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Oral and maxillofacial surgery (OMS) is a field that straddles knowledge and clinical experience from both medical and dental specialties. In the small island nation of Singapore, the rapidly and constantly changing needs of its diverse and aging population, as well as changes in the mindsets of both students and educators have led to many developments in the local OMS program. Tied to the only dental school in the country, the curriculum of the training program has kept up with the changes in the demographics and attitudes of the local patient pool, which comprises a multicultural population with both traditional and modern mindsets. Since its inception, the training program has also shifted away from the traditional apprenticeship model of surgical specialties to include more integrated and modular learning with a heavy emphasis on evidence-based medicine, simulation training workshops, and more focus on digital planning and other technological advancements. This review explores the current scope of training and practice in the Singapore landscape, and how it has evolved and been tailored to meet the needs of its patients and future clinicians. [ABSTRACT FROM AUTHOR]

Oral and maxillofacial surgery (OMS) is a field that straddles knowledge and clinical experience from both medical and dental specialties. In the small island nation of Singapore, the rapidly and constantly changing needs of its diverse and aging population, as well as changes in the mindsets of both students and educators have led to many developments in the local OMS program. Tied to the only dental school in the country, the curriculum of the training program has kept up with the changes in the demographics and attitudes of the local patient pool, which comprises a multicultural population with both traditional and modern mindsets. Since its inception, the training program has also shifted away from the traditional apprenticeship model of surgical specialties to include more integrated and modular learning with a heavy emphasis on evidence-based medicine, simulation training workshops, and more focus on digital planning and other technological advancements. This review explores the current scope of training and practice in the Singapore landscape, and how it has evolved and been tailored to meet the needs of its patients and future clinicians.

ABSTRACT Introduction: Traditional teaching, a lecturer-centered approach, has been the default methodology in medical schools. In the last decades, there has been a shift in health education towards methods that encourage the student’s active participation. It has been proved that active methodologies increase engagement, and this was particularly necessary during the COVID-19 pandemic, when active methodologies were crucial to raise student participation in online classes. Objective: This study aimed to measure student satisfaction and participation in online classes utilizing active learning methods during the COVID-19 pandemic. Methods: We gathered data from anonymous surveys completed by fourth-year medical students during 18 months of online classes of pediatrics at a public medical school in Brazil. Classes were taught using flipped classroom and case-based learning methodology. Results: One hundred and twenty-one students took part in this survey. Satisfaction level with case-based learning classes in the discipline was high (53% very satisfied; 39% satisfied; 6% neutral; 2% unsatisfied). Most of the students (70%) answered that, in general, they prefer CBL to expositive classes (16% prefer expositive classes; 14% are neutral). Reading compliance was good: 81% read 75-100% of the texts, and 19% read 50-74% of them. Conclusion: The implementation of the active learning curriculum for the discipline of pediatrics demonstrated to be successful considering the participation of the students and their satisfaction level.

ABSTRACT Purpose: To create three-dimensional anatomical models of the thoracic and lumbar portions of the canine spine that reproduce the vertebral surgical approaches of dorsal laminectomy and hemilaminectomy, and to perform the respective radiographic evaluations of each approach. Methods: In a digital archive of the canine spine, digitally replicate the dorsal laminectomy and hemilaminectomy in the thoracic and lumbar portions and, then, make tridimensional prints of the vertebral models and obtain radiographs in three dorsoventral, ventrodorsal and laterolateral projections. Results: The anatomical models of the surgical spinal canal accesses of the thoracic and lumbar portions showed great fidelity to the natural bones. The created accesses have the proper shape, location and size, and their radiographic images showed similar radiodensities. Conclusions: The replicas of the dorsal laminectomy and hemilaminectomy developed in the anatomical models in the thoracic and lumbar portions are able to represent the technical recommendations of the specialized literature, as well as their respective radiographic images, which have certain radiological properties that allow to make a deep radiological study. Therefore, the models are useful for neurosurgical training.

Objective: To develop and validate the content and appearance of the prototype of the Serious game "AleitaGame" on breastfeeding and nipple-areolar lesions. Methods: This is a study carried out in three stages, namely: content selection through a Scoping Review, development of educational software based on the Benitti, Seara and Schlindwen approach, and a methodological study for content validation, technical and pedagogical aspects, carried out with six expert judges on the subject. Descriptive analysis was used in this study, as well as the Content Validity Index for the content assessment instrument. Results: The content of the clinical cases and the simulated scenarios was built from a total of 115 studies and was validated by six judges in relation to the content and the technical-pedagogical aspects, the only ones who presented suggestions in the design and feedback of the game. The final version of the serious game contains different media and gamification resources for an interaction with the theme that deals with the breastfeeding technique as a cause of nipple-areolar lesion in lactating women. Conclusion: The "AleitaGame" prototype was validated by expert judges and is suitable for the final stage of educational software development. [ABSTRACT FROM AUTHOR]

Abstract: Large language models (LLMs) can support nursing education but pose questions of validity, reliability, and ethical use. This article proposes using the five rights of nursing delegation framework by the National Council of State Boards of Nursing to teach nursing students about the appropriate use of LLMs in health care and nursing education. Nursing faculty can teach students how to assess the validity and reliability of the information provided by LLMs, document its use, and reference and cite information appropriately., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Integrating science education with social justice is vital for preparing students to critically address significant societal issues like climate change and pandemics. This study examines the effectiveness of socioscientific system modeling as a tool within Justice-Centered Science Pedagogy (JCSP) to enhance middle school students' understanding of social justice science issues. It focuses on how system modeling can scaffold students' reasoning about complex social systems, informed by their lived experiences, cultural backgrounds, and social identities. Our research involved 27 middle school students using system models to explore the societal and scientific dimensions of the COVID-19 pandemic. By leveraging the experiences and insights of students, educators can create transformative learning environments that not only recognize but also utilize students' unique knowledge bases as legitimate contributions to classroom discourse. The implications for instructional design highlight the need for multifaceted, responsive activities that align with the principles of JCSP and empower students as agents of societal transformation. The research contributes to the ongoing discourse on enhancing science education through justice-centered approaches that address the complexities of socioscientific context and the cultural relevance of scientific knowledge., Competing Interests: Conflicts of interests: The authors declare no conflicts of interest.

Purpose: Radiology instruction focuses on cultivating medical students' diagnostic thinking skills and practical competence, and lecture-based learning (LBL) is the most commonly used teaching approach. While fact-based, this type of traditional instruction is often non-engaging, leading to a shift toward student-centered models, one of which is the flipped classroom (FC). However, studies involving a comprehensive evaluation of students' experiences using the FC approach and its effects on their learning are lacking. Therefore, this study analyzed the teaching efficacy of the FC approach based on data of large groups of radiology students, accumulated over time., Methods: Data from 636 medical radiology students taught using the FC and LBL models from 2012 to 2021 were retrospectively collected and analyzed., Results: The test scores of the FC group were significantly higher than those of the LBL group, and improvements in learning initiative and learning ability were notably higher in the FC than in the LBL group. The two groups showed no significant difference in the critical thinking disposition indicator, and the proportion of students with positive critical thinking tendencies was higher in the FC than in the LBL group. The academic and social self-perception scores of the FC group were significantly higher than those of the LBL group, and there was a significant difference in Kolb's learning style., Conclusions: Based on evidence of completing pre-, in-, and after-class work, the FC approach improved students' academic performance, learning initiative, diagnostic ability, and satisfaction with learning and the teaching institution. Our findings suggest that FC instruction promotes students' assimilation and convergence of learning styles, and cultivates positive critical thinking.

Context: In Thailand, the field of palliative medicine is growing but access and training remain limited. We sought to expand education of resident physicians at Chiang Mai University (CMU) in Thailand through development of an international case sharing program., Objectives: The goals of this project were to increase knowledge of core palliative care topics, to cultivate a culture of reflective clinical practice, and to create a model for collaboration in international palliative care education that can be replicated by other institutions., Methods: We used a virtual case conference platform, in which two Family Medicine residents from CMU selected a challenging palliative care case. They prepared the case using an outline that included reflections on ethics, compassion and social responsibility. The residents presented the case in English to palliative care faculty from Thailand and Minnesota. Each case was followed by unstructured discussion., Results: Over the course of 5.5 years (Nov 2018-Mar 2024), 14 cases were presented. Each case discussion included at least 3 to 7 core palliative care topics. The program was adopted as one of the core activities of the Department of Family Medicine at CMU and led to clinical practice changes., Conclusion: We present a sustainable, convenient, low-cost, cross-cultural palliative care case conference model that has the potential to enrich palliative care education globally., (Copyright © 2024 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.)

Background: The Doctor of Nursing Practice (DNP) degree culminates in the DNP project, a scholarly project aimed at enhancing health care systems aligned with national standards. While DNP projects are valued, they pose challenges due to resource-intensive demands including faculty time and effort., Problem: Faculty workload models related to DNP projects have not kept pace with increasing enrollment and program expectations., Approach: Consistent with national standards, a large public university convened a task force to examine faculty workload relative to DNP projects and to devise a more equitable and realistic model., Outcomes: Task force output led to the creation of the Collaborative Section-Based Faculty Workload Model that resulted in increases in faculty satisfaction, retention, and student mentorship, while maintaining DNP project rigor., Conclusions: The Collaborative Section-Based Faculty Workload Model responds to the challenge of balancing DNP project oversight with increasing time demands on faculty and increasing enrollment., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Each year, millions of people fleeing persecution seek asylum in the USA and elsewhere. Many have experienced psychological and/or physical trauma that can be documented with objective forensic medical and mental evaluations (FMEs) performed by trained clinicians. FMEs can assist adjudicators in deciding claims, and asylum seekers who undergo an FME are significantly more likely to be granted asylum. However, there is a shortage of clinicians trained to perform FMEs, and existing training models have shortcomings, including lack of accessibility and consensus-driven best practices. To meet the rising need for FMEs and improve training in the burgeoning field of asylum medicine, we used Kern's model to design an interdisciplinary, consensus-driven, virtual curriculum that prepares clinicians to conduct FMEs. The curriculum development process involved a diverse group of 80 contributors from over 40 US organisations and academic centres. We used a staged needs assessment to identify critical issues in the existing training paradigm. Through an iterative process, we then developed an introductory curriculum consisting of eleven modules paired with assessments. Contributors reported high rates of satisfaction with the curriculum development process. To our knowledge, this is the first consensus-based training in asylum medicine that is national in scope, and it has since been adopted by Physicians for Human Rights as the standard for FME training. The process employed here offers a model for developing and improving training relevant to other global health priorities internationally., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2025. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ Group.)

Nursing students' negative perceptions of and reduced interest in individuals experiencing mental health challenges could lead to problems such as deteriorating quality of mental health nursing and lack of competent, qualified mental health nurses. Promoting changes and developments in mental health nursing education for greater effectiveness is pivotal. This study aimed to develop, introduce and validate a blended learning service user involvement programme for mental health nursing education-the first of its kind in South Korea. This study is reported according to TREND guidelines. The experimental group's scores for attitudes and empathy with individuals experiencing mental health challenges increased significantly after taking the 6-week service user involvement class. The experimental group achieved higher scores for knowledge of mental health nursing, satisfaction, and confidence in performance than the control group, which attended a traditional-style class. However, no significant difference was found between groups in changes in attitudes towards and empathy with individuals experiencing mental health challenges. The service user involvement class could improve some students' knowledge of mental health nursing and confidence, but providing the course in a single semester is not sufficient to improve students' attitudes towards and empathy with individuals experiencing mental health challenges. Therefore, an appropriate approach to more systematic long-term planning should be developed, and public perception should be improved. Additionally, long-term studies should evaluate the sustainability and progression of changes in attitudes and empathy over time. We recommend developing mental health nursing education programmes with diverse designs and structures., (© 2024 John Wiley & Sons Australia, Ltd.)

What Was the Educational Challenge?: The objective structured clinical examination (OSCE) is used extensively in health and medical education to assess clinical competence. While OSCEs are not primarily designed for individual feedback, they provide an opportunity to generate meaningful and constructive feedback that students can use to reflect on areas of weakness (and strength). The most timely and effective way to incorporate individual feedback following a summative OSCE continues to be explored., What Was the Solution?: This paper describes a novel OSCE feedback model which uses readily available summative assessment data to calculate 10% index scores. This provides information about relative station difficulty and relative individual student performance., How Was the Solution Implemented?: An individualised feedback report was provided to every student after the OSCEs. This enables identification of stronger and weaker performance areas and composite skills, which can be utilised by all students to direct future learning., What Lessons Were Learned That Are Relevant to a Wider Global Audience?: Providing timely, individual actionable feedback to every student following a summative OSCE is possible without impacting the examination process or examiner burden., What Are the Next Steps?: A study is planned to determine the utilisation of this feedback by students and it's impact as a qualitative self-assessment exercise.

Background: Problem-Based Learning (PBL) education can improve nursing students' thinking skills and overall quality of life, but its effectiveness depends largely on the level of student engagement within the group. Finding an intervention to increase nursing students' classroom engagement is critical to improving learning outcomes., Objectives: To explore the impact of a grouping intervention using the Felder-Silverman Learning Style Model (FSLSM) on PBL in nursing education, including classroom engagement, critical thinking, self-directed learning skills, and academic performance., Design: A single-center, single-blind, double-arm, parallel randomized controlled trial., Settings: One university school of nursing., Participants: The sample consisted of 56 fourth-year undergraduate nursing students., Methods: Students were randomly assigned to experimental group (n = 28) and control group (n = 28). The experimental group received PBL education based on FSLSM grouping and control group received traditional PBL education. Data collection was done using Demographic questionnaire, Index of Learning Style scale, Classroom Engagement Questionnaire for Students, Critical Thinking Disposition Inventory-Chinese Version, and Self-Directed Learning Skill scale. The data were analyzed using descriptive statistics, paired t-test, independent t-test, and chi-square test., Results: The FSLSM-based grouping significantly enhanced classroom engagement and critical thinking in the experimental group compared to the control group. While both groups improved in self-directed learning skills, the experimental group showed greater gains in learning motivation and information quality. However, academic performance did not differ significantly between groups., Conclusions: Integrating the FSLSM with PBL can potentially optimize educational outcomes in nursing, emphasizing the importance of individual learning styles in group-based learning environments., Registration: The trial was registered at the Chinese Clinical Trials Registry (ChiCTR2300069565)., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Generative language models (LLMs) have shown great potential in various fields, including medicine and education. This study evaluated and compared ChatGPT 3.5 and Google Bard within dental education and research., Methods: We developed seven dental education-related queries to assess each model across various domains: their role in dental education, creation of specific exercises, simulations of dental problems with treatment options, development of assessment tools, proficiency in dental literature and their ability to identify, summarise and critique a specific article. Two blind reviewers scored the responses using defined metrics. The means and standard deviations of the scores were reported, and differences between the scores were analysed using Wilcoxon tests., Results: ChatGPT 3.5 outperformed Bard in several tasks, including the ability to create highly comprehensive, accurate, clear, relevant and specific exercises on dental concepts, generate simulations of dental problems with treatment options and develop assessment tools. On the other hand, Bard was successful in retrieving real research, and it was able to critique the article it selected. Statistically significant differences were noted between the average scores of the two models (p ≤ 0.05) for domains 1 and 3., Conclusion: This study highlights the potential of LLMs as dental education tools, enhancing learning through virtual simulations and critical performance analysis. However, the variability in LLMs' performance underscores the need for targeted training, particularly in evidence-based content generation. It is crucial for educators, students and practitioners to exercise caution when considering the delegation of critical educational or healthcare decisions to computer systems., (© 2024 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.)

Objectives: Tele-orthodontics is an important medium to use for diagnosis and treatment planning and to refer patients for specific treatment when deemed necessary. The effectiveness of the Tele-orthodontics Education Model serves to improve resident's knowledge, confidence, and skills in delivering tele-orthodontic patient care. The purpose of this educational single-arm pre-test-post-test interventional study was to assess and educate orthodontic residents (6 year-one, and 6 year-two) to appropriately use tele-orthodontics., Methods: The Tele-orthodontics Education Model utilizes three learning modules, a questionnaire before and after the training to assess participant knowledge, confidence and skills levels, three online multiple-choice questionnaires, three explanatory videos and an in-person simulation session. The Blackboard Learning Management System (virtual learning platform) facilitates access to the various modules of the program. Within each learning module, a participant's knowledge level was determined by utilizing five multiple-choice questions before and after each module. The various modules were introduced to the participants and then evaluated by reviewing the participant's responses to the multiple-choice questions., Results: Twelve orthodontic residents completed the model in one session. Everyone fully completed the questionnaire. Post-test results showed higher mean scores for all questions addresses knowledge, the mean confidence, and skills score for post-test showed no change when compared to pre-test., Conclusions: This education model was effective in improving basic knowledge in tele-orthodontics among first, and second-year orthodontic residents. We hypothesize that the residents are more informed and prepared for future tele-orthodontic practices., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background: Problem-based learning is used widely in pharmacy and medical programmes, incorporating realistic patient scenarios into regular teaching as a way of linking theory to practice. Routine case-based learning lessons ranges from real patient involvement, scripted patient scenarios, digital simulations (avatars) as well as through media such as Zoom. The existing literature has explored the extensive benefits of using patients in clinical education, but fewer studies have directly compared the efficacy of each model as learning tools., Aim: To compare student perceptions of patient-based learning models to elicit student empathy, increase engagement, improve knowledge, and enrich learning experience., Methods: A questionnaire was distributed to second-year pharmacy students in Swansea University to gather their perceptions on the nine different patient-based learning models in their routine teaching (SUMS RESC 2023-0011). Students were asked to rank their experience of the models explicitly against each other, based on the four pillars of (1) eliciting student empathy, (2) increasing engagement, (3) improving knowledge and (4) enriching the learning experience. Students were also asked to rate the significance of realism (i.e. knowing the patient demographics/having a visual representation of the patient) to their experience., Results: Altogether, 31 student rankings of the nine learning models were weighted (9 = highest rank; 1 = lowest ranked). The data showed clear preferences for real-patient involvement over fictional cases, especially for eliciting empathy. Interestingly, scripted scenarios were rated highly for both engagement and learning experience only when avatars were involved, which suggests a role of animated visual representation of the patient in facilitating these outcomes., Conclusion: Whilst it is useful to have multiple patient-based learning models, this study serves as a guide for educators in preparing case-based learning sessions for achieving the desired outcomes of any of the four pillars above.

Problem: There is a need within graduate health professions education (HPE) programs to align advising practices to support an increasing number of working adult learners, especially those studying part-time and from remote locations. Despite the recognized importance of the advisor-advisee relationship in graduate learner success, many advisors lack formal training and have to manage multiple completing priorities. Furthermore, a lack of established evidence-based practices for graduate HPE advising has left each program navigating advising independently., Approach: The Department of Health Professions Education, Uniformed Services University, established a small cadre of faculty to serve as academic advisors (n = 7) in August 2018. This cadre uses an advising model based on 5 advising practices, called TOTAL Advising-train the advisors, onboard the learners, touch base frequently, annually review learners, and learner review. These advising practices are meant to provide a wrap-around support system to ensure learners feel empowered to fully engage in the program while managing the demands of their personal and professional lives. TOTAL Advising provides the framework needed to achieve 3 guiding beliefs: each learner is capable of completing the program, fostering community, and providing clear communication., Outcomes: Between May 2020-May 2024, learners who completed a degree (n = 21) were interviewed about their advising experiences by a program evaluator after they graduated. The themes observed from these reflect the program's 3 guiding beliefs. Additionally, from May 2018-May 2024, of the 574 learners who enrolled in the program, 568 (99%) graduated with a certificate or degree, only 6 (1%) were disenrolled., Next Steps: The next steps for TOTAL Advising involve a comprehensive evaluation of the effectiveness of the training program for advisors and collaborating with other graduate HPE programs to share best practices in advising, discuss emerging challenges, and shape advising practices in the broader HPE community., (Copyright © 2024 Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a “work of the United States Government” for which copyright protection under Title 17 of the United States Code is not available. As such, copyright does not extend to the contributions of employees of the Federal Government.)

Objective: To compare the effectiveness of flipped classroom (FC) model with traditional lecture-based learning (LBL) model in the education of hemodialysis nurses., Method: Enrolled were 46 nurses who had received training from the hemodialysis center. These nurses were randomly assigned to FC or LBL groups, with 23 nurses in each group. FC group received the FC method, while LBL group was trained via the traditional LBL. After training, all nurses were examined for their theoretical knowledge, clinical practice skills and self-learning abilities. Furthermore, their satisfaction with the teaching mode was evaluated., Results: FC group outperformed LBL group in the mastery of theoretical knowledge. In FC group, the scores in objective, subjective and overall questions were significantly higher than those in LBL group. FC group demonstrated a superior capability in clinical practices. FC group exhibited a superior performance over the LBL group in self-learning ability. Additionally, FC group showed a higher degree of satisfaction with the training method., Conclusion: FC method benefits nurses in mastering knowledge about hemodialysis. It enhances their clinical practice skills and self-learning capabilities, and brings them with a higher degree of satisfaction.

Background: The HPV vaccination rate of Chinese college students remains low. Therefore, there is an urgent need to provide health education regarding HPV vaccination among college students in China. We used a pre-test/post-test model to implement a health education intervention for the HPV vaccine among undergraduate medical students and subsequently evaluated its effectiveness., Methods: A total of 180 undergraduate medical students who were attending classes at the gynaecological department of the Third Affiliated Hospital of Sun Yat-sen University from October 2022 to March 2023 were selected for inclusion in the study. Before class, all students completed a questionnaire and a pre-class quiz to obtain key points in the course. The class regarding HPV and the HPV vaccine was taught by senior teachers. After the course, all students completed a post-class quiz consisting of the same questions as the pre-class quiz. The pre-class and post-class scores were compared to evaluate the effectiveness of this teaching model., Results: After the HPV health education intervention in the pre-test/post-test model, the post-class scores were significantly higher than the pre-class scores for different gender, years of study, clinical majors, different willingness of vaccine to receive the vaccine(p < 0.05)., Conclusion: A pre-test/post-test model may be an effective approach for HPV health education interventions., Competing Interests: Declarations. Ethics approval and consent to participate: The study was approved by the Ethics committee of the Third Affiliated Hospital of Sun Yat-sen University. Informed consent was obtained from all participants. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2025. The Author(s).)

Introduction: The current study was conducted to compare the effects of the lecture method of teaching and the flipped classroom model based on Bloom's Taxonomy of Educational Objectives on the teaching of endodontics curriculum to undergraduate students majoring in stomatology, and to develop a standardized teaching process based on the flipped classroom model., Materials and Methods: A standardized flipped classroom model based on Bloom's Taxonomy of Educational Objectives was established. Two groups of undergraduate students majoring in stomatology received instruction in a portion of the endodontics curriculum using either the lecture method or flipped classroom model of teaching. A teaching questionnaire was administered to evaluate the students' mastery of theoretical knowledge, understanding of learning objectives, satisfaction of teaching method, and learning interest. The SPSS 26.0 software was used for statistical analysis, and the t -test was used to compare the differences between the two groups., Results: Both learning model cohorts filled out assessment questionnaires upon completion of the pilot curriculum. Compared with the responses from students in the lecture-based group, the self-rating of theoretical knowledge reported by students in the flipped classroom cohort increased by 10.9%, from 7.1 ± 0.8 to 7.9 ± 0.7 ( t = 2.912, p < 0.006). Students' test scores in the flipped classroom group increased by 17.1%, from 7.0 ± 0.8 to 8.2 ± 0.7 ( t = 4.284, p < 0.001). Students' understanding of ideological and humanistic objectives as well as medical ethics were both significantly improved by 11.4% ( t = 2.267, p = 0.009) and 13.9% ( t = 2.600, p = 0.014), respectively. Students' satisfaction with the teaching model and class duration increased significantly, by 11.1% ( t = 2.782, p = 0.009) and 14.3% ( t = 2.449, p < 0.020), respectively. Students' learning interest increased by 17.1% ( t = 3.101, p = 0.004). The length of study time prior to class under the flipped classroom model was longer than when using the traditional lecture method ( t = 3.165, p = 0.003), but the flipped classroom model shortened review time after class ( t = 4.038, p = 0.001). Students' self-reported understanding of teaching objectives improved by 8.3% ( t = 1.762, p = 0.083), and satisfaction with the preview method and curriculum increased by 8.1% ( t = 1.804, p = 0.081) and 11.1% ( t = 1.861, p = 0.072), respectively. There was no statistically significant difference between the two groups., Conclusions: The flipped classroom teaching model based on Bloom's Taxonomy of Educational Objectives, combined with humanistic teaching objectives, can improve the efficacy of instruction, and merits popularizing and applying in the teaching of undergraduate students majoring in stomatology., Competing Interests: The authors declare that they have no competing interests., (© 2025 Wei and Peng.)

Background: Oral general course (OGC) is a basic subject of medical education. The implementation of multidisciplinary team (MDT) meets the individual needs of patients. Based on the concept of MDT, this study combined the theory and practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the thinking transformation of medical students to clinicians., Methods: The participants of the study were 760 clinical undergraduates in OGC training in Hainan Medical University from 2021 to 2023. A total of 760 students were divided into a control group and an observation group of 380 cases, each using the random number table method. The control group used traditional teaching methods, the observation group adopted the MDT combined with flipped classroom teaching model and organized dental postgraduates team to participate in the teaching task. A unified assessment of the teaching outcomes was conducted after 1 semester study duration., Results: The basic theory, independent learning ability and case analysis scores of the observation group were higher than those in the control group, and the differences were statistically significant (P < 0.05). Except there was no statistically significant difference in literature searching ability between the two groups (P > 0.05), the other indicators of teaching satisfaction in the observation group were higher than those in the control group, and the difference was statistically significant (P < 0.05). The postgraduates team gave relatively good feedback to the MDT combined flipped classroom teaching model., Conclusion: MDT combined flipped classroom teaching model had outstanding effect in OGC, this student-centered teaching method was a beneficial supplement to their clinical thinking and practical ability, and worth further promotion., Trial Registration: Not applicable., Competing Interests: Declarations. Ethics approval and consent to participate: Ethical approval for this study was obtained from the Ethics Committee of School Stomatology of Hainan Medical University. All methods were performed in accordance with the relevant guidelines and regulations. Informed consent was obtained from all subjects involved in this study. This study adhered to the Declaration of Helsinki. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

Objective: This study examines a novel teaching model that integrates the development and use of a Medical Cloud Dictionary with project-based learning (PBL). We investigate whether this integrated approach improves teaching effectiveness, enhances student learning outcomes, and reduces teaching pressure compared to traditional PBL., Methods: One hundred student volunteers were randomly assigned to an experimental group (n = 50) and a control group (n = 50). Both groups studied seven respiratory-disease-related modules over a single semester (4 months). The experimental group utilized a PBL approach enhanced by the Medical Cloud Dictionary, which provided organized, up-to-date medical information and facilitated collaboration. The control group received traditional PBL-based teaching. Student performance was assessed using theoretical exams, comprehensive case analyses, and clinical practice reports. Feedback questionnaires and interviews were conducted with the experimental group's students and teachers. Statistical analyses included a Mann-Whitney U-test and chi-square tests to compare outcomes between groups., Results: The experimental group demonstrated significantly higher overall scores than the control group (Mann-Whitney U = 22037.5, p < 0.001). Their pass rate reached 100% vs. 98.6% in the control group (χ²=10.145, p < 0.05), and their excellence rate was 22.9% vs. 2.9% (χ²=62.477, p < 0.001). Feedback indicated improved learning efficiency, enhanced independent learning, and reduced teaching pressure. Both students and teachers expressed a desire to continue and expand the integrated mode., Conclusion: Integrating a Medical Cloud Dictionary with PBL can stimulate students' academic engagement, improve their mastery of medical knowledge and practical skills, and foster a stronger desire for independent learning. It also qualitatively enhances teaching quality and strengthens teacher-student relationships. Overall, this integrated teaching model can improve the quality and effectiveness of medical education, benefiting both teachers and students., Competing Interests: Declarations. Ethics approval and consent to participate: Approved by the Ethics Committee of the First Clinical Medicine School of Guangdong Pharmaceutical University [Approval No.202301221]. Written informed consent was obtained from all participants. Consent for publication: All authors consent to publication. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

Abstract: Because nursing theory is integral to effective nursing practice, education, and research, today's faculty are expected to weave nursing theory throughout the nursing curricula at both advanced and entry academic levels. However, incorporating nursing theory across all courses may be unfamiliar for many faculty. In this article, a senior-year elective course in forensic nursing included in a prelicensure baccalaureate curriculum with a Neuman Systems Model focus is presented. Suggested forensic nursing metaparadigm concepts, a possible schedule of topics and activities, and samples of Neuman Systems Model-based assignments are provided. This example could easily be adapted to other nursing theories and/or to other courses across the curriculum. Also emphasized is the importance of nurses providing trauma-informed care for all clients and reinforces the value of accurate evidence collection techniques and documentation. Finally, this course offers students a view of forensic nursing as a viable career choice., Competing Interests: The author declares no conflict of interest., (Copyright © 2024 International Association of Forensic Nurses.)

Purpose: This study compared the person-centered approach alone and incorporated the mentor-protégé model to assess differences in self-efficacy, clinical skill acquisition, and anxiety/stress levels., Methods: This quasi-experimental study recruited a convenience sample of dental hygiene students at New York University during the 2022-2023 academic year. The dental hygiene students who were taught through traditional methods only (control group) and those who experienced the mentor-protégé approach (intervention group) were compared. Data was collected from participants through anonymous surveys at the beginning and conclusion of the academic year. Additional information was gathered from the comparison group through a focus group., Results: Participants from both groups responded favorably in measurements of self-efficacy. However, the comparison group had a significant increase in their self-rated ability to work independently (p = 0.008989). Changes in perceived clinical skill acquisition were not statistically significant, except for improvement in patient communication for the comparison group (p = 0.0197). The control group's anxiety/stress decreased by 12.5% (p = 0.0755) and the comparison group's anxiety/stress levels reduced by 28.3% (p = 0.0646) in the general clinics. The clinical course failing rate for the control group in fall 2022 semester was 9%, and the intervention group at 0%; no clinical course failures occurred in either group for Spring 2023 semester. There was a 100% passing rate achieved on the clinical board exam by both groups., Conclusions: Implementing the mentor-protégé model in dental hygiene education enhances students' clinical learning experiences and aids in practice readiness., (© 2024 American Dental Education Association.)

In today's medical landscape, rapidly learning vast amounts of information requires innovative learning methods. Spaced repetition tools (like Anki) aid efficient knowledge absorption and retention among medical trainees. Yet, adoption of these tools in radiology medical student education lags despite proven effectiveness. This article highlights spaced repetition as a learning tool alongside other evidence-based educational practices, aiming to revolutionize radiology education among medical students. We (1) describe the educational theory and current application of spaced repetition in the setting of other learning techniques often found in undergraduate medical education; (2) underscore the underutilization of tools such as Anki in radiology education; and (3) offer practical guidance for educators interested in integrating spaced repetition into their teaching methodologies., (Copyright © 2024 American College of Radiology. Published by Elsevier Inc. All rights reserved.)

The Hybrid Instructor Preceptor Model is a novel, accelerated, evidence-based nursing orientation model. The Hybrid Instructor Preceptor Model uses instructor and preceptor phases, which standardize foundational content, approach skills acquisition, and increase clinical experiences for a new hire. A pediatric acute cardiac care unit successfully onboarded 30 nurses in 10 months using the Hybrid model., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Objective: Due to limited musculoskeletal education, students pursuing orthopaedic surgery often feel unprepared for residency. Clinical rotations provide some education; however, prior to the development of the Ortho Acting-Intern Coordinated Clinical Education and Surgical Skills (OrthoACCESS) curriculum in 2019, no standardized didactic curriculum existed. Over time, students desired interactive, case-based learning opportunities. Our objective was to design a flipped-classroom, blended learning curriculum and evaluate its ability to improve medical student orthopaedic knowledge., Design: OrthoACCESS 2.0 is a 16-week, open-access curriculum consisting of didactic lectures, case discussions, and learning resources. The curriculum was evaluated using pre-curriculum, post-case discussion, and post-curriculum surveys. Likert-item questions were evaluated with paired Wilcoxon signed-rank analysis. Free text responses were reviewed for emerging themes., Setting: Lectures were presented weekly in-person for students at OrthoACCESS institutions with pre-recorded lectures available for non-rotating students. Faculty-led virtual case discussions consisted of 3 case presentations and breakout rooms for discussion. Learning resources (e.g., Anki Cards, "scut sheets") were posted to the website., Participants: OrthoACCESS 2.0 was hosted from June to October 2023 with 35 participating institutions. All 226 student registrants completed the pre-curriculum survey and 69 completed the post-curriculum survey. Forty students attended at least 8/16 case discussions., Results: In the post-curriculum survey, 68% of participants reported "quite" or "extremely" strong orthopedic knowledge, compared to 23% beforehand (p < 0.001). Postcase discussion surveys revealed significant increases in knowledge associated with each lecture and case discussion (p < 0.001). The greatest student-reported benefits were the broad coverage of orthopedic topics (n=41) and learning how to think like an orthopaedic surgeon (n=20). The greatest barrier to attendance was clinical obligations during case discussions (n=44)., Conclusions: This flipped-classroom, blended learning curriculum has improved medical student foundational orthopaedic knowledge nationally. This model may be valuable for other specialties with limited undergraduate medical exposure., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Aims/Background Based on Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment and Summary (BOPPPS), the teaching model has gained increasing attention in the field of medical education. This study aimed to evaluate the effectiveness of the BOPPPS teaching model in standardized training for nephrology residents, particularly in educating on hyperkalemia in chronic kidney disease (CKD). Methods This retrospective cohort study included students undergoing standardized training in the nephrology department at the Shanghai Traditional Chinese Medicine-Integrated Hospital Affiliated to Shanghai University of Traditional Chinese Medicine from 2021 to 2024. The observation group (n = 55) received instructions using the BOPPPS teaching model, while the control group (n = 64) was educated using the traditional teaching methods. The study evaluated learning outcomes and teaching satisfaction through theoretical and practical assessments, as well as self-assessment by the students. Results The observation group demonstrated significantly higher scores in theoretical exams and practical assessments compared to the control group ( p < 0.05). Additionally, the observation group reported higher self-assessment scores ( p < 0.05) and greater teaching satisfaction ( p < 0.05) than the control group. Conclusion The BOPPPS teaching model is an effective approach to enhancing theoretical knowledge, practical skills, and teaching satisfaction in standardized training for nephrology residents. Compared to traditional teaching methods, the BOPPPS model improves learning outcomes, thereby strengthening the quality of medical education.

Objective: This study aims to explore the effect of an innovative teaching model incorporating ChatGPT on medical students' learning outcomes, compliance with learning activities, and overall satisfaction with the learning process., Methods: A cohort of 64 students participating in general surgery clerkships at Wenzhou People's Hospital during the 2022-2023 academic year were randomly assigned into 4 groups, each comprising 16 students. Two of these groups were designated as the study group, where ChatGPT was employed as a supplementary educational tool. The remaining 2 groups served as control groups and used traditional multimedia-based learning methods. Outcomes, including learning effectiveness, compliance, and satisfaction, were evaluated using questionnaires and tests., Results: The study groups exhibited significantly higher levels of compliance and satisfaction compared to the control groups. Specifically, the study groups exhibited significantly greater compliance in both pre-class preparation and post-class review activities (P < 0.05). During classroom teaching, Group 1 of the study group achieved significantly higher compliance than the control groups (P < 0.0001), while Group 2 of the study group showed significantly higher compliance than Group 1 (P < 0.001). In terms of seeking feedback and assistance, both Groups 1 and 2 of the study group had significantly higher compliance compared to Group 1 of the control group (P < 0.01, P < 0.001 respectively). Overall satisfaction was significantly higher in the study groups compared to the control groups (P < 0.0001), particularly with respect to course organization (P < 0.001, P < 0.05)., Conclusion: The incorporation of ChatGPT into the surgical clerkship teaching model substantially enhances learner compliance and satisfaction, offering notable advantages in educational effectiveness., Competing Interests: Declarations. Ethics approval and consent to participate: This study was conducted in accordance with the declaration of Helsinki.This study was conducted with approval from the Ethics Committee of Wenzhou People’s Hospital. A written informed consent was obtained from all participants. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

Background: Nuclear medicine is an interdisciplinary field that integrates basic science with clinical medicine. The traditional classroom teaching model lacks interactive and efficient teaching methods and does not adequately address the learning needs and educational goals associated with standardized training for residents. The teaching model that combines Small Private Online Courses (SPOCs) with a flipped classroom approach is more aligned with the demands of real-life scenarios and workplace requirements, thereby assisting students in developing comprehensive literacy and practical problem-solving skills. However, this innovative teaching model has yet to be implemented in Nuclear medicine courses. This study aimed to explore whether the post-training competence for residents can be improved based on this new teaching model., Methods: A total of 103 first-year residents from Sichuan Provincial People's Hospital were randomly assigned to either an experimental group (n = 52) or a control group (n = 51) between July 2019 and June 2023. The experimental group utilized a SPOC and flipped classroom-blended teaching model, while the control group received traditional lecture-based learning (LBL). We assessed the theoretical evaluation scores and questionnaire responses from both groups to determine the effectiveness of the new pedagogical approach., Results: Residents in the experimental group demonstrated a superior understanding of nuclear medicine content compared to those in the control group, achieving higher scores on pre-class assessments, after-class tests, and final exams (P < 0.01). A majority of the residents in the experimental group expressed that the innovative teaching model, which integrated SPOC and a flipped classroom approach, significantly enhanced their motivation and contributed to the development of their 'professional skills,' 'patient care,' 'interaction and teamwork,' 'teaching proficiency,' and 'learning capabilities'. The teaching satisfaction survey indicated that the experimental group reported significantly higher levels of 'overall satisfaction,' as well as greater satisfaction with ' teaching methodologies ' and ' fulfillment of targeted clinical skills,' compared to the control group (P < 0.01)., Conclusions: The SPOC and flipped classroom teaching model is better than traditional LBL in enriching residents' professional knowledge and cultivating their post-training competence. It can effectively promote educational quality, improve residents' learning, and enhance their satisfaction., Competing Interests: Declarations. Ethics approval and consent to participate: Ethical approval was obtained from the Sichuan Provincial People’s Hospital Institutional Review Board (IRB). Written informed consent was obtained from all participants. Clinical trial number not applicable. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

Background: Due to the complex and abstract anatomy of the nervous system, neurology has become a difficult subject for students of clinical disciplines. It is imperative to develop new teaching methods to improve students' enthusiasm for learning this course. Small private online courses (SPOC) combined with problem based learning (PBL) blended teaching models based on massive open online course (MOOC) provides a new direction for future neurology teaching reform. This study aimed to investigate the effectiveness of applying SPOC combined with PBL in neurology teaching., Methods: This study was conducted during the 2020 intake of undergraduate students at the Second Hospital and Clinical Medical School, Lanzhou University. A total of 48 students were enrolled in the study and randomly assigned to either a Lecture-Based Learning (LBL) group or a SPOC + PBL group, with 24 participants in each group. After the classes, comparisons were made between the two groups in terms of teaching methods, increases in learning interest, level of participation in learning, satisfaction, and closed-book unit test scores., Results: The average unit test score of the SPOC + PBL group was 84.29 ± 1.65, the average score of LBL group was 77.0 ± 1.92. The difference in average scores between the two groups was statistically significant (P < 0.01). The proportion of students with 91-100 points in SPOC + PBL group was higher than that of LBL group, and the difference was statistically significant, P < 0.01. Student satisfaction survey in the SPOC + PBL group was significantly higher than that in the LBL group, P < 0.01., Conclusions: The application of SPOC combined with PBL teaching based on MOOC in neurology teaching may be more effective than traditional LBL model. It is expected to help medical students overcome the "fear" of learning neurological diseases, improve the teaching effect of neurology courses, and meet the needs of modern medical education by employing a hybrid course structure and adopting a problem-oriented approach., Competing Interests: Declarations. Ethics approval and consent to participate: The study was approved by the Medical Ethics Committee of the Second Hospital and Clinical Medical School, Lanzhou University (2023A-817). All participants completed an informed consent form that included the purpose of the study before the start of the study. Consent for publication: Not applicable. Competing interests: The authors report no conflict of interest., (© 2024. The Author(s).)

Background: Clinical breast exam (CBE) by outreach healthcare workers (HCW) may help downstage breast cancer in resource-limited areas where mammography may not be feasible. We evaluated the effectiveness of a pilot cascade-model training programme for HCWs in remote areas of Pakistan., Methods: The training programme comprised three phases. In phase one, fellowship-trained breast surgeons at a metropolitan academic centre trained six HCWs to perform CBEs. In phase two, these six HCWs (master trainers) trained 15 additional HCWs, implementing cascade training. In phase three, the consultant breast surgeon conducted a re-evaluation and refresher course for all 21 HCWs at least one year after the original training session. We assessed CBE ability and skills through pre- and post-changes through self-reported confidence and direct observation of procedural skills., Results: Significant improvements in learners' self-reported confidence and CBE skills were observed in both phases one and two. The median scores in the learners' post-training self-reported confidence and CBE skills (inspection, palpation, and lymph node examination) improved by 20% and 46.2%, respectively, indicating excellent learning outcomes of the cascade training sessions. Phase three showed sustained high scores in self-reported confidence and CBE skills more than one year later., Conclusions: Mass training of outreach HCWs in remote regions in performing CBE may be possible with a structured multiphase cascade-training model and may be an important step in downstaging symptomatic breast cancer in low-resource settings., Competing Interests: Disclosure of Interests: The authors completed the ICMJE Disclosure of Interest Form (available upon request from the corresponding author) and disclose no relevant interests., (Copyright © 2024 by the Journal of Global Health. All rights reserved.)

Objective: To assess undergraduate nursing students' understanding of the flipped classroom model, facilitate its integration into nursing education, and support its implementation and reform., Methods: The in-depth interview method of phenomenological research was used to interview 10 undergraduate nursing students during their course on 15 January 2024 in the classroom. The Colaizzi analysis method was employed for the data analysis., Results: Students' cognition of the flipped classroom model highlights three main aspects: limitations of traditional education, improved understanding of the flipped classroom despite its infrequent use in higher education, and its potential benefits, including increased learning interest, better learning outcomes, enhanced language skills, improved nursing research abilities, and stronger emotional connections between teachers and students. Challenges include increased workload, low self-discipline in self-directed learning, classroom time inefficiencies, and difficulty replacing traditional teacher-led instruction. The cognition of the flipped classroom among undergraduate nursing students can be summarised into three aspects: the restraints posed by traditional education models; the improvement in students' understanding of the flipped classroom model - although its usage in college education is still rare; and the model's potential to enhance learning interest, improve learning outcomes, foster language skills, enhance nursing research capabilities, and increase emotional interaction between teachers and students. However, several challenges persist, such as increased learning burdens, low student self-discipline in self-directed learning, substantial time wastage in class, and the difficulty of substituting traditional teacher-led instructions., Conclusion: The ongoing updates in educational models suggest that the flipped classroom model is conducive to improving learning outcomes and promoting the effective integration of theory and practice. However, further enhancements to this model are needed as it continues to be applied., Competing Interests: Declarations. Ethics approval and consent to participate: This study was conducted in accordance with the Declaration of Helsinki and approved by the Research Ethics Committee of Affiliated Hospital of Hebei University, and informed consent was obtained from all participants. All methods were carried out in accordance with relevant guidelines and regulations. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

Purpose: To evaluate the effectiveness of simulation as a means to teach Psychological First Aid in Operations (PFA-O). We propose to use a model built on research in didactics to assess the factors which may or may not encourage trainers to adopt and embrace this teaching technique., Material and Method: We submitted a questionnaire to all PFA-O trainers working in France, comprising 15 criteria divided into three dimensions: usability, usefulness and acceptability. Correlation and regression analyses were applied to assess the links between these criteria, teacher motivation, and actual implementation of training courses. We also wanted to test the relevance of these criteria to predict motivation in a multiple linear regression model., Results: 59 trainers, i.e. 52.68% of the national workforce, responded to the questionnaire. Correlation analysis showed good model consistency, with significant correlations between the 3 dimensions under evaluation (usability, usefulness and acceptability), between these dimensions and teacher motivation, and a strong correlation between teacher motivation and the number of introductory training sessions undertaken each year. The final model incorporating the 15 criteria showed an R 2 coefficient of determination of 0.71 (i.e. 71%, F = 4.91, p < 0.001)., Conclusion: This didactic model is relevant to assessing the motivational factors which contribute to trainers' adherence to medical simulation and provides a methodological basis to evaluate the ergonomics of an educational tool in the field of health care. These findings suggest its applicability to a wider range of educational contexts beyond the military., Competing Interests: Declarations. Ethics approval and consent to participate: The studies involving human participants were reviewed and approved by the French Medical. Academy Ethics Committee (IRB00013918.). Written informed consent to participate in this study was provided by each participant. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

Background: There is a notable gap in systematic reviews concerning hybrid pedagogical models (PMs) integrated with the Sport Education Model (SEM) and their impact on students' outcomes., Purpose: Which hybrid PMs incorporating SEM are currently the mainstream choices in research, and what are the main factors supporting their integration? How does SEM function as a foundational model in these hybrid teaching approaches? What learning outcomes are optimized through the hybrid models that combine SEM with other PMs?, Methods: A systematic search was conducted in major databases in December 2023 following PRISMA guidelines. Out of the identified 1342 studies, 30 met the eligibility criteria, all of which were deemed to be of high quality., Results: Seven hybrid types were identified, primarily composed of two PMs, among which the blend of SEM and Teaching Games for Understanding (TGfU) emerges as the mainstream in current research. SEM, serving as the foundational structure, provides a stable framework for the hybrid, termed the "SEM + 1 model," yielding positive effects on enhancing students' learning outcomes., Conclusions: Pedagogical models align with PMs' motivational aspects, thus enhancing learning outcomes. However, evidence for partial hybrids is lacking. Future research should explore diverse interventions, addressing coherence and teacher competence, while maintaining fidelity., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Zhang et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: Clinical teaching is an essential part of medical education and clinical teacher must acquire the necessary competencies to perform such a role. In this regard, there is emphasis on emotional intelligence as an essential competency. The aim of this study was to develop a model for clinical teaching with emotional intelligence based on the experiences of clinical teachers., Methods: A workshop on teaching with emotional intelligence was designed and conducted three times. One month after, a sample of workshop participants (N = 18) was selected through purposive sampling and their experiences of clinical teaching with emotional intelligence were described using focus groups (n = 3) and deductive content analysis., Results: A model consisting of four themes: preparation and start communication before round, sustained communication during rounds, promotion after the round, and managing social interactions throughout the presence in the ward were presented for describing clinical teachers' experiences., Conclusion: In this study, a model for using emotional intelligence in clinical setting was extracted. This model can be used in faculty development programs. A suggestion for future research is to examine the effect of using the model on learning outcomes and patient care., Competing Interests: Declarations. Ethics approval and consent to participate: Informed consent was obtained from all individual participants because the research involved no risk to the subjects and no adversely affect the rights and welfare of the subjects. This research has been approved by the research committee of Isfahan University of Medical Sciences (IR.MUI.MED.REC.1397.178). Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

Context: Much remains unanswered regarding how clinical reasoning is learned in the clinical environment. This study attempts to unravel how novice medical students learn to reason, by examining how they make sense of the clinical patient encounter., Method: The current study was part of a greater research project employing constructivist grounded theory (CGT) to develop a learning model of clinical reasoning. Introducing the sensemaking perspective, as a sensitising concept, we conducted a second level analytic phase with CGT, to further advance our previously developed model. This involved re-examining collected data from semi-structured interviews, participant observations and field interviews of novice students during their early clinical clerkships., Results: A learning model of how medical students make sense of the patient encounter emerged from the analysis. At its core lie three interdependent processes that co-constitute the students' clinical sensemaking activity. Framing the situation is the process whereby students discern salient situational elements, place them into a meaningful relationship and integrate them into a clinical problem. Inquiring into the situation is the process whereby students gain further insight into the situation by determining which questions need to be asked. Lastly, taking meaningful action is the process whereby students carve out a pathway of action, appropriate for the circumstances. Tensions experienced during these processes impair clinical sensemaking., Conclusions: The study provides an empirically informed learning model of clinical reasoning, during the early curricular stages. The model attempts to capture the complexity of medical practice, as students learn to recognise and respond to what constitutes the essence of a clinical situation. In this way, it contributes to a conceptual shift in how we think and talk about clinical reasoning. It introduces the concept of clinical sensemaking, as the act of carving a tangible clinical problem out of an often undetermined clinical situation and pursuing justified action., (© 2024 The Author(s). Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.)

Abstract: Clinical education for nurse practitioner (NP) students is increasingly challenging. With fewer preceptors, lack of resources and time burden, finding clinical placements is a burdensome responsibility. Also, when students have multiple preceptors, there may be inconsistencies when evaluating students. With the change to competency-based education, consistency is crucial when evaluating NP students. Typical preceptorship with students is a 1:1:1 ratio: one student with one preceptor for one semester. The Dyad/Precepting to Optimize Development (POD) model has potential to improve clinical precepting. Precepting to optimize development refers to a consistent team of students, preceptors, and faculty over the course of the students' education. Dyad refers to two students with one preceptor. Students rotate in dyad pairs every 4-8 weeks with a consistent group of preceptors, and see these same preceptors again over the course of their educational journey. Preceptors met monthly to collaborate, discuss, and learn. This article reports on the outcomes of a mixed-methods feasibility study that occurred over a year. The students, preceptors, and faculty report satisfaction with the model. Several themes arose during analysis of focus group sessions. Those themes were as follows: safe learning environment; everyone teaches, everyone learns; growth mindset; teaming culture and the POD structure is essential to the dyad. In conclusion, developing a different approach to precepting is essential to meet national provider needs. The Dyad/POD model provides consistency for development and evaluation of the NP student., Competing Interests: Competing interests: The authors report no conflicts of interest., (Copyright © 2024 American Association of Nurse Practitioners.)

Abstract: The Interprofessional Partnership to Advance Care and Education (iPACE) model was developed and implemented at Maine Medical Center in 2017 as part of the Accreditation Council for Graduate Medical Education's Pursuing Excellence in Clinical Learning Environments (CLE) demonstration project. The model is based on the belief that, in optimal CLEs, residents are trained in team-based, interprofessional collaborative care and use clinical care experiences to innovate in the areas of patient safety and quality of care. The model's inclusion of systems engineering principles, such as design thinking, allows teams to design, customize, and iteratively improve their own iPACE model.The iPACE model was further developed and disseminated with support from an American Medical Association Reimagining Residency grant and from the MaineHealth system's medical education and clinical leadership. iPACE started as a small pilot project on a single inpatient unit and has evolved to become the standard for inpatient team rounds at the bedside. iPACE has received positive feedback from patients, demonstrated benefits to care team members and resident education, and proven its value to the health system through sustained reductions in length of stay and cost of care metrics. The iPACE project has fulfilled MMC's original goal of intentionally redesigning its CLEs to expose residents to high-functioning interprofessional teams with the goal of improving patient care and safety. The model has shown direct learner benefits through increased faculty observation and improved quality of feedback. Interprofessional bedside rounding models like iPACE have the potential to imprint learners with the skills and behaviors essential to provide collaborative patient-centered care. Strategies exist that improve resident and faculty engagement in bedside rounding models like iPACE and should be employed to encourage teaching and learning at the bedside., (Copyright © 2024 the Association of American Medical Colleges.)

Objective: Dental materials science is one of the fundamental disciplines in stomatology, encompassing clinical areas such as orthodontics, prosthodontics, and endodontics. Due to its extensive knowledge base, strong professional nature, and wide scope, teaching dental materials science presents a challenge. This study aimed to enhance the application of dental materials science in oral teaching by comparing the effectiveness of different teaching methods., Methods: This research project was evaluated by the Xi'an Jiaotong University Committee on Human Subjects Research and approved as exempt research. A total of 56 clinical stomatology students from the first year and second year cohorts at the Stomatology Hospital of Xi'an Jiaotong University were selected for the study. The first year cohort served as the nonteaching reform class, while the second year cohort formed the teaching reform class. The impact of the teaching reform was assessed through a questionnaire survey and final examination results., Results: The questionnaire survey of students in the teaching reform class indicated a significant improvement in their interest in professional courses and overall satisfaction with the teaching. Additionally, the final examination results revealed a significantly greater rate of excellence among students in the teaching reform class than among those in the nonteaching reform class, with no students failing., Conclusion: The use of diverse teaching modes can enhance the quality and effectiveness of dental materials science instruction, offering a new approach for improving teaching in this discipline., (© 2024 American Dental Education Association.)

Introduction and Aims: As an experimental teaching method, emerging learning methods including problem-based learning (PBL), case-based learning, team-based learning and flipped classroom (FC) have been widely applied in dental education. This study aims to evaluate the effect of these teaching methods on dental education performance compared to traditional lecture-based learning (LBL)., Methods: The search was carried out in April 2024 in PubMed, EMBASE, Web of Science, and Cochrane Library. All randomized controlled trials were included and the methodological quality assessment was based on the guidelines described in the Cochrane Handbook for Systematic Reviews, followed by a meta-analysis using Stata 14.0 software. Using standard mean deviation (SMD) and 95% confidence interval (95% CI) to determine the effectiveness of emerging teaching methods and LBL in all dental disciplines. Meta-regression was used to analyse sources of heterogeneity. Sensitivity analysis was performed to determine the stability, and Begg's analysis was used to determine whether there is publication bias., Results: A total of 29 randomized controlled trials including 3502 students were included. The results indicate that emerging educational methods have a significantly positive effect on achieving higher scores (SMD = 0.48, 95% CI = 0.34-0.62, P < .001), whether it was theoretical scores (SMD = 0.52, 95% CI = 0.32-0.72, P < .001) or skill scores (SMD = 0.45, 95% CI = 0.15-0.76, P < .001). Compared to LBL, PBL (SMD = 0.33, 95% CI = 0.01-0.65, P = .045) and FC (SMD = 0.50, 95% CI = 0.31-0.69, P < .001) can both significantly improve students' academic performance., Conclusion: Compared to LBL, emerging educational methods (PBL, case-based learning, and FC) have significantly improved the learning effectiveness of dental students. These emerging educational methods can be advocated and popularized as routine teaching methods., Clinical Relevance: This study is the first meta-analysis of the effects of emerging teaching methods in dental education which shows great impact of emerging teaching methods on students' development., Competing Interests: Conflict of interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this article., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

TUSDM's Comprehensive Care Department accomplished curriculum change and faculty development by following a process consistent with Tuckman's model of change. The FORMING of three ad-hoc committees was followed by STORMING stage, in which volunteers identified opportunities and needs of 11 courses. In the NORMING stage, committees' findings were categorized into four themes: curriculum restructuring, guideline development, outcomes assessment, and resource needs. The concluding PERFORMING stage involved addition and consolidation of courses, modules, workshops, and guidelines, establishing a faculty calibration plan, and revision of clinical outcomes assessment. A staged, bottom-up approach to implementing curriculum change can lead to outcomes enhancement, concomitant with faculty enrichment., (© 2023 American Dental Education Association.)

Purpose: This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model., Methods: The CBL program was integrated into the Pharmacology-Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology-Clinical Case Practice course during the first semester of 2022., Results: Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes., Conclusion: The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.

The design and implementation of simulation-based learning is a major institutional challenge. It involves planning the activity and preparing information and resources, as well as accompanying and guiding participants towards the achievement of learning outcomes. There are currently different global recommendations that contribute to a high-quality implementation of simulations. The objective of this article is to present a simulation model that both integrates these guidelines and serves as a guide for those who are in the early stages of this educational strategy., (Sociedad Argentina de Pediatría.)

Aim: To explore the experiences of nurses mentoring nursing students who study in an active collaborative learning model in their first clinical placement in nursing homes., Background: Clinical nurses play a crucial role in providing a meaningful learning environment when mentoring nursing students. Active collaborative learning models are increasingly being implemented in clinical placements in nursing education and it is important to explore the experiences of mentoring nurses when implementing such models. In our study, a model where one mentor supports a learning cell of two students, again being supported by a team of two persons in joint positions, was explored., Design: The study had a qualitative design, interviewing mentors in focus groups about their experiences with mentoring nursing students in a new, collaborative model., Methods: Twenty-seven mentors were interviewed in six focus groups. The data from the interviews were analysed using thematic analysis., Results: Two main themes emerged from the analysis: (1) navigating to find the mentor role in a new approach and (2) sharing responsibility for student mentoring., Conclusions: Mentors in active, collaborative learning models can experience a shift from emphasis on developing a close relationship with one student to emphasis on supporting a learning cell of two students in organising their learning. When introducing new models to practice learning it is essential to also provide a supportive structure for the mentors., Relevance to Clinical Practice: Active collaborative learning models have the potential to provide more clinical placements of high quality. Nurses who mentor students need support. A supportive environment being facilitated by academic-practice collaboration provide a community of practice on mentoring for nurses., Patient or Public Contribution: The result of the research was shared and discussed with stakeholders prior to submitting the article for publication., (© 2024 The Author(s). Nursing Open published by John Wiley & Sons Ltd.)

Background: Experiential learning activities help students prepare for their future careers by providing opportunities for hands‑on practice experiencing real‑world scenarios. Innovations in technology can facilitate experiential learning and cross‑cultural connections for large groups of students in multiple global settings through a virtual platform. However, designing these opportunities with diverse groups of students for a virtual environment can be challenging. Objective: The purpose of this paper is to highlight three examples of innovative virtual experiential learning initiatives that were developed and implemented by the Global Health Program of the Association of Pacific Rim Universities (APRU), a non‑profit network of 60+ leading research universities in the Asia‑Pacific. Findings: We have leveraged the expertise of our wide network to enhance student learning through the purposeful design of virtual educational experiences centered around pedagogical approaches that emphasize active learning, self‑reflection, and knowledge exchange with people from other cultures and disciplines. The annual global health joint virtual courses, the annual APRU Virtual Global Health Case Competition, and the APRU Mini Certificate foster meaningful engagement with other students and experts in the field, expanding the lens of students to foster an increased awareness and appreciation of the diversity of perspectives represented in an international network such as APRU. These allow students to practice real‑world application of knowledge gained in a traditional didactic classroom setting. Conclusions: The benefits of virtual experiential learning to students greatly outweigh the challenges in the design and implementation of such programs. While relatively short‑term, these virtual initiatives have had a demonstrable impact on student participants. Such programs can enhance student learning and provide cost‑effective ways to allow large international cohorts to experience global experiential learning., Competing Interests: The authors have no competing interests to declare., (Copyright: © 2024 The Author(s).)

The proliferation of health professions educator academies across Canada and the United States illustrates the value they hold for faculty and institutions. Yet, establishing and evaluating the efficacy of them through program evaluation can be challenging. Moreover, academy leadership often lack the time, bandwidth skillset and personnel to undertake rigorous program evaluation efforts. We outline a step-by-step guide for getting a grip on evaluating health professions educator academies. Developing a plan for program evaluation in advance of any new academy initiative helps to ensure the academy calibrates and re-calibrates to accomplish outcomes and meet stakeholder expectations. It also provides a mechanism for tracking academy impact, which strengthens requests for funding, promotes sustainability and encourages continued buy-in and support from institutional stakeholders. For all of these reasons, we present the following recommendations: apply the relevant program evaluation framework(s); identify resources for program evaluation; prepare to tell your academy's story; list desired program outcomes; establish a data collection plan; and obtain institutional review board approval., Competing Interests: The authors report no conflicts of interest., (© 2024 Blanchard, McDaniel, Engle; licensee Synergies Partners.)

Over the past four decades, e-learning has experienced rapid global growth, revolutionizing higher education. In Vietnam, universities have increasingly turned their attention and resources toward e-learning development, adapting to specific contexts and needs. This study investigates the drivers of e-learning choice within the framework of the demand-driven learning model (DDLM), with a primary focus on three core factors: quality content, delivery, and service. Employing a quantitative approach and the PLS-SEM technique, this research uncovers significant findings. The results of the study highlight the pivotal role of quality content, which exerts the most potent influence on e-learning choice, evidenced by a robust path coefficient of 0.400. Service and delivery, with direct path coefficients of 0.183 and 0.173, respectively, also play substantial roles in shaping e-learning decisions. Moreover, mediate role of delivery in the the e-learning choice model has been confirmed. Quality content leads to delivery, and delivery, in turn, leads to e-learning choice. Similar pathway has been found with service. A higher level of service increases delivery, which positively impacts on e-learning choice. These findings hold critical implications for the formulation of e-learning development policies in Vietnam's higher education institutions. Universities should prioritize the continuous development of high-quality, engaging, and up-to-date educational content that aligns with industry needs and student interests. Additionally, emphasis should be placed on providing a supportive e-learning experience, characterized by responsive customer service, accessible technical support, and efficient issue resolution mechanisms. Moreover, universities should consider the implementation of user-friendly and interactive content delivery platforms and methods that actively engage learners. In essence, this research serves as a guide for universities in Vietnam, enabling them to enhance their e-learning offerings by ensuring the content quality, support services, and delivery methods, ultimately fostering a dynamic and accessible learning environment that meets the evolving needs of their students and the demands of the modern educational landscape., Competing Interests: Declarations Competing interests The authors declare no competing interests. Ethics approval All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. The study was approved by the Committee of the Vietnam National Foundation for Science and Technology Development (NAFOSTED) on 15 April 2020 (Ref. No. 503.99-2020.04). Informed consent We informed each participant of the participant information statement, their rights to withdraw from the study, their voluntary participation and their personal information treated with confidentiality during the recruitment. We had obtained their full informed consent before we conducted the interviews for data collection., (© 2024. The Author(s).)