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Background This qualitative study aims to explore senior doctors’ experiences and perceptions of their teaching roles in clinical settings at two hospitals, the Sultan Qaboos University Hospital (SQUH) and Royal Hospital of the Ministry of Health (RH), in the Sultanate of Oman. Methods In order to obtain an understanding of doctors’ clinical teaching experiences, this qualitative study uses critical realism as its methodology. In-depth semi-structured interviews were conducted with twenty-seven senior doctors at SQUH and RH. The three-layered realities of critical realism—the Empirical, the Actual and the Real, help generate rich findings and insightful analyses. Results The study shows that in the empirical domain, senior doctors perceived their educational roles in a wide spectrum from job titles to the relational nature of their teaching. It was also found that RH doctors felt their teaching roles are less valued than SQUH doctors due to their perception that the teaching mission of their hospital is not formally recognised. Interestingly in the actual domain, there is a lack of clear definition for medical teachers in policies. To explore this further, it is found that in the real domain, although dual missions of Omani hospitals, teaching and health care, are confirmed by Omani authorities, there is seen to be a neglect of educational roles at RH. It was also discovered that professional development offered by the Medical Education Unit (currently known as Medical Education and Informatics Department) for medical teachers is limited due to its exclusion of junior doctors, who do a good amount of clinical teaching. Further, it was perceived as a missed opportunity for the Ministry of Health to recognise medical teachers by not including teaching experience in the promotion criteria for all ranks of seniority. Conclusions This qualitative study offers an in-depth understanding of senior doctors’ experiences of clinical teaching at two hospitals in Oman. The lack of clear policies and formal recognition for doctors’ teaching roles, no protected time for teaching, and differential teaching rewards have made RH doctors feel their roles as medical teachers unvalued compared to SQUH doctors. For the Omani government, hospital doctors in Oman would benefit from a positive culture which values medical teaching, gives a sense of belonging for medical teachers in hospitals, offers clear definitions for their teaching roles in policies, and extends the professional development to junior doctors. The study is of value for future research investigating the balance of teaching with other duties of a doctor, and from different perspectives; for example, junior doctors, medical students and other health professionals.

Resident doctors contribute significantly to the quality of undergraduate medical training and it is assumed that by participating in the process, they also improve their own professional competency. We decided to investigate whether there is evidence to support this assumption. Our hypothesis, the physician-as-teacher rule, stated that \"A skilled teacher has an increased likelihood of becoming a competent clinician, than a skilled clinician has of becoming a competent teacher\" . We conducted a literature review to search for evidence to confirm or refute this assumption. Twenty-four articles written after 1990 were identified as relevant from 132 references we generated by searching Medline. The identified articles were qualitatively reviewed to identify key research conclusions and/or main discussion points. The findings from the review were collated and discussed. None of the studies showed specific evidence of how teaching results in improved professional competence. However, there was evidence that teaching ability correlated positively with the perception of clinical competency. There was also need for improved supervision and training programmes for residents in teaching skills. The review provided evidence that teaching influenced the perceived professional competency of physicians positively. Physicians who were perceived as competent were those who taught effectively, and who had a basic understanding of teaching and learning. The review shows that training in teaching is essential for physicians, and that further research is still needed to demonstrate the effect of good teaching on professional competency.

This study aimed to develop two scales to measure nursing students' clinical emotional intelligence (Clin-EI) and clinical competency (Clin-COM) and evaluate the effects of hybrid simulation on their clinical EI and competency. Hybrid clinical simulation training prepares learners for a complex and demanding clinical environment, facilitates practice readiness and develops a sense of emotional stability. Low emotional intelligence (EI) can compromise patient safety and quality of care. This study applied experimental research design and a randomized controlled trial was conducted. Two hundred and twelve nursing students were randomly selected, dividing them into group A (exposed to traditional clinical training) and group B (exposed to hybrid simulation along with traditional clinical training). Exploratory Factor Analysis results revealed a three-factor model for the Clin-EI tool and a one-factor model for Clin-COM. Internal consistency indicators by factor level of Clin-EI (⍺ = 0.86–0.95) and Clin-COM (⍺ = 0.98) indicate good to excellent. The acquired clinical EI, clinical competency and OSCE performance of group B were higher compared with group A with mean differences of −0.889, −0.887 and −7.08 respectively, p-values were all < .001. The factors effect sizes appeared negatively Clin-EI (-0.830), Clin-COM (-0.757) and OSCE (-0.606). All variables have strong significant correlations (p-values <0.001) within both groups. The combination of traditional clinical teaching and hybrid simulation has positively influenced the acquired EI, clinical competency and OSCE performance of nursing students. Developing a high level of clinical EI and competency ensures safe nursing practice. ●Hybrid simulation is a powerful clinical training strategy to improve EI and competency, ensuring practice readiness.●A combination of traditional clinical teaching and hybrid simulation positively influenced EI and clinical competency.●A high level of EI through hybrid simulation training facilitates clinical competency, ensuring safe nursing practice.

This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students. High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies. A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2). This study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale. Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10). High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice.

A Nurse's Step-by-Step Guide to Transitioning to an Academic Role gives you a detailed road map for a successful transition to academia, offering guidance in how to balance competing priorities and avoid burnout.

This study was conducted to evaluate the effect of the micro-teaching method on nursing students' psychomotor drug administration skills, attitudes towards clinical practice, self-efficacy and perceived clinical stress. Micro teaching is a structured teaching technique that allows students to practice and receive feedback on specific skills. Despite its potential, limited evidence exists regarding its effect on psychomotor skills and stress in nursing education. The study was conducted as a randomised controlled trial model. The study was conducted between September 2023 and January 2025 at Kahramanmaraş Sütçü İmam University, Afşin School of Health, Department of Nursing in Türkiye. The sample consisted of 61 students (experimental group = 30, control group = 31) determined by power analysis. “The Skill Assessment Checklists for Drug Administration”, “the Nursing Students’ Attitudes towards Clinical Practices Scale”, “the Academic Nurse Self-Efficacy Scale” and “the Nursing Students’ Clinical Stressor Perceptions Scale” were used to collect data. It was found that the increase in psychomotor skills, positive attitude towards clinical practice, academic self-efficacy scores of students in the experimental group was higher than the control group and their perceived clinical stress was lower than the control group (p < 0.05). It was found that micro-teaching method positively affected psychomotor skills, attitudes towards clinical practice, self-efficacy of nursing students and reduced their perceived clinical stress. Based on these positive results, it is recommended that the microteaching method be integrated into nursing curricula and its use be widespread.

The application of virtual reality has become increasingly extensive as this technology has developed. In dental education, virtual reality is mainly used to assist or replace traditional methods of teaching clinical skills in preclinical training for several subjects, such as endodontics, prosthodontics, periodontics, implantology, and dental surgery. The application of dental simulators in teaching can make up for the deficiency of traditional teaching methods and reduce the teaching burden, improving convenience for both teachers and students. However, because of the technology limitations of virtual reality and force feedback, dental simulators still have many hardware and software disadvantages that have prevented them from being an alternative to traditional dental simulators as a primary skill training method. In the future, when combined with big data, cloud computing, 5G, and deep learning technology, dental simulators will be able to give students individualized learning assistance, and their functions will be more diverse and suitable for preclinical training. The purpose of this review is to provide an overview of current dental simulators on related technologies, advantages and disadvantages, methods of evaluating effectiveness, and future directions for development.

High-volume prescribing of antibiotics in primary care is a major driver of antibiotic resistance. Education of physicians and patients can lower prescribing levels, but it frequently relies on highly trained staff. We assessed whether internet-based training methods could alter prescribing practices in multiple health-care systems. After a baseline audit in October to December, 2010, primary-care practices in six European countries were cluster randomised to usual care, training in the use of a C-reactive protein (CRP) test at point of care, in enhanced communication skills, or in both CRP and enhanced communication. Patients were recruited from February to May, 2011. This trial is registered, number ISRCTN99871214. The baseline audit, done in 259 practices, provided data for 6771 patients with lower-respiratory-tract infections (3742 [55·3%]) and upper-respiratory-tract infections (1416 [20·9%]), of whom 5355 (79·1%) were prescribed antibiotics. After randomisation, 246 practices were included and 4264 patients were recruited. The antibiotic prescribing rate was lower with CRP training than without (33% vs 48%, adjusted risk ratio 0·54, 95% CI 0·42–0·69) and with enhanced-communication training than without (36% vs 45%, 0·69, 0·54–0·87). The combined intervention was associated with the greatest reduction in prescribing rate (CRP risk ratio 0·53, 95% CI 0·36–0·74, p<0·0001; enhanced communication 0·68, 0·50–0·89, p=0·003; combined 0·38, 0·25–0·55, p<0·0001). Internet training achieved important reductions in antibiotic prescribing for respiratory-tract infections across language and cultural boundaries. European Commission Framework Programme 6, National Institute for Health Research, Research Foundation Flanders.

Aim: This study designed a three‐step teaching method of “online–simulation–bedside,” which was applied to the teaching of cardiopulmonary resuscitation skills in the team of emergency and critical care nursing interns, and the effectiveness of this teaching method was evaluated using the Kirkpatrick model. Background: Mastering knowledge of cardiopulmonary resuscitation and emergency techniques is necessary for nursing interns to fulfill their roles. At present, the first aid awareness and rescue skills of nursing interns are not optimistic. Training programs can improve the cardiopulmonary resuscitation ability of nursing students, but most of them only evaluate the changes in cardiopulmonary resuscitation ability before and after training and rarely use educational evaluation theories and models to evaluate the effectiveness of cardiopulmonary resuscitation training research. Methods: This is a quasi‐experimental research design: pretest and posttest design. Our research focuses on nursing interns who interned in the emergency and critical care departments of a hospital from September 2023 to January 2024. Adopting the three‐step teaching method of “online‐simulation‐bedside”, provide team cardiopulmonary resuscitation skills training for emergency and critical care nursing interns. The four levels of Kirkpatrick’s model, that is, reaction, learning, behavior, and result, were applied for the evaluation together with questionnaires. Conduct a baseline survey before online learning. Evaluate team working ability, clinical thinking ability, confidence in skills, and active participation on the first day after simulated training and the 30th day of clinical practice. On the 30th day of clinical practice, satisfaction and skill level assessments will also be conducted. Results: At the reaction level, the satisfaction rate of nursing interns is 98.80%. At the learning level, there was a statistically significant difference ( p < 0.001) in the team work ability and clinical thinking ability of nursing interns before training, on the first day after training, and on the 30th day of clinical practice. At the behavioral level, there was a statistically significant difference ( p < 0.001) in the skill confidence and participation initiative of nursing interns before training, on the first day after training, and on the 30th day of clinical practice. At the result level, on the 30th day of clinical practice, the nursing intern team’s cardiopulmonary resuscitation skills assessment scores were all good or above, with an average score of 90.09 ± 1.58. Conclusion: The Kirkpatrick model can be used to evaluate the effectiveness of cardiopulmonary resuscitation skills training for nursing intern teams. Nursing interns are highly satisfied with the “online–simulation–bedside” three‐step teaching method, which can improve their teamwork ability, clinical thinking ability, active participation, and skill confidence. In addition, through training, students can effectively apply the learned content to clinical practice and possess a good level of skills. Implications for Nursing Management: Managers can develop a distinctive team cardiopulmonary resuscitation training model based on this, improve the team cardiopulmonary resuscitation skills of nursing interns, and cultivate more nursing talents with high‐level emergency capabilities for hospitals.

Background The Coronavirus Disease 19 (COVID-19) pandemic brought significant disruption to in-hospital medical training. Virtual reality simulating the clinical environment has the potential to overcome this issue and can be particularly useful to supplement the traditional in-hospital medical training during the COVID-19 pandemic, when hospital access is banned for medical students. The aim of this study was to assess medical students’ perception on fully online training including simulated clinical scenarios during COVID-19 pandemic. Methods From May to July 2020 when in-hospital training was not possible, 122 students attending the sixth year of the course of Medicine and Surgery underwent online training sessions including an online platform with simulated clinical scenarios (Body Interact™) of 21 patient-based cases. Each session focused on one case, lasted 2 h and was divided into three different parts: introduction, virtual patient-based training, and debriefing. In the same period, adjunctive online training with formal presentation and discussion of clinical cases was also given. At the completion of training, a survey was performed, and students filled in a 12-item anonymous questionnaire on a voluntary basis to rate the training quality. Results were reported as percentages or with numeric ratings from 1 to 4. Due to the study design, no sample size was calculated. Results One hundred and fifteen students (94%) completed the questionnaire: 104 (90%) gave positive evaluation to virtual reality training and 107 (93%) appreciated the format in which online training was structured. The majority of participants considered the platform of virtual reality training realistic for the initial clinical assessment (77%), diagnostic activity (94%), and treatment options (81%). Furthermore, 97 (84%) considered the future use of this virtual reality training useful in addition to the apprenticeship at patient’s bedside. Finally, 32 (28%) participants found the online access difficult due to technical issues. Conclusions During the COVID-19 pandemic, online medical training including simulated clinical scenarios avoided training interruption and the majority of participant students gave a positive response on the perceived quality of this training modality. During this time frame, a non-negligible proportion of students experienced difficulties in online access to this virtual reality platform.