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Traditional laboratory teaching of pathogenic cocci faces challenges in biosafety and standardization across medical specialties. While virtual simulation shows promise, evidence from large-scale, multidisciplinary studies remains limited. The study aims to evaluate the effectiveness of integrating virtual simulation with traditional laboratory practice in enhancing medical microbiology education, focusing on the identification of biosafety level 2 pathogenic cocci. The study assessed improvements in student performance, theoretical understanding, laboratory safety, and overall satisfaction, while achieving standardization and cost reduction across multiple medical specialties. This randomized controlled trial involved 1282 medical students from 9 specialties. The experimental group (n=653) received virtual simulation training-featuring interactivity and intelligent feedback-prior to traditional laboratory practice, while the control group (n=629) did not receive such training. Our virtual system focused on biosafety level 2 pathogenic cocci identification with dynamic specimen generation. The experimental group showed significantly improved performance across specialties (P<.05 for each specialty), particularly in clinical medicine, in which the experimental group score was 89.88 (SD 13.09) and the control group score was 68.34 (SD 17.23; P<.001). The students reported that virtual simulation enhanced their theoretical understanding (1268/1282, 98.9%) and laboratory safety (1164/1282, 90.8%) while helping them achieve standardization (790/1282, 61.6%,) and cost reduction (957/1282, 74.6%). Overall student satisfaction reached 97.2% (1246/1282), with distinct learning patterns observed across specialties. The test scores were significantly higher in the experimental group, with a mean of 80.82 (SD 17.10), compared to the control group, with a mean of 67.45 (SD 16.81). This large-scale study demonstrates that integrating virtual simulation with traditional methods effectively enhances medical microbiology education, providing a standardized, safe, and cost-effective approach for teaching high-risk pathogenic experiments.

Medical education has undergone professionalization during the last decades, and internationally, educators are trained in specific medical education courses also known as \"train the trainer\" courses. As these courses have developed organically based on local needs, the lack of a general structure and terminology can confuse and hinder educators' information and development. The first aim of this study was to conduct a national search, analyze the findings, and provide a presentation of medical education courses based on international theoretical frameworks to support Swiss course providers and educators searching for courses. The second aim was to provide a blueprint for such a procedure to be used by the international audience. In this study, we devised a scholarly approach to sorting and presenting medical education courses to make their content accessible to medical educators. This approach is presented in detailed steps and our openly available exemplary database to make it serve as a blueprint for other settings. Following our constructivist paradigm, we examined content from medical education courses using a theory-informed inductive data approach. Switzerland served as an example, covering 4 languages and different approaches to medical education. Data were gathered through an online search and a nationwide survey with course providers. The acquired data and a concurrently developed keyword system to standardize course terminology are presented using Obsidian, a software that shows data networks. Our iterative search included several strategies (web search, survey, provider enquiry, and snowballing) and yielded 69 courses in 4 languages, with varying terminology, target audiences, and providers. The database of courses is interactive and openly accessible. An open-access template database structure is also available. This study proposes a novel method for sorting and visualizing medical education courses and the competencies they cover to provide an easy-to-use database, helping medical educators' practical and scholarly development. Notably, our analysis identified a specific emphasis on undergraduate teaching settings, potentially indicating a gap in postgraduate educational offerings. This aspect could be pivotal for future curriculum development and resource allocation. Our method might guide other countries and health care professions, offering a straightforward means of cataloging and making information about medical education courses widely available and promotable.

In the rapidly changing realm of medical education, Competency-Based Medical Education is emerging as a crucial framework to ensure residents acquire essential competencies efficiently. The advent of mobile-based platforms is seen as a pivotal shift from traditional educational methods, offering more dynamic and accessible learning options. This research aims to evaluate the effectiveness of mobile-based apps in emergency residency programs compared with the traditional paper- and web-based formats. Specifically, it focuses on analyzing their roles in facilitating immediate feedback, tracking educational progress, and personalizing the learning journey to meet the unique needs of each resident. This study aimed to compare mobile-based emergency residency training programs with paper- and web-based (programs regarding competency-based medical education core elements. A cross-sectional web-based survey (Nov 2022-Jan 2023) across 23 Taiwanese emergency residency sites used stratified random sampling, yielding 74 valid responses (49 educators, 16 residents, and 9 Residency Review Committee hosts). Data were analyzed using Mann-Whitney U test, chi-squared tests, and t tests. MB programs (n=14) had fewer missed assessments (P=.02) and greater ease in identifying performance trends (P<.001) and required clinical scenarios (P<.001) compared with paper- and web-based programs (n=60). In addition, mobile-based programs enabled real-time visualization of performance trends and completion rates, facilitating individualized training (P<.001). In our nationwide pilot study, we observed that the mobile-based interface significantly enhances emergency residency training. It accomplishes this by providing rapid, customized updates, thereby increasing satisfaction and autonomous motivation among participants. This method is markedly different from traditional paper- or web-based approaches, which tend to be slower and less responsive. This difference is particularly evident in settings with limited resources. The mobile-based interface is a crucial tool in modernizing training, as it improves efficiency, boosts engagement, and facilitates collaboration. It plays an essential role in advancing Competency-Based Medical Education, especially concerning tailored learning experiences.

Improved long-term learning retention leads to higher exam scores and overall course grades, which is crucial for success in preclinical coursework in any podiatric medicine curriculum. Audiovisual mnemonics, in conjunction with text-based materials and an interactive user interface, have been shown to increase memory retention and higher order thinking. This pilot study aims to evaluate the effectiveness of integrating web-based multimedia learning resources for improving student engagement and increasing learning retention. A quasi-experimental study was conducted with 2 cohorts totaling 158 second-year podiatric medical students. The treatment group had access to Picmonic's audiovisual resources, while the control group followed traditional instruction methods. Exam scores, final course grades, and user interactions with Picmonic were analyzed. Logistic regression and correlation analyses were conducted to examine the relationships between Picmonic access, performance outcomes, and student engagement. The treatment group (n=91) had significantly higher average exam scores (P<.001) and final course grades (P<.001) than the control group (n=67). Effect size for the average final grades (d=0.96) indicated the practical significance of these differences. Logistic regression analysis revealed a positive association between Picmonic access with an odds ratio of 2.72 with a 95% confidence interval, indicating that it is positively associated with the likelihood of achieving high final grades. Correlation analysis revealed a positive relationship (r=0.25, P=.02) between the number of in-video questions answered and students' final grades. Survey responses reflected increased student engagement, comprehension, and higher user satisfaction (3.71 out of 5 average rating) with the multimedia-based resources compared to traditional instructional resources. This pilot study underscores the positive impact of animation-supported web-based instruction on preclinical medical education. The treatment group, equipped with Picmonic, exhibited improved learning outcomes, enhanced engagement, and high satisfaction. These results contribute to the discourse on innovative educational methods and highlight the potential of multimedia-based learning resources to enrich medical curricula. Despite certain limitations, this research suggests that animation-supported audiovisual instruction offers a valuable avenue for enhancing student learning experiences in medical education.

Digital tools, services, and information in patient care demand new competencies in outpatient care, and the workforce is faced with the need to deal with digitalization. In a targeted certificate course (Certification of Digitalization Officers in Medical Practices and Psychotherapeutic Practices, Digi-Manager), medical assistants are trained to serve as digitalization officers, enabling them to implement the requirements of digitalized health care within their practices. As part of an accompanying study, the course is evaluated by the participants, and the change in their digital literacy is recorded. We measured different knowledge, skills, and attitude dimensions at 3 different times-before, during, and after the course-and used ANOVA to examine significant changes. Digi-Managers started the course with an already high self-assessment of their digital literacy. Skills and knowledge increased significantly in all categories (cognitive, technical, ethical, and health information) from the initial to the final measurement, as did self-confidence in the use of general software and hardware. Positive attitude remained stable over the training period, and the course was rated very positively by participants across all areas. Training programs on digital topics for health care professionals are necessary, and this certification course is a role model for successful further education through a mixture of theoretical knowledge transfer and practical application. Especially, the use of a digital maturity model and a digital laboratory was a unique and useful feature. Further research needs to go into alternative assessment methods of digital literacy, as the results suggest that self-assessment measures self-efficacy and confidence, rather than pure competence. Nevertheless, the increase in self-assessed competence suggests that the training was successful.

Understanding the roles and patient management approaches of the entire oncology team is imperative for effective communication and optimal cancer treatment. Currently, there is no standard residency or fellowship curriculum to ensure the delivery of fundamental knowledge and skills associated with oncology specialties with which trainees often collaborate. This study is a systematic review that aims to evaluate the multidisciplinary oncology education in postgraduate medical training. A systematic literature search was performed using MEDLINE, Embase, Cochrane Database of Systematic Reviews, Cochrane CENTRAL, APA PsycINFO, and Education Resources Information Center in July 2021. Updates were performed in February 2023 and October 2024. Original studies reporting the effectiveness of multidisciplinary oncology training among residents and fellows were included. A total of 6991 studies were screened and 24 were included. Fifteen studies analyzed gaps in existing multidisciplinary training of residents and fellows from numerous fields, including surgical, medical, and radiation oncology; geriatrics; palliative medicine; radiology; and pathology programs. Trainees reported limited teaching and knowledge of oncology outside of their respective fields and endorsed the need for further multidisciplinary oncology training. The remaining 9 studies assessed the effectiveness of educational interventions, including tumor boards, didactic sessions, clinical rotations, and case-based learning. Trainees reported significant improvements in multidisciplinary oncology knowledge and skills following the interventions. These data suggest postgraduate medical trainees have limited formal multidisciplinary oncology training. Existing educational interventions show promising results in improving trainees' oncology knowledge and skills. There is a need for further research and the development of multidisciplinary oncology curricula for postgraduate medical training programs.

Despite the exposure of cardiothoracic anesthesiology trainees to patients with cardiac implantable electronic devices (CIEDs), there is a paucity of formal curricula on this subject. Major impediments to educating cardiothoracic anesthesiology trainees on CIEDs include busy clinical schedules, short staffing, inconsistent trainees’ exposure to CIEDs, multiplicity of vendors, and a “millennial” mentality of the new generation of learners. As a result, cardiothoracic anesthesiology trainees graduating from their residency and fellowship programs may lack the competency to manage patients with CIEDs. Herein, we report our systematic approach to designing, validating, mapping, evaluating, and delivering a CIED curriculum on the first mobile app of its kind on this subject. Development of the CIED curriculum proceeded through the Kern 6-step approach of problem identification, determining and prioritizing content, writing goals and objectives, selecting instructional strategies, implementation of the material, and evaluation and applications of lessons learned. This was followed by the delivery of the curriculum in the form of a user-study app and administrator-type app with functionalities in the assessment of the learners’ gains, experience, and satisfaction as well as the administrator’s capability to update the educational content based on the feedback of the learners and the emerging technology. As such, the CIED app allows asynchronous learning at the pace of the learners and allows, through a multiplicity of educational materials, the ability to digest this complex and understudied subject. We report on the pilot phase of the project. We benefit from the experience of a multidisciplinary team of anesthesiologists, computer scientists, and educators in accomplishing this project.

Concept maps are a suitable method for teaching clinical reasoning (CR). For example, in a concept map, findings, tests, differential diagnoses, and treatment options can be documented and connected to each other. When combined with virtual patients, automated feedback can be provided to the students' concept maps. However, as CR is a nonlinear process, feedback concept maps that are created together by several individuals might address this issue and cover perspectives from different health professionals. In this study, we aimed to develop a collaborative process for creating feedback concept maps in virtual patient-based CR education. Health professionals of different specialties, nationalities, and levels of experience in education individually created concept maps and afterward reached a consensus on them in structured workshops. Then, medical students discussed the health professionals' concept maps in focus groups. We performed a qualitative content analysis of the transcribed audio records and field notes and a descriptive comparison of the produced concept maps. A total of 14 health professionals participated in 4 workshops, each with 3-4 participants. In each workshop, they reached a consensus on 1 concept map, after discussing content and presentation, as well as rationales, and next steps. Overall, the structure of the workshops was well-received. The comparison of the produced concept maps showed that they varied widely in their scope and content. Consensus concept maps tended to contain more nodes and connections than individual ones. A total of 9 medical students participated in 2 focus groups of 4 and 5 participants. Their opinions on the concept maps' features varied widely, balancing between the wish for an in-depth explanation and the flexibility of CR. Although the number of participating health professionals and students was relatively low, we were able to show that consensus workshops are a constructive method to create feedback concept maps that include different perspectives of health professionals with content that is useful to and accepted by students. Further research is needed to determine which features of feedback concept maps are most likely to improve learner outcomes and how to facilitate their construction in collaborative consensus workshops.

Student feedback is crucial for evaluating the effectiveness of institutions. However, implementing feedback can be challenging due to practical difficulties. While student feedback on courses can improve teaching, there is a debate about its effectiveness if not well-written to provide helpful information to the receiver. This study aimed to evaluate the impact of coaching on proper feedback given by dental students in Saudi Arabia. A total of 47 first-year dental students from a public dental school in Riyadh, Saudi Arabia, completed 3 surveys throughout the academic year. The surveys assessed their feedback on a Dental Anatomy and Operative Dentistry course, including their feedback on the lectures, practical sessions, examinations, and overall experience. The surveys focused on assessing student feedback on the knowledge, understanding, and practical skills achieved during the course, as aligned with the defined course learning outcomes. The surveys were distributed without coaching, after handout coaching and after workshop coaching on how to provide feedback, designated as survey #1, survey #2, and survey #3, respectively. The same group of students received all 3 surveys consecutively (repeated measures design). The responses were then rated as neutral, positive, negative, or constructive by 2 raters. The feedback was analyzed using McNemar test to compare the effectiveness of the different coaching approaches. While no significant changes were found between the first 2 surveys, a significant increase in constructive feedback was observed in survey #3 after workshop coaching compared with both other surveys (P<.001). The results also showed a higher proportion of desired changes in feedback, defined as any change from positive, negative, or neutral to constructive, after survey #3 (P<.001). Overall, 20.2% reported desired changes at survey #2% and 41.5% at survey #3 compared with survey #1. This study suggests that workshops on feedback coaching can effectively improve the quality of feedback provided by dental students. Incorporating feedback coaching into dental school curricula could help students communicate their concerns more effectively, ultimately enhancing the learning experience.

Background:Simulated programs provide health care professionals (HCPs) with a learning opportunity to develop clinical competencies and improve patient outcomes in a safe and controlled environment. While the benefits of simulation training are well established, there is a paucity of research assessing its differential impact, if any. SIMBA (Simulation via Instant Messaging for Bedside Application) provides simulation-based learning through WhatsApp and Zoom (Zoom Video Communications, Inc) to increase HCPs’ confidence in managing various medical conditions.Objectives:This study aims to explore whether there are differences in the clinical performance of HCPs participating in SIMBA sessions based on gender, country of work, and training grade.Methods:This study assessed participants in 17 SIMBA sessions from May 2020 to June 2022. WhatsApp chats containing participants’ approach to the simulated scenarios were graded using an adapted version of the Global Rating Scale consisting of 6 domains: eliciting history; physical examination; investigations, diagnostic tests, and imaging; interpretation of investigations and imaging; clinical judgment; and management and follow-up or discharge plan. These domains were rated using a Likert-type scale of 1 (not done) to 5 (excellent) prior to the session based on expert inputs. All WhatsApp transcripts were evaluated against the scale postsimulation session. Unadjusted and adjusted means and 95% CIs of the scores for the 6 performance variables were calculated using multiple linear regression models. The P value for heterogeneity between the mean performance scores was calculated using likelihood ratio tests by using an analysis of variance.Results:A total of 289 participants across 49 countries who completed pre-SIMBA and post-SIMBA surveys in the 17 simulation sessions were included in the analysis. Participants from high-income countries scored higher in all categories of the Global Rating Scale (GRS) except the physical examination and interpretation score. Junior-grade participants scored significantly higher in history taking (junior=4.2, middle=3.7, and senior=3.7; P=.003) and physical examination (junior=4.0, middle=3.7, and senior=3.5; P=.068), but this was not significantly different. There were no statistically significant differences in GRS scores between male and female participants.Conclusions:The significant differences in clinical performance scores between low- and middle-income countries and high-income countries highlight the need for better medical education resources to bridge existing gaps in health care globally. The decrease in some clinical competency scores following career progression could be addressed by simulation-based training to maintain the same quality of history taking and physical examination skills. These outcomes, including no gendered differences in simulation-based learning, hold profound implications for tailoring medical education strategies, fostering equitable training, and elevating patient care standards on a global scale. The need for targeted interventions and capacity-building efforts via context-specific training and tailored approaches to health care education is emphasized.