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IntroductionThe transition from preclinical to clinical training represents a pivotal stage in medical education, offering opportunities for transformative learning and professional identity formation. This study aims to explore how medical students reflect on their initial clinical learning experiences during the first week of clinical training, and how these reflections reveal early shifts in their professional identity, using Mezirow’s transformational learning framework.MethodA qualitative descriptive study was conducted at VinUniversity, Hanoi, Vietnam. 47 fourth-year medical students from a single cohort submitted reflective writings after their first week of clinical training. Thematic analysis was performed, with emergent themes mapped against the dominant phases of Mezirow’s transformational learning framework.ResultsThematic analysis revealed four main themes: (1) disorientation and emotional adaptation, (2) bridging theory and practice, (3) learning from the clinical environment and (4) personal and professional growth. Reflections revealed both emotional and cognitive shifts, highlighting students’ early adaptation and growth. Findings emphasised the need for enhanced mentorship, emotional resilience training and tailored bilingual communication strategies to optimise the transition.ConclusionsReflective writing captured students’ first impressions of clinical training and highlighted the critical role of emotional adaptation, mentorship and experiential learning in supporting identity formation. These insights offer practical implications for enhancing student support strategies and curriculum design in medical education.

Medical education in Vietnam is going through a period of transformation. The number of medical schools is growing with increased enrollment of the students to meet the workforce needs of the country. Simultaneously, there is a need to ensure the quality of medical graduates and that there are mechanisms in place through relevant regulatory bodies.As part of general framework, accreditation of higher education institutions is already a requirement in Vietnam with individual programs and disciplines to be accredited by the professional organizations within Vietnam or externally where appropriate. However, accreditation of medical education programs is not established as a separate entity. No medical education program in Vietnam has undergone an external evaluation but there are ongoing discussions at various forums to initiate an independent process for medical education programs. There is a consensus among stakeholders that the accreditation of medical education programs will have a potential to drive quality improvement. In this paper, we present a brief overview of the trajectory of accreditation process in Vietnam with recommendations to move forward. The journey ahead will require a coordinated approach from all stakeholders to build an accreditation system, which ensures that quality healthcare, is offered by the workforce in Vietnam. doi: https://doi.org/10.12669/pjms.38.4.5077 How to cite this:Ha TM, Siddiqui ZS. Accreditation of medical education in Vietnam: From local to global excellence. Pak J Med Sci. 2022;38(4):1077-1081. doi: https://doi.org/10.12669/pjms.38.4.5077 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Artificial intelligence (AI) is rapidly reshaping clinical education by embedding assessment and feedback into everyday learning activities. Medical students can now use machine learning dashboards, generative AI, large language models, and emerging agentic systems to practice clinical reasoning, communication, and procedural skills while receiving individualized feedback within seconds. However, the availability of more data and more feedback does not necessarily produce better learning. This Viewpoint is intended for clinical educators, assessment leaders, curriculum committees, faculty developers, and institutional leaders who must decide how AI should be used in formative activities without reducing education to automated scoring. AI-assisted formative assessment is defined in this paper as the intentional use of AI tools to generate, organize, and support interpretation of performance information for learning rather than grading. Its distinctive contribution lies in the scale, adaptivity, conversational simulation, pattern detection, and possible autonomy of AI systems. However, AI outputs become formative only when learners and educators interpret them critically, judge their trustworthiness, and translate them into a small number of focused follow-on learning actions. This paper synthesizes the current evidence base while noting that much of it remains early, heterogeneous, and concentrated in short-term or single-setting studies. It examines key risks, including hallucination, automation bias, epistemic overtrust, hidden curricular effects, and broader concerns related to professional identity, power asymmetries, data privacy, and inequitable access. It also presents context-specific implementation examples for preclinical case-based learning, communication and objective structured clinical examination preparation, procedural skill laboratories, clerkship learning, and programmatic assessment portfolios, together with practical implications for faculty development, institutional governance, and phased local implementation. As a Viewpoint rather than an empirical study or systematic review, the framework and examples should be interpreted as evidence-informed design propositions that require local evaluation and validation. Overall, the value of AI-assisted formative assessment depends less on the volume of AI-generated feedback than on educational designs that preserve learner agency, professional judgment, and human accountability.

ObjectiveThis longitudinal study aimed to document shifts in specialty preferences, career pathways and intended practice locations among medical students following the implementation of structured career initiatives during the 2023–2024 academic year.DesignA longitudinal observational survey study.SettingA private, not-for-profit institution, VinUniversity in Hanoi, Vietnam during the 2023–2024 academic year.ParticipantsAll year 2, year 3 and year 4 medical students (n=144 eligible), of whom 105 (73%) completed both baseline and follow-up surveys.InterventionsStructured career counselling initiatives introduced at the start of the academic year, including academic mentoring, clinical mentoring, hands-on clinical exposure in year 4 and multiple career counselling activities.Primary and secondary outcome measuresThe primary outcome was change in specialty preference over time, measured by students’ self-reported first-choice specialty at baseline and follow-up. Secondary outcomes included shifts in factors influencing career decisions (eg, personal interest, income and family expectations), intended practice location (domestic or international) and preferred career pathways (residency, Specialist Level I, master’s degree or direct workforce entry).ResultsPersonal interest remained the strongest influence on specialty choice from baseline to follow-up (mean scores 4.27 vs 4.36 on a 5-point scale). A notable decrease occurred in the importance of income (3.82 to 3.22; p<0.001). Students showed increased openness to both domestic and international practice, while the number of undecided students dropped (17.1% to 1.9%). Internal medicine nearly doubled in popularity (12.4% to 24.8%), and surgery maintained the highest stability in specialty preference over the 1-year period (66.7%). Students also shifted towards advanced training pathways, with more pursuing specialist qualifications or master’s degrees instead of immediate workforce entry.ConclusionNoticeable shifts in specialty preferences and career pathways were observed after a series of career initiatives were implemented. Although these trends coincided with the new programmes, further qualitative research is needed to elucidate how and why these career initiatives may have influenced decision-making. Informed by these findings, medical educators can refine interventions to support students’ evolving preferences and ultimately strengthen healthcare workforce distribution.

Background Understanding students’ career intentions through evidence-based approaches is crucial for developing effective career guidance and intervention strategies. Although there has been considerable attention in this field, research remains limited, particularly in low- and middle-income countries (LMICs) in Asia. These regions have unique socioeconomic conditions and cultural norms that potentially shape decision-making processes. This study provides insights into the career intentions of medical and nursing students and identifies the key determinants influencing their choices at a newly established private institution (VinUniversity) in Vietnam. Methods This study employs a mixed-methods design. The quantitative phase involved a survey of all undergraduate medical and nursing students. The qualitative phase consisted of in-depth 11 individual interviews with a purposive sample until data saturation. Results A total of 198 students (77%) participated in the quantitative phase. The majority of students (75.8%) expressed interest in clinical practice, with preferences notably high for surgical specialties (30.9%), internal medicine (10.1%), and pediatrics (10.1%). 22.7% of students expressed a desire to work overseas, and a significant number (70.7%) indicated the lack of a career guidance program. Qualitative data revealed that personal interest, family influence, financial stability, and societal appreciation were primary influencers in career choice. Discussion The study underscores the complex interplay between personal interests, family influence, financial considerations, and societal expectations in shaping career choices. The persistent low interest in family medicine and primary care continued to be a concern. Conclusion This study provides further insights into the career intentions and influencing factors among medical and nursing students at VinUniversity. The implications for practice include implementing tailored career guidance programs, offering diverse elective tracks that incorporate global health experiences, and establishing structured mentorship programs. It is also recommended to measure the impact of these interventions through longitudinal follow-up studies to enhance career satisfaction, better prepare future healthcare professionals, and contribute to the improvement of healthcare systems.

Background Faculty development (FD) is essential for strengthening health professions education, yet context specific evidence from emerging medical schools in lower- and middle-income settings remains limited. This study aimed to identify faculty development needs, perceived barriers, and preferred delivery formats at the College of Health Sciences, VinUniversity, with the goal of informing contextually appropriate program design. Methods A descriptive cross-sectional needs assessment was conducted using an electronic survey that addressed faculty development needs in teaching, research, and leadership; perceived barriers to accessing development initiatives; and preferred formats for organizing training programs. Results From 350 faculty members invited, 121 participated (response rate: 34.6%), representing a diverse range of disciplines. Across all domains, faculty rated most development topics as important or very important, with the highest mean scores observed for teaching evidence-based medicine, clinical teaching and supervision, assessment design, research methodology and international research collaboration. The study also identified significant barriers to FD such as time constraints (80%), language challenges in English-delivered programs (31%), and high program costs (36%). Despite these barriers, there was a notable preference for interactive training formats, with workshops and seminars (76%), and hands-on training (75%) being the most favored. Notably, 76% of respondents were willing to serve as trainers, indicating promising potential for peer-led FD initiatives. Qualitative analysis highlighted four themes: the need to prioritize clinical and adjunct faculty, the impact of workload and limited institutional support, demand for structured pedagogical and research training with international linkages, and the importance of linguistically and culturally adapted programs. Conclusion This study identifies convergent faculty development priorities, barriers, and preferred strategies in a Vietnamese health professions context. The findings point to the value of flexible, affordable, and bilingual initiatives that emphasize core teaching, research, and leadership skills, explicitly target clinical and adjunct faculty, and make use of interactive and peer led formats. Multi institutional and longitudinal studies are warranted to examine how such programs can be implemented and to assess their impact on faculty practice and educational outcomes in similar settings.

Background The Medical Doctor program at VinUniversity, developed in collaboration with the Perelman School of Medicine at the University of Pennsylvania, comprises three years of preclinical education followed by three years of clinical rotations. The COVID-19 pandemic (2020–2023) disrupted medical education in Vietnam, underscoring the need for innovative strategies to address gaps in practical skills. In response, the Transition to Clinical Training (TCT) course was introduced in September 2023 to better prepare students for clinical clerkships. Methods This study employed a mixed-methods approach to evaluate the effectiveness of the TCT course for first time implementation. Fourth-year medical students at VinUniversity participated in two surveys: the first immediately after completing the TCT course and the second at the end of their first clerkship year. The initial survey assessed students’ satisfaction with course content, organization, and teaching quality, while the follow-up survey focused on the course’s effectiveness in preparing students for clinical rotations. Quantitative data were collected using a 5-point Likert scale, and qualitative feedback was analyzed thematically. Results The initial survey (88% response rate) indicated high satisfaction with the course’s content, organization, and teaching quality, though concerns were raised about grading fairness. The end-of-year survey (90% response rate) revealed moderate preparedness for clinical rotations, with specific challenges noted in interpreting laboratory tests and understanding hospital workflows. Qualitative feedback highlighted the need for increased hands-on practice, improved organization, and consistency in instruction. Conclusion The TCT course at VinUniversity has substantially enhanced student readiness for clinical rotations, with strong satisfaction reported in several areas. However, there are critical areas for improvement, including grading fairness, laboratory test interpretation, and familiarity with hospital workflows. Ongoing refinement based on student feedback is essential to optimize the course and ensure comprehensive clinical preparedness.

Background Modern digital tools are increasingly used in anatomy education, yet evidence from low- and middle-income settings on how students perceive the usefulness of these resources remains limited. Guided by the Technology Acceptance Model, this study explored medical students’ perceptions of the usefulness of high investment, technology enhanced tools versus standard anatomy teaching tools and examined how socioeconomic and educational backgrounds relate to these perceptions. Methods A cross-sectional mixed methods survey was conducted among three cohorts of medical students who had completed a two-semester anatomy course at VinUniversity, Hanoi, Vietnam. A self-designed questionnaire asked students to rate the perceived usefulness of four high investment tools (3D anatomy application, plastinated models, virtual dissection table, advanced plastic models) and four standard tools (atlases and textbooks, Canvas platform, laboratory printouts, online resources) on a 5-point Likert scale. Demographic and academic variables included cohort, gender, hometown, high school type, grade point average, family income, and intended surgical versus non-surgical career. Quantitative data were analyzed using descriptive statistics and appropriate parametric or non-parametric tests with p  < 0.05. Open ended responses were analyzed through qualitative descriptive thematic analysis. Results Out of 144 invited students, 131 responded (91% response rate). The analysis revealed that high investment educational tools, particularly the 3D Anatomy App (4.39 ± 0.84) and plastinated models (3.91 ± 1.03), received high satisfaction ratings. Urban students and those from prestigious high schools rated these tools significantly higher ( p  = 0.045). The virtual dissection table had mixed reviews (2.92 ± 1.15), with better reception in later cohorts ( p  = 0.058). Family income influenced perceptions, with higher income groups rating the 3D Anatomy App ( p  = 0.006) and the virtual dissection table ( p  = 0.039) more favorably. Qualitative feedback highlighted the need for interactive tools, practical resources, clinical integration, better labeling, and language support. Conclusions Medical students perceived selected modern anatomy tools, particularly the 3D anatomy application and plastinated models, as especially useful in supporting their learning, but these perceptions varied systematically by socioeconomic background and career intentions. The findings support targeted investment in high value tools, coupled with faculty development, better labeling and localization of resources, and more explicit clinical integration, in order to promote both educational quality and equity. Longitudinal and multi-institutional studies, together with cost effectiveness analyses, are needed to determine how these implementation strategies influence long term learning outcomes and guide future resource allocation in similar settings.

The medical education system in Vietnam is currently undergoing a significant transformation with the support of the Ministry of Education and Training (MOET) and the Ministry of Health (MOH). Alongside this shift, the emergence of new medical schools, including VinUniversity, reflects a growing enrollment trend in undergraduate medical programs (UME). During the curriculum development phase, a crucial gap in core procedural skills among medical graduates surfaced. In response, the Medical Doctor (MD) Education team launched a project aimed at establishing a consensus-based list of essential procedural skills and identifying optimal clinical placements for skill acquisition. A cross-sectional survey, based on this list, was distributed among physicians and residents in the VINMEC Healthcare system, asking them to rate skills using the Likert scale and specify suitable clinical placements or rotations for acquisition. With 207 respondents, a consensus list of 38 core procedural skills was generated and integrated into the curriculum. This adaptable list holds promise for adoption by medical schools nationwide, fostering standardization and enhancement of medical education quality.

The curriculum in teaching anatomy is under increasing pressure to transform from traditional to interdisciplinary integration, from cadaver-based to multimodal instruction with a system-based approach. Educational technologies are becoming critical and urged to be integrated into teaching medicine. At the College of Health Sciences, VinUniversity, the block of Human Body Structure and Function (HBSF) within the undergraduate medical training program was designed to teach anatomy with relevant basic medical sciences based on the principles of the system-based integrated structure. To support students in achieving the intended learning outcomes, multiple innovative technological platforms have been introduced into the curriculum using the moderation of the Adaptation - Standardization - Integration - Compliance (ASIC) framework over four key terms: adaptation, standardization, integration, and compliance. In this paper, the process for curriculum development is presented with an illustration of the selected technological platforms and the lessons learned using the ASIC model.