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Bacteria form an intense portion of reading and learning for students enrolled in microbiology education. As a part of the foundational course outline of bacteriology, bacterial classification is a significant topic of discussion. The purpose of our study was to analyze whether bacterial classification can be taught with a phylogenetic tree approach that might be more engaging and beneficial to student learners of microbiology. This methodology is unique compared to the conventional approach applied in introductory lectures of bacteriology that relies on morphology and Gram-staining to classify bacteria. The participants of this study were students enrolled in a two-semester medical school bridge program that offers a Master's degree in Pre-clinical Sciences. We presented bacterial origin and classification in the light of evolution and used a phylogenetic tree to signify clinically relevant groups of bacteria. Students were also taught the traditional bacterial classification using Gram stains and morphology. Both methods of classification were delivered in a didactic classroom session considering equal time spent and utilizing the same format. An online survey was distributed to the students after the session to collect their feedback. The results from the survey showed that 74% of participants would prefer learning bacterial classification using a combined approach that includes both Gram-staining and morphology as well as the phylogenetic tree. When asked if the study of bacterial classification through an evolutionary tree diagram is a clear and concise way of understanding bacteria, 79% of the students either agreed or strongly agreed with this statement. Interestingly, the alternative phylogenetic tree approach was considered more engaging and regarded as a means to expand the clinical knowledge of bacteria by 78% and 71% of the students, respectively. Overall, our study strongly supports the use of tree-based classification as an additional method to improve the learning of medically important groups of bacteria at varying levels of education.

In today's world, technology plays a significant role in shaping our daily interactions and how we connect with the world. The rapid advancements in technology have influenced many sectors, particularly education, where integrating technology is now seen as essential rather than just a luxury. As a result, the education field has adapted over time to keep up with innovations and their potential to improve the teaching and learning environment. The incorporation of technology into education has evolved from introducing computer systems in classrooms to the adoption of smartboards, tablets, and e-learning platforms. The rise of Virtual Reality (VR) technology has also opened up possibilities for hands-on learning experiences that allow students to explore and practice skills in ways that traditional teaching methods cannot. VR technology enables students to interact with content in a way that fosters a sense of presence and immersion, which can improve knowledge retention. In fields, like science, engineering, medicine, arts, and language learning, VR applications have shown promise in boosting student engagement and enhancing skills within a controlled learning environment. However, the widespread adoption of VR technology in education faces challenges. One significant obstacle is the cost of acquiring VR equipment and software which can strain budgets. Additionally, the availability of high-quality content for VR platforms poses a barrier for educators seeking to integrate VR into their teaching practices. This article delves into the use of Virtual Reality in education, and how VR can influence student learning outcomes in applications such as medicine, science, arts and language learning. Apart from the advantages of VR, the article also discusses the obstacles that are impeding the use of VR in education including concerns about costs, standardizing content and the necessity for training and support for educators. As VR technology advances and becomes widely available, it stands ready to revolutionize the landscape by offering learning opportunities that were previously beyond imagination. Through this technology, education can introduce a world of possibilities that nurture curiosity, creativity and a lifelong enthusiasm for learning.

Medical education in Jordan has evolved rapidly in the last 50 years as successive governments and higher education leaders have responded swiftly to developing healthcare sector demands. Despite significant progress being made, there remain a substantial number of challenges for the Jordanian medical education system that require careful attention in the years and decades ahead. This article provides a historical summary of medical education in Jordan, outlines some of the important areas that require development, and describes plans for a new medical school and teaching hospital in Amman at the newly established Kingdom University of Health Sciences, due to open in 2026. This ambitious project is being funded by the Saudi Jordanian Investment Fund and is being supported by partnerships with high-ranking, well-established institutions in the UK and USA. This article highlights the significant value in a partnership approach to developing a medical education program as it strives to overcome some of the existing challenges facing medical education in Jordan.

The aim is to investigate the effects of delivering group-based personalized teaching via an electronic performance support system (EPSS) in an online medical informatics course on medical students' academic achievement and community of inquiry levels. The basic working principle of EPSS is to provide the most appropriate teaching methods to the educator, according to the students' variables and learning outcomes. The research design of this study involved a quasi-experimental pretest-posttest design with a control group and the qualitative research method of answers to follow-up questions. While the students in the experimental group were taught various teaching approaches (flipped classroom, brain storming, case-based learning, debate and think-pair-share), the students in the control group were taught directly by online lessons according to direct instruction method. It was seen that the experimental procedure had a positive effect on both the academic achievement and community of inquiry levels of the experimental group compared to the control group. Besides, students in the experimental group reported that the lessons were more effective when they were enjoyable, motivating, focused on discussion and research, and were taught through cases. The group personalized teaching method used in this study could be a guide for future studies.

This quantitative study assessed infographics' perceptions, preferences, and effectiveness as a learning tool among Pakistani undergraduate medical students. The research focused on understanding the impact of infographics on knowledge acquisition, comprehension of complex medical concepts, and bridging the gap between theoretical learning and clinical practice. The study utilised a self-evaluated questionnaire developed through a meticulous literature review, self-evaluation, and expert input. The questionnaire covered demographics, perceptions, preferences, effectiveness in knowledge acquisition, impact on understanding complex medical concepts, and linking theoretical learning to clinical practice. The research was conducted at Shahida Islam Medical College, Lodhran, Punjab, Pakistan, and involved undergraduate medical students across various academic years. Data collection occurred between November 10 and November 30, 2023, with 229 participants. Quantitative analysis was conducted using SPSS, involving one-sample t-test, paired samples t-test, independent samples t-test, Pearson correlation, and multiple regression analysis to address specific hypotheses. Findings indicate a strong positive perception and preference for infographics among undergraduate medical students. Infographics were perceived as effective in enhancing knowledge acquisition, positively impacting the understanding of complex medical concepts, and bridging the gap between theoretical learning and clinical practice. Statistical analyses supported these perceptions, demonstrating significant relationships and explaining variance in students' perceptions and knowledge acquisition. This study highlights the substantial role of infographics as valuable tools in medical education, emphasising their positive impact on undergraduate medical students' learning experiences. The findings support the integration of infographics into medical curricula to enhance knowledge acquisition, comprehension, and application in real-life clinical settings.

Learning in the workplace supports physicians in developing competences to ensure quality medical care. As such, learning in the workplace is essential for physicians' life-long professional development. Notwithstanding its importance, research on physicians' learning in the workplace and the corresponding motivational drivers is limited. In this study, 17 semi-structured interviews were conducted to explore experienced physicians' learning activities and their motivation for learning in the workplace. In addition, it was examined whether differences could be noted in learning in the workplace depending on physicians' experience, specialism, gender or the type of hospital they work in. Concepts from learning in the workplace and motivation theories, i.e. learning activities in the workplace, self-determination theory and achievement goal theory, guided the data analysis, and an inductive analysis was conducted as well. Results revealed various learning activities for instance but not limited to: learning by asking colleagues for feedback, asking for help while performing particular medical actions, helping students while conducting their assignments or observing colleagues. Besides, the participants indicated different motives for learning. Physicians reported that they are motivated to properly perform their job, they enjoy learning and/or like learning in relation to solving challenging cases. The study shows that participants' differences in motivation can be related to seniority and the type of hospitals physicians are employed in.

The Medical Programme at Linköping University, committed to Problem-Based Learning (PBL) and interprofessional education, confronted the necessity for pedagogical revitalization due to an upsurge in student numbers, alterations in national physician licensing criteria, and an organizational framework shift. In response to these challenges, stakeholders conducted a comprehensive systematic self-assessment to navigate a course toward a sustainable and contemporary pedagogical transformation. The methodology employed in this assessment involved a systematic examination of scientific pedagogical literature, policy documents, educational materials, and schedules. Additionally, valuable insights were gathered through teacher and student surveys. Key findings underscore the importance of a balanced approach that grants students more time for self-study and reflection. Enhancing tools and methodologies for constructive alignment is crucial to achieve equilibrium in both theoretical and practical training settings. Moreover, establishing seamless collaborations between the university and teaching hospitals is deemed essential for faculty development and the long-term competence within both organizations. The self-assessment underscored the critical importance of continuous evaluation in medical educational settings. The approach not only ensures the ongoing relevance of the curricula but also cultivates an environment conducive to student-centred teaching and learning. This, in turn, prepares students for lifelong learning and the diverse challenges in their future medical profession.

This paper explores the relationship between admission criteria and college major selection among 1,595 undergraduate students at King Saud bin Abdulaziz University for Health Sciences (KSAUHS) in Saudi Arabia. The study examines how the admission criteria--high school GPA, General Aptitude Test (GAT), Scholastic Achievement Admission Test (SAAT), and corrected percentage--differ across various health science colleges, including the College of Medicine, College of Pharmacy, College of Dentistry, and College of Applied Medical Sciences. The results reveal significant differences in admission criteria across the different colleges, and these criteria were shown to be related to the college major that students ultimately chose. The paper concludes by emphasizing the importance of a well-designed and comprehensive student admission process in higher education and calls for further research in this area.

Throughout the years, scientific research has increasingly aimed to identify students' misconceptions and alternative views regarding fundamental concepts and principles of chemistry. Valuable international bibliographic information was created, including details on teaching density and gaining respondent acceptance. The study aimed to explore alternative ideas about density among Lyceum's honours graduate students attending medical school. Moreover, the gender parameters of the participants were examined. A multiple-choice questionnaire was administered to students to collect data on their gender, age, interest in chemistry, and basic knowledge of chemistry concepts, notably density. Furthermore, we analyzed participants' answer accuracy to determine if gender influenced responses or if they were due to statistical fluctuations. In particular, the statistical analysis of the data collected shows that many honours students in the Greek educational system retain a large percentage of the alternative ideas about chemistry concepts. Additionally, the misconceptions recorded in the questions did not correlate with parameters such as grades in the Panhellenic exams, gender, or the student's interest in the chemistry course. Our study's results could improve science teaching by transforming curriculum design and teacher training and enhancing the quality of science instruction in schools.

This paper outlines the design, development, and implementation of a new Master of Science in Interdisciplinary Medical Sciences (MSc IMS) program at Western University in Canada. The course-based program focuses on interdisciplinary education and experiential learning with a goal to foster students' academic, professional, and personal skill development. The authors discuss the rationale for developing the MSc IMS program, describe the curriculum design process, outline the innovative features in the program, and share the findings from the inaugural cohort on their motivation to enroll in the program. The alignment between the data from the inaugural cohort and the rationale for the program is also highlighted. The paper adopts a narrative approach to detail the process used throughout the design of the program and presents findings from a pre- questionnaire--focusing on the overall needs of students and rationale for their enrollment--administered to the inaugural cohort of the program. This scholarly work informs educators, curriculum designers, and administrators about the importance of interdisciplinary programs in higher education. It is also of significant relevance to departments planning to develop new programs or update existing ones to reflect 21st century teaching and learning approaches.

Surgeons and anesthesiologists use tumescent fluid to aid in the effectiveness of procedures. Injecting fluid to aid novice dissectors in improving speed, ease, and ability to distinguish planes has recently been proposed in the literature. In our study, we quantified dissections performed by first-year medical students after injecting fluid into the hands, feet, and faces. Photos of all aspects of the left (non-injected) and right (injected) sides were taken a week after dissection. Members of the study then individually scored the images based on what structures were dissected, their quality, and their dryness. Although previous studies found students felt the dissections were more manageable with fluid injections, no significant results occurred between the right and left sides of our three focus areas in quality or amount dissected. Injecting fluid in the hands, feet, and faces may not directly increase dissections' effectiveness; however, it can help prolong the longevity of dissections by reducing dryness.

Writing a quality research abstract is crucial for a scholarly report. An abstract should be informational and lexically dense, be formal, and have a professional tone. This requires precision, objectivity, logicality, technicality, and comprehensiveness. However, writing a good research abstract is a hurdle for novice and inexperienced undergraduate students who study English as a second language worldwide. This study investigated the research abstracts written by undergraduate medical students who also studied the English language at the University of Health and Allied Sciences in Ho, Ghana. A qualitative-quantitative approach, guided by Hyland's five-move model, was used to analyse the lexico-grammatical features in the rhetorical moves of the research abstracts written by these students. A corpus of 23 extracts representing a quota of sample tenses, hedges, boosters, and nominalisation was analysed. The data were coded manually and presented as frequency counts and percentages in tables and graphically. The results revealed that rhetorical moves in the research abstracts written by the students were filled with simple past, simple present, and perfect tenses, alongside lexico-grammatical devices such as hedges, boosters, and nominalisation to a greater or lesser extent. We conclude that the research abstracts follow Hyland's rhetorical five-move model, and comprise specific lexico-grammatical features. The pedagogical implications are discussed, and suggestions for future research are provided.

English proficiency is essential for Traditional Chinese Medicine (TCM) majors to maintain strong connections with the international academic community and promote global academic interaction. However, the English instruction effect was not optimal due to large class sizes, limited class time and learning resources, less interaction, or outdated teaching and evaluation methods (Wang, 2016; Ren, 2017; Chen & Liang, 2020; Liu, 2022). This study aimed to investigate the impact of the blended-ESP instructional model (BEIM) on fostering students' English proficiency as well as explore their attitudes and perspectives on the implementation of BEIM. The participants were 73 second-year TCM majors enrolled in the TCM English course at a TCM university in China. The instruments were pre- and post-tests, a questionnaire, and an interview. The data was analyzed using mean, standard deviation, paired t-test, segmented analysis, and thematic analysis. The results demonstrated the effectiveness of BEIM on fostering students' English proficiency for the significant differences between the scores before and after implementing BEIM at 0.000 (P = 0.000). The results of the questionnaire and interview also revealed students' positive attitudes and perspectives on BEIM. Students' self-disciplinary, English proficiency, and national culture awareness and confidence should be highlighted when conducting blended-ESP instruction.

Research has suggested that changing one's answer on multiple-choice examinations is more likely to lead to positive academic outcomes. This study aimed to further understand the relationship between changing answer selections and item attributes, student performance, and time within a population of 158 first-year medical students enrolled in a gross and developmental anatomy course at an academic medical institution in the United States. For each student, answer changes, overall exam performance, and individual item performance data were retrieved from an online testing software for a single block exam. Researchers determined how many times students changed their answers, the associated outcomes, and time spent on each item and the entire exam in relation to item performance. Students in the highest performing quartiles were more likely to keep their initial answer selection, spent more time choosing their initial answer selection, and averaged a higher total exam time than each of the lowest two performance quartiles. Time on individual items and answer changes had a statistically significant relationship, with more time relating to the presence of an answer change. Changing an answer selection was more likely to result in a negative outcome. The content subject was significant in relation to answer changes and time spent per item. This study provides a deeper understanding into which factors, such as item attributes, time, and performance of the student, showed statistically significant relationships to answer changing.

Honors programs typically enroll many students interested in the healthcare field, and honors administrators and faculty do their best to ensure that those students' dreams are fulfilled. With Medical Doctor (MD) program acceptance rates averaging just 6.1%, students need a standout application. Experience has shown that getting accepted into a medical school is more than earning a great GPA and excelling on the MCAT exam; it also requires convincing a committee of professionals that an applicant has the right personal qualities and work ethic to succeed in the field of medicine, and applicants need to highlight their clinical experience as a method of standing out from the crowd. The authors describe an honors program internship for undergraduate students to participate in a unique experience that emulates the third-year curriculum of medical college, referred to as clinical rotations. The full-time, semester-long medical internship becomes an extraordinary and unusual asset on any student's medical school application. Of particular interest is that this program can be adopted by other higher education institutions for a relatively low cost to the college/university, contingent on a committed partnership with an appropriate medical facility.

The relationship between ethical dispositions and scientific and academic ethics is important in understanding how individuals' general ethical values influence their behavior in the academic setting. Examining this relationship by considering personality, which is one of the important individual characteristics, will be useful in developing strategies to prevent ethical violations and encourage ethical behavior in the academic world. This study aims to investigate the relationships between medical students' personality traits, ethical position, and levels of scientific ethics. 363 medical faculty students from various grade levels participated in the study, which used a relational survey model. "Five Factor Personality Inventory", "Ethical Position Scale" and "Scientific Ethics Scales" were used to collect the data of the study. The analysis of the research data was carried out with SEM analysis in AMOS Program. The study's conclusions indicate that medical faculty students had a high level of scientific ethics and ethical position. Additionally, a five-factor personality test revealed that the students exhibited a high degree of variability in the areas of conscientiousness, agreeableness, and openness to new ideas. Medical students' ethical position and personality traits significantly predicted their perceptions of scientific ethics.

Underestimating the important role that disability plays in our growing world, the environment, and our inter-dependent economies is no longer acceptable. Far from being placed in a subaltern position, disability plays a significant role in theory and research development in the most recent waves of initiatives addressing work, resources, and the impact of climate (Berman-Bieler et al., 2023; Olusanya et al., 2023; Stein et al., 2023; Tampubolon, 2023). However, various foundational elements across global disability policies center around disabled peoples' material support needs (Bailie et al, 2023; Fisher et al., 2023) and the impact of disabled peoples' labor market employability across the world's economies (Pinilla-Roncancio & Gallardo, 2023; Revillard, 2023). The articles in this Special Issue of the "Journal of Postsecondary Education and Disability" show us how some of these realities of "what is" can be disrupted, and we are honored to provide our unique perspective piece in response. We focus on the nuanced power dynamics often prevalent, albeit looked over, in the purpose of research by unpacking who decides when equity and justice have been met. We do so to engage future disabled possibilities in STEMM.

The purpose of this study was to investigate the ethical tendencies of medical faculty students, their unethical use of information and communication technologies, and their attitudes toward digital ethics in terms of certain variables. The study was designed using a relational survey model. The research group consisted of 335 medical faculty students studying at a state university in Turkey. Data were collected using the "Personal Information Form," the "Ethical Tendencies Scale," Information and Communication Technologies Ethics Scale," and "Attitude towards Digital Ethics Scale." The data analysis revealed that medical faculty students' digital ethical attitudes and ethical tendencies were at a high level and positive, while their unethical use of information and communication technologies was at a very low level. The study's findings indicated that there were gender-related differences in medical students' unethical use of ICT. In addition, there were significant differences in the ethical tendencies of the participating students based on the variable of year of study. Lastly, medical students' unethical use of information and communication technologies were significantly affected by their ethical tendencies and attitudes towards digital ethics.

Learning in a clinical environment is central to a health professionals' educational journey including Dentistry. Implementation of curriculum within the clinical learning environment (CLE) prepares dental undergraduates for professional practice. Evaluation is an important part of curriculum design which provides the evidence to support improvements and continuous development. Engaging learners in evaluation process creates a learner centered approach which has well documented benefits to inform educators if learning needs are being met from their perspective. To explore dental student's perceptions of their CLE to evaluate the implementation of the Bachelor of Dental Surgery (BDS) curriculum. Four focus groups were undertaken with a total of 16 participants to explore their learning experiences. Students were asked to identify what they perceived as enablers and barriers which affect their learning and make suggestions for improvement. Transcripts of audio data were thematically analyzed, coded and themes identified. The themes identified related to teachers' attributes and improvements in physical facilities that enable their learning and pressure to perform the required quantity of clinical procedures, perceived inadequate supervision of chairside teaching, and lack of specific feedback on performance. Suggestions for improvements provided useful insights on issues related to perceived challenges. Learning could be improved by exploring quality of consultations over quantity to mitigate low patient availability, lack of treatment materials to meet clinical procedure requirements, and utilising simulation to gain valuable experience. Finally, developing small units of dental communities of practice (CoP) to facilitate learning opportunities could enhance the learner's experience.

While program-level learning objectives are required for medical school accreditation, session-level learning objectives are not, although many institutions use them. Most pre-clerkship basic science medical educators (PCBSMEs) do not have formal pedagogy training, so it is unknown when PCBSMEs learn about learning objectives or how they communicate them to students. A questionnaire was designed to phenomenologically explore these aspects during PCBSMEs' time as a student and as an educator. Qualitative data underwent inductive thematic analysis and generated two descriptive themes. Theme Educator Experiences describes how respondents learned about and used learning objectives as a student and as an educator. Theme Educator Communications describes how PCBMSEs communicate with students about using learning objectives. The relationship between themes suggest learning occurs following Bandura's Social Cognitive Theory. Findings indicate potential obstacles preventing implementation or communication about learning objectives, regardless of training. Strategies to proactively expose PCBSMEs to pedagogical concepts regarding learning objectives are recommended.

This article describes the findings of a study on the correlations between English as second language (ESL) motivation, understood as a product of the stimulus appraisal system, and writing proficiency in English among undergraduate Indian ESL learners. The principal objective of the study was to analyze the correlation between the undergraduate Indian ESL learner's motivational sub-checks/constructs, constituted using the stimulus appraisal (SA) theory of affect, and their writing proficiency in English. Additionally, it also attempted to understand the influence of sex and academic disciplines on the correlations. An ESL motivation survey was conducted using a modified version of the Attitude and Motivation Test Battery (Gardner, 1985) on students (N>350) studying in undergraduate programs in the academic disciplines of engineering, humanities, and medical sciences selected using criterion-based sampling, followed by a writing proficiency test in English. It was observed that need/compatibility factors did not significantly correlate with ESL writing proficiency in any of the three subsamples. ESL classroom-related factors within the pleasantness/novelty construct, on the other hand, significantly correlated with ESL writing proficiency. It is hoped that the insights obtained in the study should potentially help design more empirically informed pedagogical methods of ESL teaching.

The landscape of medical specialty choice is dynamic, undergoing significant changes as students' progress through undergraduate and graduate medical training. These shifts are influenced by various factors, with financial considerations becoming increasingly relevant among medical students' preferences. This study conducts a retrospective analysis of specialty match rates and physician compensation, suggesting a potential trend where primary care fields, though fundamental to healthcare, appear less competitive and often associated with less financial reward compared to other specialties. The existence of this disparity is not without consequences. It contributes significantly to the ongoing and anticipated primary care physician shortages. This situation requires a comprehensive approach to tackle the complex factors influencing medical students' career choices. Understanding these dynamics is critical for healthcare policy and planning. This paper investigates how financial considerations sway medical students' specialty choices, emphasizing the economic disparities between primary care and other specialties.

Validation is needed for any newly developed model or framework because it requires several real-life applications. The investment made into e-learning in medical education is daunting, as is the expectation for a positive return on investment. The medical education domain requires data-wise implementation of e-learning as the debate continues about the fitness of e-learning in medical education. The domain seldom employs frameworks or models to evaluate students' performance in e-learning contexts. However, when utilized, the Kirkpatrick evaluation model is a common choice. This model has faced significant criticism for its failure to incorporate constructs that assess technology and its influence on learning. This paper aims to assess the efficiency of a model developed to determine the effectiveness of e-learning in medical education, specifically targeting student performance. The model was validated through Delphi-based Expert Judgement Techniques (EJT), and Cronbach's alpha was used to determine the reliability of the proposed model. Simple Correspondence Analysis (SCA) was used to measure if stability is reached among experts. Fourteen experts, professors, senior lecturers, and researchers with an average of 12 years of experience in designing and evaluating students' performance in e-learning in medical education participated in the evaluation of the model based on two rounds of questionnaires developed to operationalize the constructs of the model. During the first round, the model had 64% agreement from all experts; however, 100% agreement was achieved after the second round, with all statements achieving an average of 52% strong agreement and 48% agreement from all 14 experts; the evaluation dimension had the most substantial agreements, next to the design dimension. The results suggest that the model is valid and may be applied as Key Performance Metrics when designing and evaluating e-learning courses in medical education.

There is a growing need for pre-health professional students to understand how the social determinants of health (SDOH) affect population health. The goal of this project was to evaluate the impact of a modified "Privilege Walk" (MPW) activity on students' awareness of personal privilege as a SDOH. Undergraduate students engaged in a MPW activity received a privilege score that could total 36 points (a higher score indicates more privilege). Students also completed a pre- and post-MPW survey to evaluate the impact of the activity on privilege awareness. Nonparametric tests were used to determine the effect of the MPW assignment on privilege outcomes. Twenty-one students completed the pre- and post-surveys. The majority of respondents were White (85.7%), non-Hispanic (90.5%), or female (81.0%). Ethnicity (1.14 points, p=0.052), race (0.71 points, p=0.0078), and current housing conditions (0.70 points, p=0.0273) were the top characteristics students felt gave them significantly more privilege. We demonstrated that an interactive approach in the classroom could increase students' awareness about privilege as a SDOH. These are promising findings as academic centers seek to evaluate and develop promising and evidence-based approaches to train healthcare students about the SDOH as they treat diverse and vulnerable patients.

This article discusses how a new APRS service-learning model was implemented in a new service-learning project in the traditional Chinese medicine (TCM) orthopedics curriculums at three Hong Kong institutions. The APRS model adopting flipped learning approach consists of four cyclic stages, including Application, Practice, Reflection and Self-regulated learning. Qualitative and quantitative findings in this study reveal that TCM students gained confidence in applying discipline knowledge/skills and improved in various areas, including cross-cultural competence, communication, problem-solving and collaboration. Drawing evidence from this study, possible factors contributing to positive impacts on student learning in the APRS model are the "strong connectivity" (including clear alignment with programme, profession, institutional missions and traditional Chinese philosophy "xiushen"), "reinforced motivation" (student autonomy and buy in) and "structured organisation" (strong network among participating parties and use of a centralised electronic platform). The APRS service-learning model is a culture-based approach helping students reconnect Confucian "xiushen" to the discipline knowledge and the real-life application in the Hong Kong context. This model may also be applicable to other Asian contexts where the Confucian culture prevails.

Community outreach and service-learning are common components of medical and health profession programs. Outreach programs can provide diverse service-learning opportunities for students to work collaboratively with their communities. Many educational accrediting bodies require service-learning activities for students. The discipline of anatomy is uniquely suited for outreach as it engages students with the community and provides relevant, health-related educational materials and information. Anatomy is often a general interest to many and can aid in the promotion of students pursuing health professions careers. The objective of this work is to describe three unique anatomical outreach programs that integrate components of community service, service-learning, and/or pathway program initiatives in innovative ways. These programs are presented to inspire and/or be adapted in other medical or health professions programs. Variety in these programs range from duration, target audience age, resource and financial requirements, and necessary collaborations. The authors provide tips for success and potential pitfalls to consider. These three examples serve as successful, contemporary, and diverse approaches to anatomical outreach that can be implemented into medical or health professions education programs.

The Accelerate Cancer Education (ACE) summer research program at The University of Kansas Cancer Center (KUCC) is a six-week, cancer-focused, summer research experience for high school students from historically marginalized populations in the Kansas City metropolitan area. Cancer affects all populations and continues to be the second leading cause of death in the United States, and a large number of disparities impact racial and ethnic minorities, including increased cancer incidence and mortality. Critically, strategies to bolster diversity, equity, inclusion, and accessibility are needed to address persistent cancer disparities. The ACE program offers an educational opportunity for a population of students who otherwise would not have easy access onto a medical center campus to make connections with cancer physicians and researchers and provides a vital response to the need for a more diverse and expansive oncology workforce. Students grow their technical, social, and professional skills and develop self-efficacy and long-lasting connections that help them matriculate and persist through post-secondary education. Developed in 2018, the ACE program has trained 37 high school junior and senior students. This article describes the need for and how we successfully developed and implemented the ACE program.

Relationships that involve a physician and a non-physician professional spouse face many challenges that are similar to those experienced by dual career marriages. However, there are unique demands that are associated with physicians who are married to other professionals. One such challenge is the task of navigating their multiple familial and professional roles. This present study explores how physicians who are married to other professionals confront and navigate the complex environment that is often characteristic of work-family issues in this population. Employing an exploratory qualitative design, 34 heterosexual individuals (17 couples) completed in-depth qualitative interviews. These dyadic interviews included 10 male physicians and 7 female physicians. A multisystemic approach was employed to explore themes that emerged. One major theme, contextual appreciation of the physician's work demands, and three sub-themes: familial support, non-traditional parenting and domestic roles, and paid help, emerged. These data provide important information for the medical education of physicians with specific emphasis on navigating multiple familial and professional roles when part of dual career marriages. Findings provide implications for physician vitality/health, medical education, and continuing education with a focus on physician marriages.

Teaching physiology can be challenging as students are initially required to understand basic and abstract concepts. Thus students typically view physiology as a "difficult" subject and place an emphasis on rote learning and memorization. Here, we attempted to address this knowledge gap by introducing a pedagogical intervention into the neurophysiology lesson plan of first-year medical and health physiology students at the University of La Reunion. This intervention aimed to better link abstract concepts (e.g., saltatory conduction) and a pathological disorder (multiple sclerosis), together with a discussion of a specific therapeutic intervention (fampridine). Students were required to complete readings (focused on neurophysiology aspects) and two online quizzes before two scheduled in-person lectures. They could also pose questions on a dedicated online forum. Thereafter, the in-person lectures discussed questions posted on the online forum, provided feedback on poorly answered questions (from the online quizzes), and dealt with questions posed by students attending classes. Student feedback regarding the pedagogic intervention was assessed by an anonymous online survey. This survey revealed that the pedagogical intervention was positively received. For example, 94% of respondents agreed the course was well developed, while 80% indicated that the pedagogical intervention was beneficial in terms of their understanding of basic and abstract neurophysiology concepts. Together, this pedagogical intervention was enthusiastically received by the students who better understood how basic nerve physiology concepts fit into the broader context and that such an understanding can result in the development and the roll-out of unique therapeutic interventions for multiple sclerosis.

It is essential for modern medical students to continuously enhance their clinical thinking abilities. This study aims to evaluate the efficacy of the combined World Café discussion and case-based learning (CBL) approach within the clinical thinking training course. The clinical thinking training course incorporated the combined World Café discussion and CBL approach. The assessment of the accuracy and rationality of clinical symptoms, medical examination, pathological processes, diagnostic results, diagnostic basis, and drug use was conducted through case-related queries. Feedback from students and instructors regarding the teaching content, teaching process, and teaching effect was gathered through questionnaires. The findings indicate that the students achieved high marks in all assessed areas, including clinical symptoms, medical examination, pathological processes, diagnostic results, diagnostic basis, and drug use. The feedback from students and instructors on the teaching content, teaching process, and teaching effect was positive. Medical educators can use our findings to implement the combined World Café discussion and CBL mode to enhance student engagement.

Medical students must be adept at critical thinking to successfully meet the learning objectives of their preclinical coursework. To encourage student success on assessments, the course director of a first-year medical physiology course emphasized the use of learning objectives that were explicitly aligned with formative assessments in class. The course director introduced the physiology discipline, learning objectives, and evidence-based methods of studying to students on the first day of class. Thereafter, class sessions started with a review of the learning objectives for that session and included active learning opportunities such as retrieval practice. The instructor provided short answer formative assessments aligned with the learning objectives, intended to help the students apply and integrate the concepts. Midsemester, students received a link to an online survey with questions on studying habits, class attendance, and student engagement. After finals, students were invited to participate in focus groups about their class experience. A qualitative researcher moderated focus groups, recorded responses, and analyzed the narrative data. Of 175 students, 95 submitted anonymous online surveys. Student engagement was significantly correlated with in-person class attendance (r = 0.26, T = 2.5, P = 0.01) and the completion of open-ended formative assessments (r = 0.33, T = 3.3, P = 0.001). Focus groups were held via videoconference. From the class, 14 students participated in 4 focus groups; focus group participants were mostly women (11 of 14) and mostly in-class attendees (13 of 14). The students in this sample valued critical thinking but misunderstood expectations on exams and few students used learning objectives to study.

Recognizing the growing value of game-based learning in medical education, this study aims to evaluate the effectiveness of the innovation, "Aquilibria: The Battle to Balance," a creative narrative card and board game to help improve learners' understanding and application of the concepts of acid-base balance. In this mixed-method study, 120 first-year medical students participated. The innovation employed a card and board style integrated with a captivating story. Students were divided into small groups of six each with a facilitator. Following this, the posttest was conducted to compare the educational gain. Also, students' perceptions about the game were obtained using a 32-item questionnaire on a 5-point Likert scale. In addition to this, the confidence level among students to understand and interpret the concepts of acid-base regulation before and after the game was obtained using a 10-item questionnaire on a 5-point Likert scale. Furthermore, for qualitative data, short interviews with open-ended questions were conducted and thematic analysis was performed. The results showed a highly significant improvement in academic performance from a pretest score of 7.57 ± 1.07 (means ± SD) to 16.14 ± 1.80 in the posttest with a P value of <0.0001. There was a notable increase in confidence among learners after the game, and highly positive student feedback was received. These findings support the growing recognition of narrative game-based learning as a valuable and engaging strategy in medical education, offering a promising avenue for fostering deeper understanding and retention of complex medical concepts.

With the development of science over the years, people have increasingly realized the importance of science communication. Unfortunately, very little research has focused on helping medical students develop the capabilities of science communication. To improve medical students' science communication and evaluate the effectiveness of New Media through mobile clients in health science communication, a competition was held among medical undergraduates. Outstanding works were selected for publication on our official health science communication WeChat account. Furthermore, the participants volunteered to complete a questionnaire survey to help us assess students' awareness of science communication. Our analysis revealed that students had a strong willingness to serve society and to participate in science communication work. Students generally agreed that science communication work had excellent effects on professional knowledge and related skills. In addition, the correlation results showed that the greater students' willingness to participate in health science communication was, the greater their sense of gain. New Media effectively expand the influence of students' popular science works. Our findings suggest that competition in science communication has a positive impact on enhancing students' awareness and capabilities in science communication. In addition, New Media are an effective way to improve students' scientific communication efficiency. However, we also noted that students' participation rate and enthusiasm for scientific communication were not high. Further research is needed to determine the reasons for this situation and potential strategies to further improve students' science communication.

This article introduces an innovative teaching and learning tool called "Edelman Gamblegrams" that aims to help medical learners better understand disorders related to water/plasma tonicity homeostasis, i.e., hyponatremia and hypernatremia. Gamblegrams, named after physician James L. Gamble, are bar diagrams displaying the relative abundance of extracellular anions and cations and are commonly used in the analysis of acid-base disorders. The Edelman equation represents the physiological variables that determine plasma sodium concentration, namely, total body sodium mass, total body potassium mass, and total body water volume. Edelman Gamblegrams inspired by traditional Gamblegrams but using the components of the Edelman equation, visually demonstrate how sodium, potassium, and water contribute to plasma sodium concentration under normal and pathological conditions. Scenarios that lead to hypotonic hyponatremia and hypernatremia in Edelman Gamblegrams are also discussed. Furthermore, examples of how these visual aids can enhance understanding of the pathogenesis of dysnatremias are also presented. Overall, the use of Edelman Gamblegrams has the potential to improve comprehension and retention of concepts related to water/plasma tonicity homeostasis.

First-year medical students are often challenged by the rapid pace and large volume of content that must be learned. Peer teaching has emerged as a supportive educational strategy. However, the most effective strategies for training peer tutors (PTs) for their role are not known. This paper examines the use of an Objective Structured Teaching Exercise (OSTE) to augment PT training sessions. Applying deliberate practice as a conceptual framework, an OSTE was used to provide tutors with an opportunity to practice their skills and receive feedback about their performance when meeting with a student presenting with a challenge. The newly trained PTs were required to assess a standardized student, determine challenge(s) being experienced, and present options to address the challenge(s). Standardized students evaluated the tutors' performance and a pre- and post-OSTE questionnaire was used to determine whether the OSTE was effective in increasing the confidence level of PTs to effectively assess and support students seeking help. Participants reported an increase in confidence in their ability to assess areas requiring improvement, understand the active learning strategies, and suggest appropriate active learning study strategies. Evaluations completed by standardized students documented that newly trained PTs accurately diagnosed the challenge presented in the OSTE and in most cases PTs asked all relevant questions to assess. Increased self-efficacy promotes PT's capacity to perform their work and feedback during an OSTE can further advance required skills. Aggregate OSTE results can also inform efforts to enhance the PT training program.

Medical education continually adapts to the needs of future health care professionals, with student motivation in research being a pivotal aspect. This study at Alfaisal University aimed to explore the motivations, benefits, and challenges faced by medical students in extracurricular research activities. Using a mixed-method approach, we combined quantitative surveys with qualitative group interviews. Findings revealed that both extrinsic (e.g., enhancing postgraduate training prospects) and intrinsic (e.g., personal interest and skill refinement) factors significantly motivate students to be involved in research activities. Participants unanimously acknowledged skill enhancement, particularly in literature comprehension, creative ideation, and networking. However, challenges such as conflicts with course scheduling, lack of hands-on experiences, and mentorship issues were identified as potential barriers to research participation. Addressing these barriers and understanding motivations can inform the design of research programs, enhancing the overall student research experience. This study underscores the importance of research in medical education, emphasizing the need for institutions to prioritize addressing challenges and leveraging benefits to prepare medical students for a research-integrated clinical future.

The revised two-factor Study Process Questionnaire and the Approaches and Study Skills Inventory for Students are two instruments commonly used to measure student learning approach. Although they are designed to measure similar constructs, it is unclear whether the metrics they provide differ in terms of their real-world classification of learning approach. The purpose of this study is to compare outcomes of these two inventories in a study population from an undergraduate (baccalaureate) human anatomy course. The three central goals of this study are to compare the inventories in terms of 1) how students are classified, 2) the relationship between examination performance, time spent studying, and learning approach, and 3) instrument reliability. Results demonstrate that student classifications of corresponding scales of each inventory are significantly correlated, suggesting they measure similar constructs. Although the inventories had similar reliability, neither was consistently strong in predicting examination performance or study habits. Overall, these results suggest that the two inventories are comparable in terms of how they measure learning approach, but the lack of correspondence between learning approach scores and measurement outcomes questions their validity as tools that can be used universally in classrooms.

The early years of physiology education in medical curricula provide unique challenges. As well as inculcating concepts that are seen as difficult, modern curricula require that students learn in context in case-based learning courses. Additionally, regulating bodies stress that the soft skills of compassion, communication, and empathy are embedded throughout curricula. This has driven work in our organization involving drama and final-year medicine students during which they collaborate in realistic simulations of doctor/patient interactions. We adapted this transdisciplinary approach to second-year physiology tutorials. This emphasized the holistic importance of physiology to patient care, while also embedding "human factors" skills from the very earliest stages of the curriculum. After preparing by attending acting classes based on aspects of Konstantin Stanislavski's "System," the authors supervised tutorials in which drama students participated in a "physiology of hypofertility" session for second-year medical students, playing a 34-year-old woman with premature menopause (or their partner). Opinion (from all students) was evaluated by Likert questionnaires (which included open questions). A focus group of drama students was also interviewed, and the conversation was recorded for thematic analysis. Positive Likert scores were recorded for the authenticity of the tutorials, skills development, fostering empathy, and motivating students to improve. All participants evaluated the tutorial as highly enjoyable. These scores are reflected in positive open commentary on the questionnaires and in the focus group interviews. The results suggest that even basic science tutorials give opportunities for interdisciplinary study and enhancement of behavioral skills while gaining enthusiastic student acceptance.

Pharmacists are increasingly becoming the healthcare professional who interacts most regularly with patients who have diseases or disorders for which exercise is an effective and recommended treatment. With the relative scarcity of clinical exercise physiologists in the United States, pharmacists are expected to provide lifestyle advice to their patients, especially in community (i.e. retail) pharmacy settings, but student pharmacists typically receive no formal or informal training in exercise physiology and prescription. To address this deficit, an elective course was developed to provide student pharmacists with the knowledge and skill set that will enable them to apply evidence-based physical activity guidelines in the pharmacy. The course utilized the Exercise is Medicine resources for chronic diseases and disorders that are routinely encountered in community pharmacies, in addition to analysis of interactions between exercise and medications commonly prescribed for these conditions. After completion of the course, students reported being significantly more comfortable discussing physical activity with their patients compared to the start of the course (P < 0.001). Similarly, at the end of the course, 99% of students reported that they felt confident in their ability to apply evidence-based recommendations of common diseases and disorders to their patients. Postcourse student evaluations clearly demonstrated that student pharmacists viewed the course positively and as essential in their professional training. These data highlight the feasibility and efficacy of improving self-perceptions for the provision of physical activity recommendations via an elective course in physical activity prescription in a Doctor of Pharmacy program.

Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students' effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.

The coronavirus disease (COVID-19) pandemic has changed the education system, including problem-based learning (PBL), which is the main curriculum model in medical education. Social interaction and acquisition of knowledge and skills are one of the challenges in online learning during a pandemic. This study evaluated the use of the flipped classroom in the PBL curriculum of medical education. This study used mixed-methods design with a concurrent approach. The data collection technique was secondary data collection in the form of data from the block learning evaluation form. The evaluation form contains statements regarding the quality of the learning process, in the form of Likert scales. At the end of the form, there was a fill-in/essay question for more in-depth exploration. The quantitative data were analysed using descriptive univariate analysis, meanwhile, the qualitative data were analysed using thematic analysis techniques. Unbalanced learning load on the block, block learning management, and knowledge retention in block learning were considered lacking in flipped classroom block implementation. The management of time delays, a stage for students to be ready, a step to lessen psychological stress, and the use of media to generate different learning experiences are particular areas that need improvement.

In peer observation of teaching, an experienced colleague in the educational environment of a faculty member observes the educational performance of that faculty member and provides appropriate feedback. The use of peer review as an alternative source of evidence of teaching effectiveness is increasing. However, no research has been done in the field of tool design and development to peer review in classrooms that use a learning management system (LMS). This study used mixed methods. In the qualitative stage, after studying sources and interviewing professors active in virtual education, a question bank was prepared and a 26-item initial questionnaire created. In the quantitative stage, the psychometric properties of the developed instruments, such as the face, content, and structural validity, were examined, and reliability tests were performed. IBM SPSS Statistics (Version 20) was used for analysis. Five categories, including content preparation, content presentation, effective interactions, motivation management, and support services, and 26 subcategories were determined to be effective indicators in peer observation in LMS-based classes in medical sciences. During content analysis, 9 items were removed due to lack of necessary criteria. Then, using principal component analysis and varimax rotation in the present mode (Watkins, 2018), 5 components with eigenvalues higher than 1 were extracted, which explained a total of 70.55% of the total variance. The inter-cluster correlation coefficient (ICC) was 0.88. Thus, the peer observation measurement tool, designed with 17 expressions using the answer method "yes/no", showed good validity and reliability. The research results demonstrate that the evaluation of virtual classes of professors by their peers is effective and that the results can be used in e-learning promotion plans.

This study investigates the factors influencing the development of communication skills among students at The People's Hospital of Guangxi Zhuang Autonomous Region. Recognizing the pivotal role of effective communication in healthcare, the research aims to identify key elements, such as the learning process, environment, teachers, and students, that significantly impact the acquisition of communication skills in a medical education context. The sample group was 30 students from The People's Hospital of Guangxi Zhuang Autonomous Region. The research was conducted in three steps: studying the factors that affect the development of communication skills, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of communication skills, an interview form about factors that affect the development of students' communication skills, lesson plans, an observation form about student behavior, an interview form about opinions on teaching, and a communication skills scale. Findings revealed: 1) Principal factors influencing communication skills development include the learning process, environment, teachers, and students, respectively; 2) An instructional model grounded in the Theory of Goal Attainment materialized, comprising four core components: a) principles, b) objectives, c) learning process, and d) results; and 3) Post-implementation of the instructional model based on the Theory of Goal Attainment, students exhibited higher communication skill scores compared to pre-experimental levels, attaining statistical significance at the 0.05 level.