The aim of this study is to evaluate dental students’ knowledge, usage habits, attitudes, and ethical approaches toward artificial intelligence (AI) technologies, and to examine whether these approaches differ according to gender and stage of education (preclinical/clinical). A total of 327 dental students completed an online questionnaire comprising, in addition to sociodemographic characteristics, four sections on knowledge of AI, patterns of use, clinical attitudes, and ethical perspectives. Categorical variables were compared using the Pearson chi-square test; where the expected cell frequency assumption was not met, p values were derived by Monte Carlo simulation. Statistical significance was set at p < 0.05. Of the participants, 73.1
Airway management stands as a fundamental competency in emergency situations. Yet, conventional pedagogical methods may not sufficiently prepare students for high-stress, time-sensitive circumstances requiring effective interprofessional collaboration. In recent years, innovative active learning approaches, such as the “Educational Escape Room,” have come forth as interactive means for teaching clinical skills. However, there is limited evidence concerning their efficacy in improving interprofessional learning. This study sought to assess the impact of an airway management escape room on knowledge and readiness for interprofessional learning (RIPL) among anesthesia and pre-hospital emergency medicine students. This quasi‑experimental study with a pretest-posttest design was conducted at the Clinical Skills Center affiliated with Birjand University of Medical Sciences in 2026. A total of 53 students were allocated to either the experimental (Escape Room) or control (conventional education) group using stratified block randomization based on academic major and semester. Participants in the experimental group engaged in an escape room intervention that integrated physical challenges, virtual scenarios, advanced clinical simulation, and augmented reality. Data were collected using a demographics form, the Readiness for Interprofessional Learning Scale, and an airway management knowledge assessment test. SPSS version 26 was employed for data analysis. No statistically significant differences were established at the baseline between the study groups regarding demographic characteristics. Post-intervention, the experimental group showed a significant increase in airway management knowledge scores compared to the control group (P < 0.001). Moreover, RIPL scores were significantly higher in the experimental than in the control group (P = 0.001). The highest improvement was observed in the “teamwork and collaboration” domain (P < 0.001). Changes in “professional identity” (P = 0.181) and “roles and responsibilities” (P = 0.369) were insignificant. The educational escape room can be employed as an effective complementary educational modality to enhance airway management knowledge and RIPL among anesthesia and pre-hospital emergency medicine students, especially in terms of teamwork. While this short‑term intervention did not substantially affect professional identity, it demonstrated significant improvements in self‑reported teamwork and collaboration scores on the RIPLS. Longer-term research and multi-center studies are required to further elucidate the efficacy of this approach.
Anatomy education represents a fundamental component of medical training and has increasingly incorporated clinical tools aimed at promoting active learning and strengthening connections between foundational sciences and clinical practice. In this context, ultrasound has emerged as an educational resource that enables real-time visualization of living anatomical structures and provides learning experiences more closely aligned with clinical settings. This study evaluated the educational value of integrating ultrasound into a first-year anatomy curriculum focused on upper limb topographical anatomy. A mixed-methods quasi-experimental study was conducted with 79 first-year medical students (intervention group, n = 42; control group, n = 37). Students were distributed into four laboratory sections based on a randomly ordered cohort list; the sections were subsequently assigned to the intervention and control conditions for logistical reasons without randomization. Both groups completed a 15-item multiple-choice pretest and posttest, the posttest being administered one week after the laboratory session. The intervention group participated in a laboratory session integrating ultrasound into three of six learning stations, while the control group used traditional anatomical resources. Quantitative outcomes were analyzed using t-tests, chi-square tests, effect sizes (Cohen’s d), and Pearson correlations, complemented by a 2 × 2 mixed-model ANOVA and an ANCOVA adjusted for pretest scores; 95
Sleep disturbances are common among medical students and resident physicians, yet few studies have assessed sleep quality across medical training. This study compared sleep quality, daytime sleepiness, perceived stress, and pre-sleep behaviors across stages of medical education and residency, using non-medical students as controls. This cross-sectional study included 300 participants in six groups: internal medicine residents, surgical residents, interns, clinical medical students, preclinical medical students (years 1–3, before clinical clerkships), and non-medical controls (undergraduates enrolled in non-medical faculties at the same university). Sleep quality, daytime sleepiness, and perceived stress were assessed using the Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Scale (ESS), and Perceived Stress Scale (PSS – 14). Sociodemographic characteristics, lifestyle factors, screen use before sleep and in bed, eating before sleep, and monthly on-call shifts among residents were recorded. Group comparisons, correlation analyses, subgroup analyses, and multivariable logistic regression were performed. Poor sleep quality, defined as PSQI > 5, was present in 71.7
Racism and bias contribute to inequities in pediatric and neonatal care. Although equity-focused education is increasingly promoted and has been associated with improvements in awareness and confidence, few curricula have been systematically evaluated among practicing clinicians, particularly within interdisciplinary clinical teams. We developed Improving Care Through Equity, a one-hour interactive equity-focused, anti-bias curriculum required for all patient-facing staff in a level III neonatal intensive care unit. The curriculum addressed the history of race as a social construct, levels of racism, inequities in neonatal outcomes, and upstander strategies. Participants completed surveys before the curriculum, post-curriculum, and three months later to assess learner-reported knowledge, confidence, and comfort addressing bias. Quantitative outcomes were analyzed using Cochran’s Q and McNemar’s tests with Bonferroni correction with absolute differences in proportions reported alongside 95
