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Background The debriefing phase is an important feature of simulation activities for learning. This study applies a sociomaterial perspective on debriefing in interprofessional simulation with medical and nursing students. Sociomaterial perspectives are increasingly being used in order to understand professional practice and learning in new ways, conceptualising professional practice as being embodied, relational and situated in sociomaterial relations. The aim of the study is to explore how debriefing is carried out as a practice supporting students’ interprofessional learning. Methods Eighteen debriefing sessions following interprofessional full-scale manikin-based simulation with nursing and medical students from two different universities were video-recorded and analysed collaboratively by a team of researchers, applying a structured scheme for constant comparative analysis. Results The findings show how debriefing is intertwined with, and shaped by social and material relationships. Two patterns of enacting debriefing emerged. Debriefing as algorithm was enacted as a protocol-based, closed inquiry approach. Debriefing as laissez-faire was enacted as a loosely structured collegial conversation with an open inquiry approach. Conclusion The findings indicate that neither an imposed structure of the debriefing, nor the lack of structure assured interprofessional collaboration to emerge as a salient topic for reflection, even though that was an explicit learning objective for the simulation.

Professional identity formation, an important component of education, is influenced by participation, social relationships, and culture in communities of practice. As a preliminary investigation of dental hygienists’ professional identity formation, this study examined changes in the dental hygiene students’ perceptions of oral health professionals over the three years of their undergraduate program. At a Japanese dental hygiene school, 40 students participated in surveys with open-ended questions about professional groups several times during their studies. The text data were analyzed through content analysis with text mining software. The themes that characterized their dental hygienist profession perceptions in their programs each year were identified as: “Supporters at the dental clinic”; “Engagement with interprofessional care” and “Improved problem-solving skills for clinical issues regarding the oral region”; and “Active contribution to general health” and “Recognition of the roles considering relationships” (in the first, second, and third years, respectively). The students acquired professional knowledge and recognized the significance and roles of oral health professionals in practice. They gained more learning experiences in their education, including clinical placements and interprofessional education. This study provides insight into curriculum development for professional identity formation in dental hygiene students.

Background Feedback processes are crucial for learning, guiding improvement, and enhancing performance. In workplace-based learning settings, diverse teaching and assessment activities are advocated to be designed and implemented, generating feedback that students use, with proper guidance, to close the gap between current and desired performance levels. Since productive feedback processes rely on observed information regarding a student's performance, it is imperative to establish structured feedback activities within undergraduate workplace-based learning settings. However, these settings are characterized by their unpredictable nature, which can either promote learning or present challenges in offering structured learning opportunities for students. This scoping review maps literature on how feedback processes are organised in undergraduate clinical workplace-based learning settings, providing insight into the design and use of feedback. Methods A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework. Results The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes. Conclusions This review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices.

Communication is a crucial element of every health care profession, rendering communication skills training in all health care professions as being of great importance. Technological advances such as artificial intelligence (AI) and particularly machine learning (ML) may support this cause: it may provide students with an opportunity for easily accessible and readily available communication training. This scoping review aimed to summarize the status quo regarding the use of AI or ML in the acquisition of communication skills in academic health care professions. We conducted a comprehensive literature search across the PubMed, Scopus, Cochrane Library, Web of Science Core Collection, and CINAHL databases to identify articles that covered the use of AI or ML in communication skills training of undergraduate students pursuing health care profession education. Using an inductive approach, the included studies were organized into distinct categories. The specific characteristics of the studies, methods and techniques used by AI or ML applications, and main outcomes of the studies were evaluated. Furthermore, supporting and hindering factors in the use of AI and ML for communication skills training of health care professionals were outlined. The titles and abstracts of 385 studies were identified, of which 29 (7.5%) underwent full-text review. Of the 29 studies, based on the inclusion and exclusion criteria, 12 (3.1%) were included. The studies were organized into 3 distinct categories: studies using AI and ML for text analysis and information extraction, studies using AI and ML and virtual reality, and studies using AI and ML and the simulation of virtual patients, each within the academic training of the communication skills of health care professionals. Within these thematic domains, AI was also used for the provision of feedback. The motivation of the involved agents played a major role in the implementation process. Reported barriers to the use of AI and ML in communication skills training revolved around the lack of authenticity and limited natural flow of language exhibited by the AI- and ML-based virtual patient systems. Furthermore, the use of educational AI- and ML-based systems in communication skills training for health care professionals is currently limited to only a few cases, topics, and clinical domains. The use of AI and ML in communication skills training for health care professionals is clearly a growing and promising field with a potential to render training more cost-effective and less time-consuming. Furthermore, it may serve learners as an individualized and readily available exercise method. However, in most cases, the outlined applications and technical solutions are limited in terms of access, possible scenarios, the natural flow of a conversation, and authenticity. These issues still stand in the way of any widespread implementation ambitions.

Background As global trends in medical education shift toward integrated curricula, there remains a lack of consensus on the core components of Health Professions Education (HPE) to be embedded within undergraduate medical programs. This study aims to identify and structure key HPE topics relevant to the MBBS curriculum, with the goal of enhancing students’ foundational competencies in teaching, leadership, and professionalism. It also seeks to propose appropriate pedagogical approaches and assessment strategies for effective curricular integration. Methods A multi-phase, mixed-methods study design was employed. The initial phase involved a comprehensive literature review, followed by expert consensus through the Nominal Group Technique (NGT) with 19 national HPE professionals. This was succeeded by a three-round modified e-Delphi process involving 69 HPE experts across Pakistan. Participants rated the importance of proposed content items using a three-point Likert scale. Topics achieving ≥ 80% consensus were retained. The stability of responses across rounds was assessed using McNemar’s test. Teaching methodologies and assessment tools were finalized in the third round. Results The NGT process streamlined 54 initial content items to 37, eliminating 12, modifying 5, and adding 2 new topics. The Delphi process led to consensus on 17 key items, including bedside teaching, procedural skills, leadership, communication, professionalism, medical ethics, and patient safety. Preferred teaching strategies included small-group discussions (SGD) and large-group interactive sessions (LGIS), both receiving over 50% expert agreement. Objective Structured Teaching Exercises (OSTE) emerged as the most endorsed assessment approach. Response rates for the three Delphi rounds were 93%, 96%, and 90%, respectively. Conclusion This study presents a consensus-driven framework for the integration of HPE into undergraduate medical curricula. The findings underscore the relevance of structured teaching, evidence-based learning strategies, and pragmatic assessments. The framework has potential applicability for scalable curricular reforms in five-year undergraduate medical programs globally.

Background Patient involvement in interprofessional education (IPE) is a new approach in fostering person‐centeredness and collaborative competencies in undergraduate students. We developed the Patient As a Person (PAP‐)module to facilitate students in learning from experts by experience (EBEs) living with chronic conditions, in an interprofessional setting. This study aimed to explore the experiences of undergraduate students, EBEs and facilitators with the PAP‐module and formulate recommendations on the design and organization of patient involvement in IPE. Methods We collected data from students, EBEs and facilitators, through eight semi‐structured focus group interviews and two individual interviews (N = 51). The interviews took place at Maastricht University, Zuyd University of Applied Sciences and Regional Training Center Leeuwenborgh. Conventional content analysis revealed key themes. Results Students reported that learning from EBEs in an interprofessional setting yielded a more comprehensive approach and made them empathize with EBEs. Facilitators found it challenging to address multiple demands from students from different backgrounds and diverse EBEs. EBEs were motivated to improve the person‐centredness of health care and welcomed a renewed sense of purpose. Conclusions This study yielded six recommendations: (a) students from various disciplines visit an EBE to foster a comprehensive approach, (b) groups of at least two students visit EBEs, (c) students may need aftercare for which facilitators should be receptive, (d) EBEs need clear instruction on their roles, (e) multiple EBEs in one session create diversity in perspectives and (f) training programmes and peer‐to‐peer sessions for facilitators help them to interact with diverse students and EBEs.

Background Patient safety, an organizing framework to minimize risks and harm to patients in healthcare delivery, is broadly accepted as a crucial component of global undergraduate curricula. The incorporation of Patient Safety Education (PSE) into medical curricula, as suggested by the World Health Organization (WHO) can be challenging and has been partially and inconsistently applied. Factors such as densely packed curricula, gaps in the evidence-base, under-prepared faculty, and low levels of organizational support have influenced implementation. This review highlights teaching and learning evidence relevant for such integration of PSE into undergraduate medical education and considers variations in educational advancement across different regions referred to as WEIRD (Western, Educated, Industrialized, Rich and Democratic) and Non-WEIRD countries. Methods We followed the JBI protocol for undertaking scoping reviews to identify evidence-based gaps and recommend further research supporting integration of PSE into undergraduate curricula. Using PubMed, Scopus, ERIC, CINAHL and Cochrane library, 720 papers, from 2013 to 2023, were identified. Screening of titles and abstracts of 61 studies of PSE in undergraduate medical programs, 28 articles met the inclusion criteria. Descriptive statistical and thematic analysis for data extraction about curriculum design, learning and teaching interventions was conducted. Results Findings showed 39% of 28 papers reviewed originated in European region, and 36% from the Americas. Over half (57%) of the selected studies used quantitative methods of analysis, 37.4% were mixed methods, and only 3.5% used qualitative approaches. A variety of methods were used including interactive (21.4%), experiential (14.3%) and technology-enhanced (17.8%) pedagogic strategies. The WHO curriculum guides, and the Institute for Healthcare Improvement (IHI) were the common sources shaping the content of the interventions. Four themes were identified, cultural and contextual considerations; curriculum structure/session design; student engagement/ application; leadership support and faculty training. Conclusions Most publications and discourses emerged from WEIRD countries. Whilst outlining a range of pedagogical methods and curricular design, few explicitly referenced educational theories or addressed faculty development needs. Greater attention to cultural perspectives, local adaptation, efficacy of implementation strategies is needed globally. Research into longitudinal studies and impact on educational institutions will aid our understanding of how to promote, create and evaluate PSE across diverse countries. Clinical trial number Not applicable.

Background Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. Objectives This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. Design A scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. Results Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions. Conclusions As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.

Introduction The mini clinical evaluation exercise (Mini-CEX) is one of the well-known tools of workplace-based assessment (WPBAs) used in medical Education. The effectiveness of this method needs to be determined for undergraduate learning, just as it is already in use for post graduate training. Objective To study the effect of Mini-CEX as formative learning tool for clinical skills in undergraduate medical students in a private medical university in Karachi, Pakistan. Material and methods Setting is Bahria Medical and Dental College with a total duration of one year. This study is a quasi-experimental design with simple random sampling. A total of 143 final-year MBBS students were recruited after obtaining informed written consent. Participants were randomly allocated into four groups, with each group completing a two-month clinical rotation in the Pediatrics Department during the academic year. Randomization was performed using an online random selection generator (Berman H.G., “Random Number Generator”). Students assigned to the Pediatrics rotation were randomized into two control groups and two intervention (case) groups. Weekly, students were further randomized and assigned to different faculty members to minimize instructor-related bias. The random number was generated by producing 146 unique random numbers within the range of 1 to 146, ensuring that no duplicates were included. The Pediatric faculty was trained on how to use Mini-CEX form during daily teaching sessions. One briefing session was followed by personalized hands-on training on how to use the form and also to provide step by step feedback to students. Another questionnaire form sent to the students to ask about their opinion and concerns regarding the effectiveness of this process. The ward test marks evaluated. Analysis done on SPSS version 22. Data collection after approval from IRB. Result Out of 143 students, 76 (53.1%) received Mini-CEX evaluations. Intervention groups achieved higher ward test (72.3 ± 7.5 vs. 65.4 ± 8.2; p  = 0.002; d = 0.65) and OSCE scores (75.6 ± 6.9 vs. 68.1 ± 7.8; p  = 0.001; d = 0.71) than controls. Among 61 respondents (80.3%), 85.2% reported improved clinical skills and confidence, with limited faculty availability noted as a barrier. Conclusion Mini-CEX improved clinical competence, confidence, and assessment scores, confirming effectiveness as a formative tool, though faculty training and time limitations remain notable implementation barriers.

Background Bedside teaching remains a challenging endeavor for clinical doctors and medical students, as the students often encounter difficulties in applying their knowledge to clinical situations. This study aims to evaluate the efficacy of combining case-based learning (CBL) with a flipped classroom (FC) approach in nephrology bedside teaching. Methods A total of 92 medical students were enrolled in this study, including clerks and interns. The students were assigned into two groups. The CBL/FC group students received the combined teaching approach of CBL and FC (CBL/FC). Students who received the traditional lecture-based teaching (LBT) approach were treated as the control group. General knowledge tests, clinical case scenarios, and questionnaires were used to evaluate the teaching efficacy. Results Ninety-two students were included in this study. Overall, 46 students were assigned to the CBL/FC group, while the other 46 students were assigned to the LBT group. The students in both groups showed comparable performance in the knowledge test. However, in clinical case scenarios, students in the CBL/FC group demonstrated superior performance compared to those in the LBT group. Additionally, the analysis of questionnaires revealed that the CBL/FC group students expressed more positive attitudes toward their proficiency in medical history taking, physical examination, medical record documentation, clinical reasoning, and consideration for patients’ welfare. Moreover, the students from the CBL/FC group regarded the CBL/FC teaching approach as an effective and satisfying method without increasing the learning burden. Conclusion This study reveals that the CBL/FC combined teaching approach shows promise in nephrology education and provides an effective and alternative format for medical teaching.