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Pediatric surgery training is challenged by declining clinical exposure and limited access to high-quality educational resources. Advances in generative artificial intelligence (AI) allow enhancement of educational videos without professional studio infrastructure, but evidence supporting their educational value remains limited. To evaluate the educational impact and cost efficiency of locally deployed AI-enhanced lecture videos compared with standard faculty-recorded videos in pediatric surgery training. A quasi-experimental, non-randomized, post-test-only study conducted at Al-Azhar University, Cairo, Egypt between December 2024 and September 2025. Medical students and pediatric surgery residents viewed standardized lecture videos on five core pediatric surgery topics. Identical scripts and narration were used in both groups; the intervention differed only by AI-based background enhancement using open-source, locally deployed tools. Primary outcomes were perceived educational clarity (five-point Likert scale) and knowledge acquisition assessed by a 40-item multiple-choice examination. Secondary outcomes included visual comfort, perceived professionalism, and willingness to recommend the format. Between-group comparisons and effect sizes were calculated. A cost analysis compared AI-enhanced production with traditional studio-based methods. A total of 240 participants were included (120 per group). AI-enhanced videos were associated with higher educational clarity scores (mean 4.52 vs. 3.88; p < 0.001) and higher knowledge scores (76.8% vs. 69.5%; p < 0.001). Secondary outcomes consistently favored AI-enhanced videos, including visual comfort and perceived professionalism. Locally deployed AI production reduced per-video costs by 72–94% compared with traditional studio production. Locally deployed AI-enhanced videos improved short-term educational outcomes and substantially reduced production costs while preserving presenter authenticity. This approach represents a practical, scalable strategy for enhancing pediatric surgery education, particularly in resource-limited settings. Further studies are needed to assess long-term retention and clinical impact.

Purpose This article explores the potential impact of OpenAI’s Sora, a generative video modeling technology, on neurosurgical training. It evaluates how such technology could revolutionize the field by providing realistic surgical simulations, thereby enhancing the learning experience and proficiency in complex procedures for neurosurgical trainees. Methods The study examines the incorporation of this technology into neurosurgical education by leveraging transformer architecture and processing of video and image data. It involves compiling a neurosurgical procedure dataset for model training, aiming to create accurate, high-fidelity simulations. Results Our findings indicate significant potential applications in neurosurgical training, including immersive simulations for skill development and exposure to diverse surgical scenarios. The technology also promises to transform assessment and feedback, introducing a standardized, objective way to measure and improve trainee competencies. Conclusion Integrating generative video modeling technology into neurosurgical education marks a progressive step toward enhancing training methodologies. Despite challenges in technical, ethical, and practical domains, continuous development and evaluation could lead to substantial advancements in surgical education, preparing neurosurgeons more effectively for their demanding roles.

Self-appraisal has repeatedly been shown to be inadequate as a mechanism for performance improvement. This has placed greater emphasis on understanding the processes through which self-perception and external feedback interact to influence professional development. As feedback is inevitably interpreted through the lens of one’s self-perceptions it is important to understand how learners interpret, accept, and use feedback (or not) and the factors that influence those interpretations. 134 participants from 8 health professional training/continuing competence programs were recruited to participate in focus groups. Analyses were designed to (a) elicit understandings of the processes used by learners and physicians to interpret, accept and use (or not) data to inform their perceptions of their clinical performance, and (b) further understand the factors (internal and external) believed to influence interpretation of feedback. Multiple influences appear to impact upon the interpretation and uptake of feedback. These include confidence, experience, and fear of not appearing knowledgeable. Importantly, however, each could have a paradoxical effect of both increasing and decreasing receptivity. Less prevalent but nonetheless important themes suggested mechanisms through which cognitive reasoning processes might impede growth from formative feedback. Many studies have examined the effectiveness of feedback through variable interventions focused on feedback delivery. This study suggests that it is equally important to consider feedback from the perspective of how it is received. The interplay observed between fear, confidence, and reasoning processes reinforces the notion that there is no simple recipe for the delivery of effective feedback. These factors should be taken into account when trying to understand (a) why self-appraisal can be flawed, (b) why appropriate external feedback is vital (yet can be ineffective), and (c) why we may need to disentangle the goals of performance improvement from the goals of improving self-assessment.

Stanford Biodesign launched its Innovation Fellowship in 2001 as a first-of-its kind postgraduate training experience for teaching biomedical technology innovators a need-driven process for developing medical technologies and delivering them to patients. Since then, many design-oriented educational programs have been initiated, yet the impact of this type of training remains poorly understood. This study measures the career focus, leadership trajectory, and productivity of 114 Biodesign Innovation Fellowship alumni based on survey data and public career information. It also compares alumni on certain publicly available metrics to finalists interviewed but not selected. Overall, 60% of alumni are employed in health technology in contrast to 35% of finalists interviewed but not selected. On leadership, 72% of alumni hold managerial or higher positions compared to 48% of the finalist group. A total of 67% of alumni reported that the fellowship had been “extremely beneficial” on their careers. As a measure of technology translation, more than 440,000 patients have been reached with technologies developed directly out of the Biodesign Innovation Fellowship, with another 1,000,000+ aided by solutions initiated by alumni after their training. This study suggests a positive impact of the fellowship program on the career focus, leadership, and productivity of its alumni.

It has become axiomatic that assessment impacts powerfully on student learning. However, surprisingly little research has been published emanating from authentic higher education settings about the nature and mechanism of the pre-assessment learning effects of summative assessment. Less still emanates from health sciences education settings. This study explored the pre-assessment learning effects of summative assessment in theoretical modules by exploring the variables at play in a multifaceted assessment system and the relationships between them. Using a grounded theory strategy, in-depth interviews were conducted with individual medical students and analyzed qualitatively. Respondents’ learning was influenced by task demands and system design. Assessment impacted on respondents’ cognitive processing activities and metacognitive regulation activities. Individually, our findings confirm findings from other studies in disparate non-medical settings and identify some new factors at play in this setting. Taken together, findings from this study provide, for the first time, some insight into how a whole assessment system influences student learning over time in a medical education setting. The findings from this authentic and complex setting paint a nuanced picture of how intricate and multifaceted interactions between various factors in an assessment system interact to influence student learning. A model linking the sources, mechanism and consequences of the pre-assessment learning effects of summative assessment is proposed that could help enhance the use of summative assessment as a tool to augment learning.

The purpose of the following paper is to offer an update on the feasibility of using e-learning to sustain medical radiation technology education in light of Sudan’s ongoing crisis. The Sudanese acting Minister of Higher Education and Scientific Research issued a resolution on October 7, 2023, to reopen higher education and scientific research institutes, as well as resume all academic activities at both governmental and private higher education institutions, effective October 15, 2023. Unfortunately, due to infrastructure deficiencies and a lack of appropriate capabilities to resume face-to-face teaching of medical radiation technology in Sudan’s safe states, the majority of universities, including several medical radiation technology colleges, have decided to continue the educational process via e-learning. However, Sudan’s e-learning system, currently the sole means of maintaining medical radiation technology education, suffers from significant flaws. If these challenges persist, students may graduate with a limited theoretical and practical grasp. Furthermore, the implementation of this style of education deprives eligible students, particularly those living in conflict zones, of the educational opportunities they require in light of the increased threat of war continuation.

The integration of technology into medical education has witnessed significant growth in recent years, with tools such as virtual reality, artificial intelligence, and telemedicine gaining prominence. These tool in medical education, offering immersive, experiential learning experiences. We approached medical students currently enrolled in medical education programs and who are familiar with and actively use AI in medical education. Initially, we invited 21 random students to participate in the study; however, only 13 agreed to interviews. Some students cited their busy exam schedules as the reason for not participating. The participants were informed of the objective of the study before the commencement of the recorded interviews. Semi-structured interviews were used to guide the record interviews. Audio recordings were transcribed and analyzed using Atlas.ti, a qualitative data analysis software. Participants exhibited a diverse range of perceptions and levels of awareness regarding VR, AI, and telemedicine technologies. Learning with virtual reality was considered to be fun, memorable, inclusive, and engaging by participants. The use of virtual reality technology is seen as complementing current teaching and learning approaches, helping to build learners' confidence, as well as providing medical students with a safe environment for problem-solving and trial-and-error learning. The students reported that AI was seen as a potential game-changer in the healthcare sector. Participants hoped that telemedicine would provide healthcare services to remote and underserved populations. The study conducted focus group discussions with medical students and residents in Saudi Arabia to explore their views on integrating VR, AI, and telemedicine in medical education and practice. Their insights highlight the need for informed decision-making and strategic development to optimize the benefits and address challenges like initial investments, technical issues, ethics, and regulations. These considerations are crucial for fully realizing the potential benefits of technology in medical education globally.

Background/Objectives: Projected augmented reality (PAR) enables real-time projection of digital surgical information directly onto the operative field. This offers a hands-free, headset-free platform that is universally visible to all members of the surgical team. Compared to head-mounted display systems, which are limited by restricted fields of view, ergonomic challenges, and user exclusivity, PAR provides a more intuitive and collaborative surgical interface. When paired with artificial intelligence (AI), PAR has the potential to automate aspects of surgical planning and deliver high-precision guidance in both high-resource and global health settings. Our team is working on the development and validation of a PAR platform to dynamically project surgical and anatomic markings directly onto the patients intraoperatively. Methods: We developed a PAR system using a structured light scanner and depth camera to generate digital 3D surface reconstructions of a patient’s anatomy. Surgical markings were then made digitally, and a projector was used to precisely project these points directly onto the patient’s skin. We also developed a trained machine learning model that detects cleft lip landmarks and automatically designs surgical markings, with the plan to integrate this into our PAR system. Results: The PAR system accurately projected surgeon and AI-generated surgical markings onto anatomical models with sub-millimeter precision. Projections remained aligned during movement and were clearly visible to the entire surgical team without requiring wearable hardware. Conclusions: PAR integrated with AI provides accurate, real-time, and shared intraoperative guidance. This platform improves surgical precision and has broad potential for remote mentorship and global surgical training.

Outcome-based education (OBE) is neither a new concept nor a passing phase in educational technology and is equally applicable throughout the educational continuum from primary school to postgraduate training. OBE emphases on the finished product or output and defines what the learner is answerable for any teaching and learning program. OBE does not pronounce how to teach or how to learn for teachers and learners, respectively. OBE has been introduced to undergraduate medical education almost two decades ago; the method has been implemented in different medical institutes and in number of countries of both developing and developed nation. Professor Harden claimed long before that OBE is a sophisticated strategy for curriculum planning that offers several advantages. Professor Jim McKernan claims that OBE shrinks teaching and learning to methods of human engineering and quasi-scientific planning procedures and that education cannot be regarded as an instrumental means to an end. No single educational and instructional strategy is totally faultless, and many are clouded with contradictions, inferences, indecision, and masked agendas. Finally, OBE approach is based on sound educational principles and provides a robust framework for students to acquire the necessary fitness to practice particularly to rectify irrational prescribing and promoting rational prescribing. [Natl J Physiol Pharm Pharmacol 2017; 7(9.000): 881-885]

Background: One method used selectively in medical education institutions is the Flipped Classroom Model. According to this paradigm, students receive their first material education at home by completing tasks instead of the typical, boring teacher-centric lectures. (minimum 48–72 h before the session), and spend class time in interactive sessions and group activities. Aim and Objectives: The objectives of the study were to introduce Flip classroom teaching in the subject of biochemistry, compare teaching-learning with the flip classroom method and interactive lecturing in biochemistry for 1st-year MBBS students, and assess the acceptability and feasibility of this method among undergraduates and faculty members. Materials and Methods: A cross-sectional interventional study was carried out and department faculties were introduced to this method. One hundred students of 1st-year MBBS class were included in the study. There were two Groups, A and B, each with 50 students. For Topic I, Group A was taught by the flip classroom method and Group B was taught by the interactive Lecture method. For Topic II, Group A will be taught by the interactive Lecture method while Group B will be taught by the flip classroom method. Pre- and post-tests were conducted for both sessions. Feedback was taken as questionnaires from the students and faculties at the end of the sessions. Results: We found statistically significant differences among both methods from feedback received from the students. Feedback received from the faculties was very positive. The average Likert score was above four in almost all questionnaires. Conclusion: Our research indicates that interactive lectures are not as effective as the flipped classroom approach for teaching and learning. Due to providing material ahead of the lecture, students are more interactive in flipped classrooms and perform well in post-session examinations.