Context: The use of artificial intelligence (AI) in health sciences education offers numerous benefits; however, a lack of awareness regarding the limitations of these tools may lead to financial and human losses. Objectives: Given that nurses constitute the largest segment of the healthcare team and their education is of paramount importance, this study explores the challenges associated with the use of AI in nursing education. Data Sources: A systematic review was conducted in 2025, utilizing databases such as ERIC, CINAHL, PubMed, Scopus, and Web of Science to search for relevant studies. The search employed appropriate keywords, with limitations set to articles published within the last five years and in English. Study Selection: After identifying relevant articles, their quality was assessed using suitable tools. This step ensured that only high-quality studies were included in the review, providing a reliable basis for analysis. Data Extraction: Various data were extracted, categorized, and analyzed. This comprehensive approach allowed for a thorough examination of the challenges associated with the use of AI in nursing education. Results: Out of 307 identified studies, 18 articles were reviewed. Based on the findings of this study, the challenges associated with the use of AI in nursing education were categorized into six main groups: Educational, technological, ethical, trust-building, human resource, and economic challenges. Conclusions: The challenges identified in this study were grouped into six primary categories, with the roots of these challenges linked to issues related to educational organizations, personnel capabilities, and the design of AI systems. Recognizing the challenges of using AI in nursing education can not only prevent unintended problems but also aid in preserving economic and human resources.
Background: Traditional teaching methods such as case-based learning (CBL) are widely used in medical education to develop clinical reasoning. However, these methods often lack a structured integration of different cognitive levels, which may limit their effectiveness in fostering higher-order thinking. The triple taxonomy technique (TTT) is a structured approach designed to address this gap by explicitly incorporating the three levels of Bloom’s taxonomy — remembering, interpretation, and problem-solving — into the learning process. Objectives: In this study, we investigated students’ views about the usefulness of this method in the learning and teaching process. Methods: This study was conducted from 2022 to 2024 in five stages: (1) Designing a case about the lesson with some options and blank spaces (a well-known method of replacing correct words in the blanks), based on three levels of "recall", "interpretation", and "problem-solving"; (2) holding practice sessions with the target students; (3) answering the case by students within a specified time; (4) providing feedback by the teacher; (5) asking the students for their opinion about the quality of learning, via an electronic questionnaire. In this study, the opinions of 512 students were evaluated after teaching with this method. Results: Of the 512 students, 92.5% agreed with this technique and found it effective in their learning, while only 7.5% were neutral or did not agree (P < 0.05). Conclusions: Based on the results of this research, from the students’ point of view, this case-based approach is a very effective method for their learning process, especially in properly using knowledge, strengthening the activities of higher cognition levels like data interpretation and analysis, decision-making, and problem-solving.
Background: Effective feedback is paramount to medical student growth and development. Despite this, the feedback received is often lacking in quality. Objectives: We sought to better understand the optimal design of feedback efforts for neurology students. Methods: We utilized a mixed-method, two-phased study of feedback. In phase 1, a novel self-reflective feedback form was implemented for 3rd-year neurology mid-clerkship feedback. Students were surveyed about the quality and nature of mid-clerkship feedback before and after implementation. Surveys included quantitative and qualitative assessments of the feedback process to examine student perceptions of feedback usefulness, format, and quality pre- and post-implementation. In phase 2, following survey analysis, focus groups were conducted with students, residents, and attendings within the Neurology Department to understand perceptions behind initial results and elucidate important aspects of student feedback in neurology. Results: Twenty-nine out of 174 students completed the survey before implementation (16.6% response), and 17 out of 112 students completed it after implementation (15.1% response). Feedback was perceived similarly pre- and post-implementation, described as “useful and actionable” (86% pre vs. 71% post, P = 0.5) and an “active conversation” (86% vs. 77%, P = 0.5). Students perceived higher quality feedback from residents than attendings (8.0 vs. 6.1/10, P = 0.004) and felt resident feedback was more likely to yield substantive change in performance (7.6 vs. 5.9/10, P = 0.02). Qualitatively, challenges emphasized included time constraints, lack of personal connection, and overly generalized content. Focus groups examined underlying perceptions surrounding these challenges. We also examined concerns specific to neurology education. Analysis highlighted thematic notes to guide the improvement of feedback in the neurology clerkship. Conclusions: This study suggests that the format of medical student feedback in neurology may be less important than a close educational alliance, direct attention, and clear expectations in providing feedback. Given these findings, as well as identified barriers of time to build such a relationship and training to foster this dynamic, it is not surprising that students find resident feedback to be of higher quality and more likely to yield substantive change in performance. The emphasis on a close relationship with persons providing feedback can be fostered through the unique nature of neurologic practice.
Background: Today, inter-professional attitudes and collaboration significantly impact health outcomes and the achievement of desirable treatment results, as emphasized in various studies. Therefore, examining the inter-professional attitudes of medical students, as future workforce members, is of great importance for appropriate planning. Objectives: This study aimed to compare the inter-professional attitudes of nursing and medical students. Methods: This cross-sectional study was conducted among nursing and medical students at the Faculty of Medical Sciences in 2024. The study participants consisted of medical interns and eighth-semester nursing students who were selected through a convenience sampling. The study tool was the Standard Questionnaire for Assessing Health Team Members' Attitudes Towards Inter-Professional Skills (AHPQ), completed by the sample after obtaining the necessary permissions. Data were analyzed using SPSS16 software and the non-parametric Mann-Whitney test. Results: A total of 145 questionnaires were completed. The results indicated a statistically significant difference in the component of subservience between medical and nursing students (P < 0.05). However, no statistically significant difference was found in the component of caring between the two groups (P > 0.05). Additionally, there were statistically significant differences between medical and nursing students in the items of confident/vulnerable (P = 0.02), technically focused/not technically focused (P = 0.015), independent/not independent (P = 0.0001), and well paid/poorly paid (P = 0.01). Conclusions: It can be concluded that the state of inter-professional attitudes varied based on the type of variable examined between medical and nursing students. One of the effective factors in improving inter-professional attitudes among students was the experience of the COVID-19 pandemic. However, topics such as independence, salary, techniques and professional rules, and vulnerability need further investigation. Moreover, these aspects should be considered in educational planning.
Background: Academic burnout, characterized by emotional exhaustion, cynicism towards studies, and reduced academic accomplishment, undermines students’ mental health and educational success, posing a critical challenge to their well-being. Objectives: The present study aimed to determine the extent to which loneliness, distress tolerance, and alexithymia predict academic burnout among students. Methods: This descriptive-correlational study drew its statistical population from all high school students in Shiraz during the 2023 - 2024 academic year. A sample of 259 participants was recruited via convenience sampling. Data were collected using the School Burnout Inventory (SBI), the UCLA Loneliness Scale (ULS), the Distress Tolerance Scale (DTS), and the Toronto Alexithymia Scale (TAS-20). Pearson’s correlation coefficient and simultaneous regression analysis were employed to analyze the obtained data. Results: Findings revealed significant positive correlations between loneliness (r = 0.36) and academic burnout, and between alexithymia (r = 0.48) and academic burnout. A significant negative correlation was observed between distress tolerance (r = -0.41) and academic burnout (P < 0.001). In regression analysis, loneliness, distress tolerance, and alexithymia uniquely accounted for 22%, 27%, and 28% of the variance in academic burnout, respectively, with the model explaining 28% of the total variance. Conclusions: Loneliness and alexithymia positively predict academic burnout, while distress tolerance serves as a protective factor, collectively explaining a notable portion of burnout variance in high school students. These findings highlight the need for interventions targeting social connection, emotional regulation, and distress management to mitigate burnout. Educators and policymakers can leverage these insights to develop programs fostering emotional resilience and reducing isolation among adolescents.
