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BackgroundTeleconsultation has gained significant traction due to advancements in information and communication technologies. While much attention has been given to physician-to-patient teleconsultation, the factors influencing physician-to-physician teleconsultation remain underexplored.ObjectivesThis scoping review aims to map and synthesise the existing evidence on the factors influencing physician-to-physician teleconsultation.Eligibility criteriaWe included publications of all methodological designs that specifically addressed factors affecting physician-to-physician teleconsultation. Studies focusing primarily on physician-to-patient teleconsultation without sufficient detail on physician-to-physician components were excluded. The search was limited to articles published in English and Persian between 2014 and 2024.Sources of evidenceEight electronic databases (PubMed, Scopus, Web of Science, etc) were searched from January 2014 to June 2024.Charting methodsData extraction was performed by two independent reviewers using a standardised form. Extracted data included study characteristics, key factors influencing teleconsultation and main findings.ResultsFrom 12 included studies, five key influencing components were identified: ‘patient-related factors’, ‘medical team competencies’, ‘infrastructure and technology’, ‘timing factors’ and ‘planning and programme evaluation’. Among these, infrastructure and technology were the most frequently reported factors across the studies, while patient-related factors were less commonly addressed.ConclusionsThis review identifies a comprehensive set of factors that influence physician-to-physician teleconsultation. The findings provide a foundation for developing effective teleconsultation programmes and highlight the need for more research in diverse healthcare settings.

Background Competency frameworks are used to guide professional education and assessment. An orthodontic graduate needs various competencies. This study aimed to determine competencies and create a basic competency framework for orthodontic graduates. Methods This descriptive cross-sectional study used the Delphi method. A comprehensive literature review was conducted in the ISI, Scopus, PubMed, Eric, and Google Scholar; the orthodontic curriculum in Iran; and the available orthodontic curricula. The sub-competencies and learning objectives necessary for an orthodontic graduate were extracted. The list of competencies was designed as an electronic questionnaire as the first round of Delphi. Fifty-two orthodontic specialists (university staff) were asked to determine the degree of necessity of competencies for an orthodontic graduate using a five-point Likert scale. In the second round, nine competencies were transferred from the first round of Delphi, and four competencies were extracted from the experts' opinions and were included in the questionnaire. Results A total of 85 articles and 4 curricula were reviewed and 77 competencies were identified in 11 domains. In the first round of the Delphi, 68 competencies were accepted, for a quota of 70%, and nine were transferred to the second round of the Delphi. At this round, most of the competencies in the field of “data collection and recording”, “treatment procedures”, “patient-centered treatment”, “dental knowledge, “clinical reasoning and moral judgment”, “communication skills”, “Health Promotion”, “Attitude, legal responsibilities and ethical issues (professionalism)”, “information management”, and “Self-development” through participation were accepted. Finally, the domain of competence “the dentist's role in the health system” was removed, and ten domains (73 competencies) were accepted. Conclusions The competencies identified in this study can be used in designing competency-based curricula, education, and assessment in post-graduate orthodontic programs.

Emotions are universal in academic and clinical settings. A student is likely to hope for success, maybe be worried about failure, or may feel comfortable after an exam. These feelings undoubtedly affect his/her motivation, effort, academic performance, and progress. This study aimed to investigate the role of emotion in the learning and performance of medical students and its mechanism. This study was a scoping review conducted in 2022 to examine the role of emotions in medical education. The three databases PubMed, ERIC, and Science Direct and the search engine Google Scholar were searched using the following keywords: “emotion,” “medical student,” “teaching,” “learning,” and “medical education.” English articles published from 2010 to 2022 were reviewed, and finally, 34 articles that met the inclusion criteria were reviewed. Review of the selected articles showed that there was a significant relationship between the cognitive system and emotions in the brain. The conceptual framework of the relationship between cognition and emotion can be explained in the form of dimensional and discrete views of emotions and based on cognitive load theory. Emotions affect cognition with the four mechanisms of memory, cognitive resources, cognitive strategies, and motivation and can be effective in learning self-regulation, clinical reasoning, and academic achievement of medical students. Emotions in medical education is a double-edged sword. In other words, it is highly recommended to divide emotions into activating and inactivating, instead of dividing them into positive and negative ones. In this context, medical educators can use the positive aspects of nearly all emotions to improve the quality of their teaching.

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.

INTRODUCTION: The Balint group's seminars were developed by Michael and Enid Balint for the purpose of a better understanding of doctor-patient relationships. This study aimed to introduce the Balint group and its application to the medical science educational program and to provide an up-to-date perspective on Balint group research. MATERIALS AND METHODS: The study was carried out as a systematic literature search published from January 2008 to September 2018 in the databases of PubMed, Scopus, Science Direct, and Proquest, which were searched with keywords such as the Balint group and medical education along with numerous related terms. Duplicates, non-English language articles were discarded from the review. RESULTS: A total of nine papers entered the study. Among included articles, four used a qualitative methodology, four used a quantitative methodology, and one applied a mixed methodology. Four main aims emerged from the content of papers: (1) to evaluate resident and medical student experiences in Balint groups, (2) to improve communication skills and reduce burnout level, (3) to assess the Balint group's effects on empathy, and (4) to explore the contexts and triggers of cases presented in Balint groups. CONCLUSION: Our results help us to the achievement of a better planning and design of an efficient Balint group in medical education. The findings enable the policymakers to make better decisions on the topic. Balint groups may guide medical students (residents) to become more patient centered by improving their communication skills and empathic abilities and reducing the level of burnout.

Introduction Since learning with high educational quality requires an advanced intervention. This study seeks to answer how many puzzles game-based training can improve knowledge and cognitive function of surgical technology students in CABG surgery and its sequence, as well as the tools and equipment used in each stage of surgery and the sequence of their preparation. Materials and methods This study was carried out as a quasi-experimental single-group pre-test-post-test, during which, after designing a puzzle game including various stages of surgery (from the preparation of the patient for surgical sutures and the necessary equipment to perform each stage), 18 people from third-year surgical technology students who met the inclusion criteria were entered in the study by convenience sampling method and based on the sample size determined using a similar study and they participated in the test of knowledge and cognitive function, that the validity and reliability were measured, before the intervention and 14 days after the intervention (using a puzzle game). Data were analyzed using descriptive and Wilcoxon statistical tests. Results After the withdrawal of 2 people, 15 person (93.80 per cent) of the students were female, the average age of students was 21.87 ± 0.71 years, and 50% (8 people) of them were 22 years old. Also, the average score of the end-of-semester exam of the heart surgery technology course was 15.19 ± 2.30 (the lowest score was 11.25, and the highest score was 18.63), and the score of 43.80% (7 people) of them were in the range of 15.01–17.70, and their average of grade point average was 17.31 ± 1.10 (the lowest grade point average is 15 and the highest grade point average is 19.36) and grade point average 75% (11 people) of students were 16–18. The average scores of knowledge(5.75 ± 1.65 vs. 2.68 ± 0.79) and cognitive performance(6.31 ± 2.57 vs. 2.00 ± 1.09) of students in the post-intervention phase were significantly higher than the pre-intervention phase (P < 0.0001). Conclusion The results of the present study showed that the use of puzzle games in CABG surgery training led to a significant improvement in the knowledge and cognitive performance of surgical technology students regarding the stages of CABG surgery and its sequence, as well as the tools and equipment used in each stage of surgery and the sequence of their preparation.

Background Approximately half of all adverse events occur in the operating room, highlighting the critical role of non-technical skills in operating rooms. Effective non-technical skills among operating room nurses can significantly reduce the occurrence of such events. Moreover, self-efficacy in non-technical skills may directly impact professional performance and patient safety. Therefore, this study aimed to investigate the impact of intraoperative non-technical skills training on scrub practitioners' self-efficacy. Methods In a randomized controlled trial, 30 scrub practitioners were assigned to the intervention group and 30 to the control group through random allocation. The intervention group underwent training in non-technical skills using a combined technique of lectures and simulated video scenarios delivered in two two-hour training sessions. Meanwhile, the control group received no training. The data collection tool was a two-part questionnaire. The first part collected demographic data (age, gender, work experience, and educational level), while the second part assessed scrub practitioners' self-efficacy in intraoperative non-technical skills. The questionnaire was administered online in two phases, with a one-month interval between them, through the Telegram application to the participants in both groups. The data were analyzed using descriptive statistics, independent t-tests, and paired t-tests. Results The demographic variables of the intervention group did not show significant differences compared to the control group. The independent t-test revealed no significant difference in overall self-efficacy between the intervention and control groups before the training ( P  = 0.513). However, after the training, a statistically significant difference was observed ( P  = 0.025). There were no significant differences among the self-efficacy components between the intervention and control groups before the training ( P  > 0.05). However, after the training, self-efficacy in the two skills of situation awareness and communication and teamwork showed statistically significant differences ( P  < 0.05). Conclusion Non-technical skills are crucial for scrub practitioners to perform their tasks safely and efficiently. Training can enhance the self-efficacy of scrub practitioners in their non-technical skills. Therefore, it is necessary to incorporate non-technical skills training into the educational curriculum and continuing education programs for scrub practitioners. Trial registration The IRCT code (IRCT20150715023216N15) was obtained from the Iranian Clinical Trials Registry website on 2023/08/05 before sampling.

Introduction Academic achievement is influenced by various factors. Spatial intelligence and visual memory are among the factors that seem to be related to learning anatomy. The aim of this study was to investigate the relationship between visual memory and spatial intelligence with students’ academic achievement in anatomy. Methods The present study is a descriptive cross-sectional study. All medical and dental students who had chosen anatomy courses (Semester 3 medicine and 2 dentistry) were the target population ( n =240). The study tools were Jean-Louis Sellier 's visual memory test to determine visual memory and ten questions from Gardner Spatial Intelligence Questionnaire were employed to assess spatial intelligence. The tests were performed at the beginning of the semester and its relationship with the academic achievement scores of the anatomy course was examined. Data were analyzed by descriptive statistics, independent t-test, Pearson correlation and multiple linear regression. Results Data of 148 medical students and 85 dental students were analyzed. The mean score of visual memory in medical students (17.1±5.3) was significantly higher than dental students (14.3±4.6) ( P -value <0.001). But the mean score of spatial intelligence (31.5±5.9) was not significantly different between medical and dental students (31.9±4.9) ( P -value=0.56). Pearson correlation coefficient showed that in medical students there was a direct relationship between visual memory score and spatial intelligence score with scores of anatomy courses ( P -value<0.05). Moreover, in dental students, there was a direct relationship between the score of anatomical sciences with the score of visual memory ( P -value=0.01) and the score of spatial intelligence ( P -value=0.003). Conclusion The results of this study showed that there is a significant relationship between spatial intelligence and visual memory with learning anatomy and planning to enhance these characteristics can be fruitful in students. It is suggested that Visual memory and spatial intelligence should be considered for student admission, especially in the fields of medicine and dentistry.

Introduction Virtual reality (VR) technology presents a promising alternative to medical education by creating an immersive and interactive learning environment. This research aimed to examine the effectiveness of virtual reality on medical students’ academic achievement in anatomy. Methods This systematic review included 24 full-text articles in both Persian and English from 10 databases. The search focused on experimental, quasi-experimental, and descriptive studies published between May 28, 2000, and May 24, 2022. At least two researchers reviewed all studies. In cases of disagreement between the two, a third researcher reviewed the article and made the final decision. Results were analyzed according to the four-level Kirkpatrick model. Also, the modified Buckley checklist was used to assess the quality of the study. Results Twenty-four articles were included. Following Kirkpatrick’s levels of evaluation, Nineteen studies explored the first level of training effectiveness (reaction). Twenty-four studies examined the second level (learning). One study investigated the efficacy of education (behavior). No studies have investigated the fourth level (impact). Discussion This study argues that Virtual reality improves students’ academic progress and learning in medical anatomy when used as a supplementary way to other methods. However, experimental studies are recommended to investigate the impact of various factors on the efficacy of this method.

Background Clinical supervision is crucial for developing medical trainees’ independence. Faculty development programs can enhance faculty performance by changing their faculty attitudes and knowledge. This study examined the impact of such programs on pediatric faculty members’ supervisory knowledge, attitudes, and performance. Methods This was a quasi-experimental, pre-post, single-group study. The participants included 20 pediatric faculty members conveniently selected from the Isfahan University of Medical Sciences in Iran. The program’s design used the Proctor model and ASSURE instructional design model. The 34-day program was delivered in a blended format (online and workplace) and included feedback. An observational checklist was used to assess faculty performance, and a self-report questionnaire was used to measure faculty members’ knowledge and attitudes toward clinical supervision. Paired t-tests, independent t-tests, Spearman correlation coefficients, Cohen’s -d values, and descriptive statistics were used. Results The mean self-reported scores of knowledge (before: 5.55 ± 2.31, after: 8.25 ± 1.53) and attitudes (before: 4.07 ± 0.52, after: 4.28 ± 0.43) among faculty members increased significantly after the development program. Additionally, 90.63% of the faculty members applied the components of the Proctor model of clinical supervision. Conclusion These results suggest that structured faculty development programs can improve faculty knowledge, attitudes, and performance in clinical supervision.