field that can be stressful for medical students. This study aimed to investigate learning style preferences among pre-clinical medical students using the Visual, Auditory, Read/Write, Kinesthetic (VARK) assessment and to explore, through a theoretical mapping exercise, the implications for artificial intelligence-enhanced educational frameworks using the BLOOM-AI model. Materials & Methods: A cross-sectional study was conducted among pre-clinical students (Phase I and II) at Sultan Qaboos University between October and December 2022. Participants completed an anonymous online questionnaire including demographics and the validated VARK questionnaire version 8.01. The VARK model classifies learning preferences into four distinct modalities: visual (V), aural (A), read/write (R), and kinesthetic (K). Statistical analysis employed chi-square tests. Findings were conceptually aligned with the BLOOM-AI pedagogical framework, yielding implications for the design of a potential AI-supported adaptive learning system. Results: Of 179 respondents (65.9% female, mean age 20.0 ± 1.4 years), 120 students (67.0%) demonstrated multimodal learning preferences versus 59 (33.0%) with unimodal preferences. Kinesthetic learning was the most prevalent modality (24.0% as a unimodal preference and present in 78.2% of the overall sample). Among multimodal learners, 48 students (26.8%) exhibited quadmodal preferences, 33 (18.4%) trimodal preferences, and 39 (21.8%) bimodal preferences. Phase I students showed significantly higher quadmodal learning rates than Phase II students (51.0% vs 32.4%, p = 0.02). Theoretical mapping of the results within the BLOOM-AI framework revealed conceptual alignment between observed learning preferences and the framework’s design principles, which emphasize comprehensive sensory accommodation. This narrative analysis supports the use of AI tools in visual anatomical models, audio explanations, textual annotations, and kinesthetic simulations within integrated learning experiences. However, empirical validation of this framework's effectiveness remains necessary. Conclusion: Multimodal learning preferences predominated among pre-clinical medical students, with kinesthetic modalities being highly prevalent. These findings could inform the implementation of AI-enhanced educational frameworks emphasizing comprehensive, multisensory learning support. Future research should evaluate AI-enhanced interventions designed in accordance with BLOOM-AI principles.
Background & Objective: The rapid advances in medicine have led to changes in medical education, with a shift from teacher-centered to student-centered learning. This study combined Peer-Assisted Learning (PAL)—known for its comfortable learning environment—with the jigsaw method, which fosters cooperative learning. The aim of this study was to implement the PAL-jigsaw method and assess its effectiveness based on students’ perceptions. Materials & Methods: This study employed a mixed-methods explanatory sequential design. The sample consisted of second-year undergraduate students who completed the infectious disease module. The learning session was conducted using the PAL-jigsaw method. Students' perceptions were evaluated quantitatively and qualitatively. Quantitative data were collected using a 5-point agreement Likert scale questionnaire. The level of agreement was presented descriptively, and the difference between groups was subsequently analyzed using the Kruskal-Wallis test. Qualitative data collection was conducted through Focus Group Discussions (FGD) and was analyzed thematically. Results: This study involved 18 groups consisting of 178 medical students. The majority of students agreed with 19 of 21 questionnaire items, particularly regarding the learning environment. Most students agreed that PAL-jigsaw created a comfortable atmosphere for asking questions (n = 88, 49.4%), that the session was exciting (n = 75, 42.1%) and fun (n = 60, 33.7%), and allowed tutees to learn while teaching their peers (n = 87, 48.9%). There was no difference between groups (p > 0.05). In the qualitative findings, thematic analysis of the FGD data from tutees and tutors yielded two major themes: 1) Positive aspects and advantages of the PAL-jigsaw method, and 2) Challenges and limitations of the PAL-jigsaw method. Conclusion: Most students had positive perceptions of the PAL-jigsaw method, such as learning with friends, a comfortable learning atmosphere, and the communication and language used during the sessions. Overall, students and tutors agreed that the PAL-jigsaw method has great potential and could be re-implemented in the following year with improvements on certain aspects, such as timing, tutor preparation, and assessment structure.
Background & Objective: In contemporary medical education, the shortage of instructors for basic skills training has led to a growing shift toward alternative instructional methods, among which video-based training is a notable approach. This study compared the results of Face-to-Face Learning (FtFL) and Video-Assisted Learning (VAssL) in the acquisition of surgical skills by medical students. Materials & Methods: Our study was a prospective, single-blinded, randomized controlled pilot trial. 32 medical students were randomly allocated 1:1 to FtFL (n = 16) or VAssL (n = 16) using computer-generated random numbers and sealed opaque envelopes to ensure allocation concealment. The primary outcome was knot-setting success. Secondary outcomes included hand movement proficiency and the number of knots tied per minute. All assessments were performed using a structured scoring table by two blinded assessors. Results: The mean number of knots tied per minute was 10.97 ± 4.13, and the median knot score was 4 (3–5), with no significant difference between groups (p = 0.476, p = 0.306, respectively). Over 90% of participants succeeded in hand movements, except for knot setting, which had a 65.6% success rate overall. The FtFL group showed significantly higher success in knot setting compared to the VAssL group (93.8% vs. 37.5%, p = 0.002, Cohen’s d = 1.60) and superior hand movement proficiency (median 5 )5–5(vs. 4 )4–5(, p = 0.001). Conclusion: Face-to-face learning is more beneficial than video-assisted learning for correcting deficiencies and mistakes in medical students' acquisition of surgical skills.
Background & Objective: Over the past few decades, researchers and teachers have focused more on the role of Problem-Based Learning (PBL) in improving critical thinking and encouraging collaborative learning in medical education. This study looks at medical students' views of PBL's impact on critical thinking and collaborative learning based on age, gender and year of study. Materials & Methods: A descriptive cross-sectional study was done among 269 MBBS students (years 1–3) at the University of the West Indies, St. Augustine, using convenience sampling. Data were collected using a validated questionnaire, created through expert review and pilot testing, which included demographic items and a 5-point Likert scale measuring views of PBL's impact on critical thinking and collaborative learning. Data analysis involved descriptive statistics and inferential tests (t-tests, ANOVA, Post-hoc Tukey) using IBM SPSS. Results: Participants were mostly second-year students (42.01%), with a majority being female (70.26%). Most students (84%) agreed that PBL creates curiosity and encourages exploration of different solutions, while 84.4% agreed on PBL's role in developing interpersonal skills. Age strongly affected views of critical thinking (p = 0.003), with younger students reporting less positive views. First-year and second-year students also differed strongly in their views of critical thinking (p = 0.002). However, gender had no big impact. For collaborative learning, no big differences were found across age, gender, or year of study. Conclusion: Students generally expressed positive views of PBL, recognizing its meaningful contribution to critical thinking and collaborative learning. These findings stress the importance of adjusting PBL approaches to consider students' age and academic progress, which could further improve their development of these key skills.
Background & Objective: Computer-based simulations are increasingly used in medical education to enhance practical learning. They allow flexible interaction with physiological processes while providing structured, engaging experiences. However, student perspectives on enjoyment, stress, and perceived learning remain underexplored. The aim of this study is to evaluate medical students’ perceptions and experiences of a simulation-based physiology practical session. Materials & Methods: A descriptive cross-sectional questionnaire-based study was conducted among 94 third-year medical students who completed a physiology practical session via computer-based simulation using the Lt platform (ADInstruments, Australia). A structured questionnaire was used to collect data on students’ experience, covering perceived enjoyment, content comprehension, teacher effectiveness, perceived stress, and skills acquisition. The questionnaire demonstrated excellent internal consistency (Cronbach’s alpha = 0.97). Data were analysed using descriptive statistics and Chi-square tests in SPSS version 28. A p-value < 0.05 was considered statistically significant. Results: Students reported high levels of enjoyment (92.6%), with significant associations with instructor effectiveness (p < 0.001), student participation (p < 0.001), skill acquisition (p < 0.001), and low perceived stress (p < 0.001). Most students agreed that the learning objectives were met and that the session content was clearly understood. Conclusion: The findings showed that computer-based practical simulations provide a positive and effective learning environment. Beyond enhancing enjoyment and reducing stress, these platforms support active participation and reinforce skill acquisition. Given the observed advantages, we strongly recommend integrating simulation-based platforms into physiology curricula.
Understanding the specialized concepts and terminology of medical education is essential for medical sciences educators and researchers. This article is the first in a series of commentary articles aimed at outlining a conceptual map of the main domains in medical education and clarifying basic terminology for experts in the field. In this issue, the core domain of teaching-learning is examined, highlighting its central role in shaping effective educational processes and outcomes. Foundational concepts such as instruction, teaching, learning, and bildung are differentiated. Various levels of academic intervention, including teaching methods, strategies, and techniques, along with concrete examples in medical education, are explained. Corresponding concepts on the learner's side, such as learning strategies and techniques, are also addressed. Finally, key educational paradigms such as behaviorism, cognitivism, and constructivism, along with prominent learning theories like situated learning and self-determination theory, are introduced. Their applications in medical education are then elaborated. By providing a common language and a coherent framework, this conceptual framework enables medical educators to design and implement educational interventions based on clearer theoretical distinctions.
Background & Objective: The influence of lecturer–student relationships extends beyond formal teaching and reflects a hidden curriculum that often shapes students’ attitudes, confidence, and professional growth. In Nigerian allied medical education, these subtle power dynamics remain largely unexamined. This study explored how allied medical students at the University of Calabar experience and interpret lecturer–student power relations in their learning environment. Materials & Methods: A phenomenological qualitative design, guided by Husserl’s framework, was employed to capture students’ subjective experiences. Forty participants were purposively selected from four departments: Physiotherapy, Nursing Science, Radiography, and Human Nutrition & Dietetics. Data were generated through ten semi-structured focus group discussions (4 participants each), lasting 45–60 minutes. All sessions were audio-recorded, transcribed verbatim, and analyzed using Colaizzi’s seven-step phenomenological method to identify the essence of shared experiences. Data saturation was monitored throughout collection, while credibility was enhanced via triangulation, reflexive journaling, peer debriefing, and member checking. Results: Four interrelated themes emerged: lecturer misconduct, power and submission, coping mechanisms, and emotional consequences. Students described experiences of intimidation, public reprimand, and exclusion that generated fear and self-doubt. Coping responses included emotional withdrawal, peer support, and silent endurance. These experiences revealed how the hidden curriculum communicates implicit lessons about authority, conformity, and professionalism, often constraining critical engagement and emotional well-being. Conclusion: Power asymmetry within the classroom profoundly shapes allied health students’ learning experiences and professional development. Creating supportive academic environments that foster mutual respect, mentorship, and ethical teaching practices is essential to mitigating fear-based learning and promoting healthy lecturer–student relationships.
Background & Objective: Self-Directed Learning (SDL) is essential for medical students to develop lifelong learning skills. This study aimed to evaluate SDL readiness and examine how demographic characteristics affect medical students at Zanjan University of Medical Sciences. Materials & Methods: We used a cross-sectional design with 201 purposefully sampled medical students. Data were collected using Fisher’s 40-item validated SDL readiness instrument, available in Persian. We analyzed the data using SPSS version 26 with independent-samples t-tests and a one-way ANOVA. Statistical significance was set at p < 0.05. Results: The mean SDL score was 160.88 ± 17.25, showing high readiness based on scale criteria. No differences in SDL scores were found between males and females (p = 0.448) or by educational level (p = 0.414). SDL scores were significantly lower for students aged 19–21 compared to those aged 22–23 (p = 0.014) or ≥ 24 years (p = 0.017). Conclusion: Overall, SDL readiness is high and positively associated with age and maturity, rather than educational level or gender. This suggests teaching methods should be included in the curriculum to create environments where self-directed learning can thrive, particularly for younger medical students.
