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Background Smartphone plays a vital role in higher education as it serves as a device with multiple functions. Smartphone addiction was reported on the rise among college and university students. The addiction may result in unwanted consequences on their academic performance and psychological health. One factor that consistently relates to psychological distress and smartphone addiction is the neurotic personality trait. This study explored the relationship of smartphone addiction with psychological health and neuroticism among USM medical students. Methods A cross-sectional study was carried out on medical students in a public medical school. DASS-21, the neuroticism-subscale of USMaP-i and SAS-SV were administered to measure psychological distress, neuroticism, and smartphone addiction of the medical students. Spearman correlation was performed to examine the correlation between smartphone addiction with psychological distress and neuroticism. Simple linear regression was performed to investigate relationship factors of smartphone addiction. Results A total of 574 medical students participated in this study. The prevalence of smartphone addiction was 40.6%. It was higher among male (49.2%) compared to female (36.6%) medical students. The result showed a fair positive correlation between smartphone addiction and psychological health (rdepression = 0.277, p -value < 0.001; ranxiety = 0.312, p-value < 0.001; rstress = 0.329, p-value < 0.001). However, there was a poor positive correlation between smartphone addiction and neuroticism (r = 0.173, p -value < 0.001). The simple linear regression showed a significant increase in the levels of depression, anxiety, stress and neuroticism upon one unit increase in smartphone addiction (bdepression = 0.101, p -value < 0.001; banxiety = 0.120, p-value < 0.001; bstress = 0.132, p-value < 0.001; bneuroticism = 0.404, p-value < 0.05). These results indicated significant relationships between smartphone addiction, psychological health and neuroticism. Conclusion This study suggested a high prevalence of smartphone addiction among medical students, particularly in male medical students. The smartphone addiction might lead to psychological problems and the most vulnerable group is the medical student with the neurotic personality trait.

Background Medical students face significant psychological stress, impacting their academic performance and well-being. The Systematic Assessment for Resilience (SAR) framework is designed to enhance resilience and mitigate stress among medical students, addressing the need for interventions within the assessment system in medical education. The aim of this study was to evaluate the implementation of SAR framework on medical students’ resilience, anxiety, depression, burnout, and academic stress. Methods This study employed a quasi-experimental design with pre- and post-testing. It involved the training of course coordinators in implementing the SAR framework and its integration into the daily learning activities. Fourth-year medical students were assessed before and after the intervention using standardized measures of resilience, anxiety, depression, burnout, and academic stress. Data were analyzed using quantitative methods and thematic analysis for qualitative feedback. Results Post-intervention, students demonstrated a significant increase in resilience scores ( p  < 0.001) and a notable decrease in measures of anxiety, depression, and academic stress ( p  < 0.001). The burnout types were also statistically different ( p  < 0.001) except client-related burnout ( p  > 0.05). Qualitative feedback of the course coordinators highlighted an improved learning environment, increased coping strategies, and a more supportive academic culture. Conclusion The SAR framework significantly contributes to enhancing medical students’ resilience and reducing psychological distress. Its implementation suggests a promising approach to fostering a supportive educational environment that not only addresses the psychological challenges faced by medical students but also enhances their academic performance and overall well-being. Further research is warranted to explore the long-term impacts of SAR across different medical education contexts.

To develop a model for workplace-based faculty development (WBFD) by identifying key components for its framework that enhance the transfer of teaching skills in the workplace through a meta-synthesis review of relevant qualitative studies in medical education. We conducted a meta-synthesis using a meta-ethnographic approach. We searched PubMed, Medline, PsycINFO, SCOPUS and Google Scholar for qualitative studies. Studies published between January 2000 to September 2024 were included. We used a thematic synthesis approach to analyses the data, compare the findings from different studies and identified main themes for making the WBFD model. From the 1,235 studies screened, 10 met the inclusion criteria for this review. Seven core themes emerged as key components of a framework for WBFD model: (1) Peer Coaching, (2) Learning by Observing, Doing and Reflecting, (3) Workplace-Based Learning, (4) Cognitive Apprenticeship Model, (5) Institutional Support, (6) Feedback and Reflection and (7) Evaluation of Faculty Development Programs. Peer coaching facilitated the faculty development through reflection and feedback, while the Cognitive Apprenticeship Model enhanced the learning transfer and provided scaffolding mechanisms that supported faculty in refining their teaching methodologies with institutional support. This meta-synthesis highlighted the significance of the WBFD model by integrating peer coaching with feedback, reflective practice, cognitive apprenticeship and institutional support with evaluation. The WBFD model promotes the sustainable learning transfer of teaching skills at the workplace. Future studies should examine how well this model works through experimental research on faculty development.

Background Despite a rapid rise of use of social media in medical disciplines, uncertainty prevails among healthcare professionals for providing medical content on social media. There are also growing concerns about unprofessional behaviors and blurring of professional identities that are undermining digital professionalism. This review tapped the literature to determine the impact of social media on medical professionalism and how can professional identities and values be maintained in digital era. Methods We searched the databases of PubMed, ProQuest, ScienceDirect, Web of Science, and EBSCO host using (professionalism AND (professionalism OR (professional identity) OR (professional behaviors) OR (professional values) OR (professional ethics))) AND ((social media) AND ((social media) OR (social networking sites) OR Twitter OR Facebook)) AND (health professionals). The research questions were based on sample (health professionals), phenomenon of interest (digital professionalism), design, evaluation and research type. We screened initial yield of titles using pre-determined inclusion and exclusion criteria and selected a group of articles for qualitative analysis. We used the Biblioshiny® software package for the generation of popular concepts as clustered keywords. Results Our search yielded 44 articles with four leading themes; marked rise in the use of social media by healthcare professionals and students, negative impact of social media on digital professionalism, blurring of medical professional values, behaviors, and identity in the digital era, and limited evidence for teaching and assessing digital professionalism. A high occurrence of violation of patient privacy, professional integrity and cyberbullying were identified. Our search revealed a paucity of existing guidelines and policies for digital professionalism that can safeguard healthcare professionals, students and patients. Conclusions Our systematic review reports a significant rise of unprofessional behaviors in social media among healthcare professionals. We could not identify the desired professional behaviors and values essential for digital identity formation. The boundaries between personal and professional practices are mystified in digital professionalism. These findings call for potential educational ramifications to resurrect professional virtues, behaviors and identities of healthcare professionals and students.

Background Medical students face significant stress and challenges that impact their professional development by affecting their levels of medical professionalism (MP), coping ability, and mental well-being (MWB). Given the high-stakes environment of medical education, understanding the interplay between these factors is crucial. This study aims to explore undergraduate medical students’ lived experiences of MP, coping strategies (CSs), and MWB to inform the development of effective support systems. Methods A qualitative phenomenological study was conducted using Focus Group Discussions (FGDs) to capture the lived experiences of 40 medical students from first, third, and fifth years of study. Participants, selected through purposive sampling, represented diverse backgrounds (with 27 females, 18 fifth-year students, and 30 Malays). Seven FGDs, each with 5–10 participants, were conducted via Zoom©, yielding comprehensive qualitative data. An inductive coding approach was applied through iterative transcript analysis to ensure robust findings. Results Analysis revealed two themes related to MWB: ‘mental well-being issues,’ highlighting persistent mental health challenges, and ‘happiness,’ illustrating factors that sustain well-being. CSs were categorized into ‘positive coping,’ including seeking support, and ‘negative coping,’ such as denial. For MP, two themes emerged: ‘inter-medical professionalism,’ focusing on communication with others, and ‘intra-medical professionalism,’ emphasizing ethical self-conduct. Conclusion The interplay between CSs, MP, and MWB is complex and deeply intertwined. The findings highlight the importance of developing targeted interventions to support medical students in managing stress, maintaining professionalism, and enhancing their mental well-being throughout their training. Future research should further explore these themes to inform policy and curriculum development in medical education. Clinical trial number Not applicable.

To identify and characterise clinical reasoning assessment methods in prelicensure undergraduate nursing education, highlighting their key features and applications. Developing clinical reasoning is a core expectation in nursing education but poses significant challenges due to its cognitive complexity. Effective assessment approaches are critical for supporting student development and understanding this process. In resource-limited settings, where access to advanced technologies is limited, identifying adaptable methods is essential. However, assessment methods in this area remain underexplored. Scoping review. Following Joanna Briggs Institute methodology and PRISMA-ScR guidelines, a comprehensive search was conducted in EBSCO Host (CINAHL, MEDLINE), ScienceDirect, Web of Science, Epistemonikos and ProQuest Dissertations and Theses. The review included primary studies reported on clinical reasoning assessment methods for prelicensure nursing students, focusing on measurable outcomes in quantitative or mixed-method studies. Data were extracted using a structured guide and analysed using descriptive qualitative techniques. This review included 283 studies employing six primary response formats across diverse settings. Considerable variation was found in sample sizes, construct definitions, stimulus formats, scoring approaches, answer key development and rater characteristics. These findings illustrate the complexity of clinical reasoning assessment and underscore the need for standardisation to enhance consistency and comparability. This review maps the diversity of clinical reasoning assessment methods and identifies key areas for further research. It provides a foundation for evaluating the effectiveness, validity and feasibility of these strategies to support evidence-based, contextually adaptable practices in nursing education.

Background Stress and burnout commonly threaten the mental health of medical students in Malaysia and elsewhere. This study aimed to explore the interrelations of psychological distress, emotional intelligence, personality traits, academic stress, and burnout among medical students. Methods A cross-sectional study was conducted with 241 medical students. Validated questionnaires were administered to measure burnout, psychological distress, emotional intelligence, personality traits, and academic stress, respectively. A structural equation modelling analysis was performed by AMOS. Results The results suggested a structural model with good fit indices, in which psychological distress and academic stress were noted to have direct and indirect effects on burnout. The burnout levels significantly increased with the rise of psychological distress and academic stress. Neuroticism was only found to have significant indirect effects on burnout, whereby burnout increased when neuroticism increased. Emotional intelligence had a significant direct effect on lowering burnout with the incremental increase of emotional intelligence, but it was significantly reduced by psychological distress and neuroticism. Conclusion This study showed significant effects that psychological distress, emotional intelligence, academic stress, and neuroticism have on burnout. Academic stress and neuroticism significantly increased psychological distress, leading to an increased burnout level, while emotional intelligence had a significant direct effect on reducing burnout; however, this relationship was compromised by psychological distress and neuroticism, leading to increased burnout. Several practical recommendations for medical educators, medical students, and medical schools are discussed.

Introduction: This article explores the dynamic relationship between the Scholarship of Teaching and Learning (SoTL) and the well-being of students and educators within the context of medical education. Methods: The author critically reviewed the salient views and knowledge at the intersection of SoTL, well-being, and resilience. By critically examining literature, insights from various studies were synthesised, offering a detailed overview of the current state of knowledge in this field. This review guided the identification of key practices and recommendations. Results: SoTL emerges as a transformative force, enhancing well-being for both students and educator through evidence-based practices and innovative teaching methods. The article explores the crucial role of SoTL in fostering resilience, not only among students but also among educators. Despite promising evidence, challenges in implementing SoTL for well-being persist, requiring strategic approaches to overcome traditional paradigms. The discussion extends to the global implications of SoTL, emphasising the need for collaborative efforts to foster better educational practices and establish inclusive learning environments. Conclusion: As we assess the evidence for transformative change, a call-to-action echoes, urging global collaboration, research endeavors, and institutional support to realise the full potential of SoTL, ultimately creating environments where both learners and educators thrive.

Mental wellbeing issues among medical students are common, and their relationship to medical professionalism is debated. Few studies have attempted to link such issues with undergraduate medical education. This review aimed to advance the knowledge on this matter by exploring the relationship between mental wellbeing and medical professionalism in undergraduate medical education. We collected the literature about mental wellbeing and medical professionalism (published from 1 January 1986 to 31 March 2021) from the Web of Science, PubMed, Scopus and ScienceDirect databases using the search terms 'mental wellbeing' and 'medical professionalism'.We included all peer-reviewed articles in which mental wellbeing and medical professionalism in the undergraduate medical education context were the central topics regardless of the age range, nationality, race and gender of the participants. From the 13,076 Iinitially found articles, 16 were included. These 16 articles were from nine countries in four different continents, which all together helped us find answer to our research question using extracted points relating to the main study themes (mental wellbeing and medical professionalism). Under theme 1 (mental wellbeing), six subthemes emerged: burnout, stress, depression, disappointment, depersonalisation and conscientiousness. Theme 2 (medical professionalism), on the other hand, had five subthemes: empathy, academic performance, compassion, unprofessional behaviour and professionalism. A significant inverse association was found between empathy and burnout. Academic performance was also related to burnout. At the same time, empathy was found to have a varied association with stress. Moreover, compassion was found to alleviate burnout and nurture professional gratification. The medical professionalism attributes were found to deteriorate as the mental wellbeing issues grow. This can harm medical students' overall health, current learning abilities and future attitudes towards their patients. Explicit primary research is thus required to examine and intervene in the cause-effect relationship between medical professionalism and mental wellbeing.

Resilience plays a vital role in promoting mental wellbeing by facilitating recovery from stressful experiences. Medical students face intense academic and clinical requirements throughout their rigorous training. However, existing literature has predominantly focusing on individual attributes, neglecting the significant role that educational institutions play in resilience development. This scoping review seeks to comprehensively map both individual and institutional factors that contribute to the resilience development among medical students. This scoping review adhered to the Joanna Briggs Institute (JBI) methodology and following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. To ensure a rigorous and comprehensive search, multiple databases including Google Scholar, Scopus, PsycINFO, and PubMed were searched for relevant studies published in English between 2000 and Feb 2025, focusing on the resilience or mental health of undergraduate medical students. Two reviewers independently screened the articles, and any discrepancy were resolved through a third reviewer. A descriptive analytical approach and thematic analysis were used to identify key themes in the data. Fifty-nine studies, mostly cross-sectional, were included. Identified themes were broadly categorize into individual factors (e.g., gender, personality traits, personal life events, financial constraints, health-related issues, academic performance) and institutional factors (e.g., academic workload, faculty support and peer interaction, learning environment, extracurricular activities, support systems). This review highlighted that both personal and institutional factors substantially impact medical students’ resilience development. Cultivating a supportive learning environment, strengthening faculty-student relationships, and implementing targeted interventions such as resilience training, mentorship, and increased academic and financial support as well as access to mental health resources can mitigate stressors and enhance students’ resilience. Addressing these multifaceted factors will empower medical students to thrive both personally and professionally, ultimately contributing to the provision of high-quality patient care.