Search Results (62)

Evolutionary medicine (EM) applies evolutionary principles to explain disease mechanisms and improve clinical practice, yet it remains underrepresented in medical education, particularly in non-Western settings. This study investigated Egyptian medical students’ perceptions of EM by assessing their acceptance of evolutionary theory, knowledge of natural selection, and perceived barriers to EM education. A cross-sectional, multicentre online survey was conducted among 589 undergraduate medical students from seven Egyptian medical schools. Acceptance of evolution was measured using the Measure of Acceptance of the Theory of Evolution (MATE 2.0), and knowledge was assessed using the Conceptual Inventory of Natural Selection (CINS). Students demonstrated limited knowledge and relatively low acceptance of evolutionary theory, while a substantial proportion had no previous awareness of EM. Nevertheless, many students supported integrating EM into medical curricula and recognized its potential contribution to research and clinical practice. Curriculum overload and religious concerns were among the most frequently perceived barriers to EM integration. These findings identify important gaps in students’ exposure to and understanding of evolutionary concepts and support the integration of clinically relevant, culturally responsive evolutionary education into undergraduate medical curricula to strengthen evolutionary literacy and facilitate meaningful engagement with EM. Full article

Introduction: Sleep is essential for cognitive performance and psychological well-being. Medical students are particularly vulnerable to sleep disturbances due to academic stress and irregular schedules. Beta-blockers are increasingly used to alleviate anxiety and performance stress, with lipophilic agents such as propranolol affecting sleep. Evidence on the association of beta-blocker use with sleep disturbances among medical students in Jordan is limited. Objective: The aim of this study was to describe self-reported sleep characteristics among medical students in Jordan and report patterns related to beta-blocker use. Methods: A quantitative cross-sectional study was conducted among 697 undergraduate students from six public medical schools in Jordan over a one-month period. Data were collected using an anonymous online questionnaire on beta-blocker use and sleep characteristics. Associations were analyzed using chi-square tests, with a p < 0.05 considered significant. Results: Of 697 students, 23 (3.3%) were current and 11 (1.6%) were previous users of beta-blockers; 663 (95.1%) had never used them. Beta-blocker use was significantly associated with smoking status (p = 0.013) but not with academic level or caffeine consumption. In multivariable analysis, males had lower odds (OR = 0.4) of beta-blocker use compared with females. More than half of current users (56.5%) reported non-prescribed use, with propranolol (78.3%) being the most commonly used beta-blocker. Sleep-related disturbances were frequently reported among current users, including nocturnal awakenings (73.9%), nightmares or disturbing dreams (69.6%), morning fatigue (65.2%), difficulty waking (52.2%), and sleep-onset insomnia (39.1%), with about one-third reporting a decline in sleep quality. Conclusions: Beta-blocker use among medical students in Jordan is mostly non-prescribed and primarily for anxiety or exam stress. Users frequently reported sleep disturbances, highlighting the need for medical guidance to prevent adverse effects. These findings can inform local guidelines and raise awareness about the risks of unsupervised beta-blocker use among medical students, supporting safer practices and better overall well-being. Full article

Background: Peer-assisted learning (PAL) is used in medical education. Its impact in basic medical sciences remains unexplored, namely considering the perspectives of all the populations involved: students, undergraduate teaching assistants (UTAs), and faculty members. We evaluated the educational impact of a PAL programme in Histology and Embryology in a medical course at the Faculty of Medicine of the University of Porto (FMUP). Methods: A cross-sectional convergent mixed-methods study was conducted in the Histology and Embryology course. Tailored online questionnaires comprising Likert-type items and open-ended questions were replied to by students attending theoretical–practical classes with UTAs, the UTAs, and the professors. Internal consistency was assessed using Cronbach’s alpha. Students’ theoretical–practical examination scores were compared between classes with and without UTAs using the Mann–Whitney U test, and effect size (r) was calculated to estimate the magnitude of differences observed. Results: Students (n = 190) reported highly positive perceptions regarding the creation of a more approachable learning environment, clarification of doubts, and identification of histological structures and strongly recommended the extension of UTAs to other courses of the medical school. UTAs (n = 17) described gains in disciplinary understanding, broader perspectives on the medical curriculum, communication and public-speaking skills, teamwork, leadership, self-confidence, and interest in academic careers. Professors (n = 6) valued PAL for improving individual support, facilitating time management, and contributing to UTA training, while highlighting the need for structured pedagogical preparation. Students attending classes with UTAs achieved significantly higher theoretical–practical examination scores (p = 0.04; effect size r = 0.12). Conclusions: PAL was perceived as highly beneficial by all groups involved in the project, enhancing the learning environment, supporting knowledge consolidation, and developing pedagogical and interpersonal skills. A grade analysis indicated that PAL was associated with improved academic performance. These findings reinforce the value of integrating PAL initiatives into preclinical medical education while highlighting the importance of sustained tutor preparation and supervision. Full article

Increasing use of intrauterine devices (IUDs) makes effective pain management essential for high-quality care. However, gaps between patient and clinician pain perceptions, along with limited training in managing IUD-related acute pain, contribute to barriers in IUD use and patient–provider mistrust. This narrative review aims at (1) summarizing current IUD-related pain management, (2) evaluating the emphasis on pain education and management, including IUD insertion pain, in medical education, and (3) examining how gaps in pain education and management may affect clinicians’ preparedness to manage patients’ IUD-related pain. Relevant literature was identified through keyword searches across major databases and national organizations. Studies on IUD pain management approaches and pain education in undergraduate medical education (UME), graduate medical education (GME), and residency programs were included. The results section outlines the current IUD insertion pain-management options available and their limitations, alongside evidence of insufficient emphasis on pain education and its management in medical school and residency training. In conclusion, the study indicates that, although all pain-management approaches reduce perceived IUD-related pain, significant gaps in national guidelines, clinician–patient pain-perception non-alignment, and pain-education across UME and GME may be contributary to inconsistent clinical practices. A multi-pronged approach that includes strengthening pain-education throughout medical training could be one way to reduce these disparities by improving clinicians’ competence to manage pain effectively. Full article

Background/Objectives: Nursing informatics competency is critical for nursing students entering clinical practice in the digital era. Current undergraduate nursing informatics courses prioritize theoretical instruction but lack sufficient integration with clinical applications, which restricts the depth of content delivery. This study aimed to design, implement, and conduct a preliminary evaluation of an undergraduate nursing informatics literacy course. Methods: This was a single-arm mixed-methods study. We implemented five sequential steps aligned with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model: (1) needs assessment, (2) design of a systematic, progressive course spanning theoretical foundation, technical skills, and clinical application; (3) development of teaching materials and environment; (4) implementation through nine weekly 90 min sessions incorporating teach–practice–feedback; and (5) evaluation via a customized questionnaire and nursing informatics system project reports. Quantitative data were analyzed using the mean, standard deviation, and paired t tests; qualitative data were collected through post-course semi-structured interviews. Results: A total of 120 participants were enrolled from a provincial public medical school, of which 119 (99.2%) completed the course. Statistically significant pre–post improvements were observed in participants’ nursing informatics competencies, informatics literacy self-efficacy, and innovative behavior after course completion (p < 0.001). Participants completed 12 group projects, which received two C grades, nine B grades, and one A grade. Overall course satisfaction averaged 89.03 ± 14.62. Qualitative interviews yielded three themes: (a) cognitive reconstruction and improvement in the ability to apply nursing informatics competencies, (b) dilemmas and breakthroughs in the integration of technology and knowledge in nursing informatics design, and (c) optimization direction of course content, design, and evaluation. Conclusions: An ADDIE-based nursing informatics literacy course may be associated with improvements in nursing informatics competencies, informatics literacy self-efficacy, and innovative behavior among nursing undergraduates. This study provides preliminary evidence supporting the feasibility and potential educational value of such a curriculum. Full article

This article adopts a focused comparative perspective on two medical schools to illuminate shared strengths and systemic challenges across educational and regulatory contexts. Undergraduate medical education at the University of New Mexico Health Sciences Center (USA) and the Universidad Miguel Hernández (Spain) is analyzed, highlighting common strengths, including solid biomedical foundations, early clinical exposure, and the growing adoption of competency-based approaches. Despite these assets, both institutions face convergent challenges, including rigid curricula, faculty constraints, and difficulties sustaining student engagement in active learning, exacerbated by rapid digital transformation. The analysis supports recommendations to increase curricular flexibility and personalized instruction, strengthen student-centered and interprofessional learning, optimize educational technology, and reform assessment toward continuous feedback and the demonstration of clinical competence. Full article

Background: Many Canadian medical schools have introduced equity-focused admissions pathways for Black and Indigenous applicants, yet little is known about how current medical students perceive these policies. Understanding these perceptions is critical to ensuring equity initiatives are effective and well-supported. Methods: We conducted a cross-sectional survey of 95 undergraduate medical students at McMaster University. The survey included Likert-scale, multiple-choice, and open-ended questions assessing attitudes toward Black and Indigenous facilitated admissions pathways. Educational background was categorized by the number of humanities/social science courses taken prior to medical school. Quantitative data were summarized descriptively; qualitative responses were thematically analyzed. Results: Most students supported diversity in medicine and agreed that equity pathways address barriers faced by Black and Indigenous applicants. However, fewer than half felt informed about the purpose of these pathways. Responses highlighted concerns about transparency, fairness, and the possibility that pathways may disproportionately benefit higher-socioeconomic-status applicants. Subgroup trends did not show consistent support among students with greater exposure to humanities/social sciences; some expressed stronger skepticism regarding fairness. Qualitative themes emphasized the need for clearer communication, recognition of socioeconomic barriers, and expansion of equity initiatives. Interpretation: Students broadly valued equity-focused admissions but questioned their implementation and transparency. Concerns about socioeconomic privilege and unclear standards indicate a need for better institutional communication and more inclusive eligibility criteria. Equity pathways should be paired with structured education and clear messaging to foster trust, improve understanding, and align admissions policies with the social accountability mandate of medical education. Full article

Sexual and gender minority (SGM) people report considerable dissatisfaction with health services compared to heterosexual and/or cisgender people, with health professionals highlighting insufficient training. Teaching about the health of SGM people is not mandated in UK health professionals’ educational curricula. A review of published and unpublished surveys and of UK training courses evaluating LGBTQ+ content, in the UK and Ireland, examining the teaching of the health of SGM people to health professionals was conducted. Fifteen surveys from the perspectives of educators and students were compared and contrasted. Surveys were found from educators from undergraduate medicine, nursing and midwifery, and pharmacy schools, from students at dental, medical, and pharmacy schools, and from qualified doctors and paramedics. Students and clinical staff perceived that they have insufficient training in SGM health, although there is a contradiction in the perception of teaching amount between students and educational staff. Two curriculum reviews of Royal College postgraduate medical training showed either no or very few requirements on SGM health. Although some courses make considerable efforts to fully incorporate SGM health into mandatory curricula appropriately, professionals mention insufficient training. Until curriculum setters mandate SGM health, patient complaints will continue. Full article

The Multiple Mini-Interview (MMI) model is a commonly used interviewing technique at the undergraduate medical education (UME) level for medical school admissions. In this interview, candidates discuss a scenario with their interviewer. While many undergraduate medical institutions have adopted the MMI form of interviewing, it is rarely used in graduate medical education (GME/residency) interviews; no other pathology programs currently employ MMI. We share our experience with the use of MMI for Pathology GME interviews in 2023–2024. 50 interviews for the pathology residency program at Westchester Medical Center (WMC) were performed for the 2023–2024 season and included in this study (100%), with two scenarios on different interview dates. Candidates were scored from 1–5 based on five criteria. Including data from both scenarios, candidates performed well, with average scores above 4 for all categories. We found that most candidates received high scores in the MMI portion; however, the bottom ranked candidates performed very poorly in the MMIs. Traditional faculty scores varied significantly from MMI scores (p < 0.01). MMI scores were high overall and had less discriminatory value during this initial reiteration. Broader MMI implementation may provide more insights for its utilization in pathology resident selection. Full article

Background: During the past few years there has been a decrease in the number of applicants to podiatric medical school. It has been suggested that this decrease may be due to unfamiliarity with the profession of podiatric medicine. The goal of this study was to shed light on the misconceptions and lack of awareness of podiatric medicine so that the profession can better bridge the gap in knowledge with a resultant strategy to better increase recruiting efforts. We hypothesized that high school and college students overestimate their awareness of podiatric medicine and that a significant percentage of students have low actual awareness of the profession. It is presumed that this shortfall is greater in high school students. Methods: An eight-question self-completion survey was created that analyzed self-perceived and actual awareness of the podiatric medicine profession. A total of 318 students (171 high school and 147 college) attending school in Arizona completed the survey to test their actual and perceived knowledge of podiatric medicine. Results: A total of 294 survey responses met the inclusion criteria and were used in the final evaluation of data. In total, 57.1% of high school students and 47.9% of college students described their knowledge of podiatric medicine as “poor.” Each of the five true/false questions were answered incorrectly more than 50% of the time. Overall, there was a statistically significant association between students’ perceived knowledge of podiatric medicine (good and higher, fair, or poor) and their actual knowledge. Conclusions: Evidence supports that many high school and undergraduate students are unaware of the podiatric medicine profession. Furthermore, there are many misconceptions that are believed about the profession that could be causing the recent decline in applicants. Full article

Background: Direct clinical training on real patients is essential in dental education. However, the declining patient inflow increasingly challenges this objective. This cross-sectional study aimed to assess patients’ experiences and preferences to derive recommendations for improving patient recruitment. Material and Methods: Over a period of one year, patients treated by students in the courses and final examinations at the dental school of conservative dentistry were questioned using a specially designed questionnaire and reviewed using their medical records. They were asked about their complete treatment process, and patient files were used to record socio-demographic as well as economic and appointment-specific data. Results: We analysed 297 patients (142 women, 47.8%; 155 men, 52.2%) treated by undergraduates across two semesters (four courses) and two final examinations. Median age was 57.0 years (IQR 46–67; mean 55.2, SD 15.2; range 14–85) with no sex-based difference (p > 0.05). Arrival was predominantly by car (72.7%, n = 216); median one-way distance was 20.5 km (IQR 11.2–32.1); and 58.4% were employed, while 41.6% were not employed (33.7% retired, 7.9% unemployed). The leading reason for course attendance was “satisfaction with previous treatments” (65.32%). Information sources were reported by 290/297 (98%); the most common was already being a course patient (143, 48.1%). Most patients attended one appointment (109, 36.7%). Median travel cost per appointment (including parking) was €17.0 (typically €10.0–€23.5). Of 285 respondents, 93.68% answered “Yes” to satisfaction with student treatment. Conclusions: Important steps include enhancing parking facilities, optimizing recall systems and appointment accessibility, and strengthening relationships with regular patients to encourage word-of-mouth referrals. The main focus is to maintain high clinical quality, ensure affordability, and further reduce patient copayments where possible. Full article

Manikin-based simulation is widely used in undergraduate medical education to develop clinical reasoning and communication skills. The Borich Needs Assessment Model has been applied in fields such as nursing and global health to identify gaps between perceived importance and performance, but it has not been used to evaluate simulation-based learning in undergraduate medical education. We applied the Borich model to assess student perceptions of competencies developed in an established simulation curriculum and to inform future simulation curriculum development. A cross-sectional survey was administered to first-, second-, and fourth-year medical students at the University of Hawaii John A. Burns School of Medicine. Students rated eight SNAP competencies for importance, self-reported performance, and perceived influence of simulation. Weighted discrepancy scores were calculated using the Borich model. Faculty completed a parallel survey to compare competency prioritization. Among 164 student respondents, all competencies were rated as highly important. The greatest performance and influence gaps were reported for “Apply knowledge covered in the unit or rotation to simulation cases” (MWDS = 1.37 and 1.61, respectively). Priorities varied by student year, and agreement between faculty and student rankings was limited. The findings highlight a perceived gap between simulation curriculum and knowledge application. The Borich model effectively identified performance gaps and can support targeted simulation curriculum refinement. Full article

Background: Unlike medical training, science teacher training in Brazil does not include PBL as a curricular methodology. However, there is a Pedagogical Residency Program (PRP) that allows teaching experiences that are different from those provided in the undergraduate course. Thus, in this research, we propose a formative intervention in PBL for scholarship holders in the Pedagogical Residency Program (hereinafter Residents), aiming to answer the following question: “What are the perceptions of pre-service teachers about the planning, implementation, and evaluation of a PBL intervention in physics teaching?”. Methods: Five Residents taught an elective course specially designed for the application of PBL to teach secondary school physics. The training of the Residents in PBL occurred almost simultaneously with the offering of the elective subject. To reveal their perceptions, we collected Residents’ teaching plans, problem scenarios, and reflective analyses. Results: The results demonstrate that the Residents encountered several difficulties in developing and implementing the PBL methodology when teaching physics. Regarding development, the difficulties lie in coherently aligning the learning objectives with the highly complex active methodology of PBL. In addition, another clear difficulty is developing a problem situation appropriate to the knowledge that one wishes to develop. During the intervention, the Residents realized how difficult it is to implement PBL to allow students to develop skills and knowledge in a reflective way. Conclusions: The results indicate that PRP is necessary to develop methodologies such as PBL, as it allows supervision and reflection on practice. However, we also observed that the results point to the urgent need to introduce PBL in the initial training of science teachers; this process can be established in three stages: strategically studying lesson planning for the implementation of PBL, developing problem situations that align with the knowledge that one wishes to develop, and developing metacognitive regulation and argumentation skills to conduct interventions based on PBL. Full article

Objective: General practice (GP) plays an important role in the healthcare of human populations, and Chinese medical schools have paid attention to using education to improve the GP ability of medical students. However, there are still a lack of evaluating tools focusing on the general practice ability of clinical undergraduate students in China. To the best of our knowledge, this is one of the first studies aimed at constructing a scale of the general practice ability of medical undergraduates (GPA-MU) and understanding the current situation and factors influencing the general practice ability of the undergraduate clinical medical students in China. Methods: This study included two steps: the scale development and the empirical study. The items of the GPA-MU scales were developed from a literature review, in-depth individual interviews, Delphi expert consultation, and a pilot test. For the empirical study, a sample of 318 medical undergraduates was recruited. Item analysis, content validity, exploratory and confirmatory factor analysis, convergent and discriminant validity, and internal consistency reliability were conducted to examine the properties of the GPA-MU, and single and multi-factor analysis were used to explore the related factors of the GPA-MU. Results: Finally, the GPA-MU consisted of 3 first grade indexes, 12 second grade indexes, and 43 third grade indexes, with good reliability and validity, which could be used to assess the level of general practice ability of clinical undergraduate students. According to the cross-sectional study, the general practice ability score of clinical undergraduate students in Hunan Province was 83.75 ± 14.97, indicating the low general practice ability of clinical undergraduate students. The region, knowledge, duration of practice, and salary package had an obvious effect on the general practice ability of clinical undergraduate students. Further targeted intervention strategies in China are needed to strength the general practice ability of students. Full article

Background/Objectives: Research is widely recognized as an essential element of medical education across all levels. This study explores the association between publishing before, during, and after general surgery residency, shedding light on research productivity trends in medical education. By examining a diverse cohort of general surgery residents, the research aims to uncover factors influencing research output at various training levels. Methods: This study analyzed graduates’ Curriculum Vitae from a single institution’s general surgery residency program from 2017–2024. Linear regression models assessed whether variables encompassing total research output (manuscripts, abstracts, posters, and podium presentations) could predict graduates’ research outcomes in the next stage of training. Results: Out of the 38 eligible graduates, 20 submitted their Curriculum Vitae and were included in the study, resulting in a response rate of 52.6%. Total research activity before residency was not found to be predictive of total research activity in residency (t(18) = 1.020, p = 0.322) but was found to be related to total research activity in fellowship (t(10) = 5.399, p < 0.005). Total research activity during residency was not found to be related to fellowship research (t(10) = 0.834, p = 0.424). No sequential correlation was found between undergraduate, medical school, residency, or fellowship publications. Additionally, there was no correlation between first authorship and publication total in the subsequent phase of medical education. Conclusions: Research productivity during medical school does not have predictive value for future research during residency but is found to be predictive of future works in fellowship. These findings suggest that the research emphasis should be strategically managed throughout medical education to sustain long-term academic engagement. Full article