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Introduction: Traditional medical education often emphasises theory, but clinical competence relies greatly on practical, hands-on skills. This quasi-experimental study examines how a combined approach—flipped classroom learning and simulation-based internships—affects medical students’ self-assessed clinical abilities. This model seeks to build students’ understanding, practical skills, and confidence in clinical settings through online preparation and realistic simulation exercises. Methods: This study examined changes in medical students’ self-perceived clinical skills after a flipped classroom and simulation-based internship. A total of 391 third- and fourth-year students completed a nine-hour program with morning practice sessions and afternoon high-fidelity scenarios. Surveys before and after the program assessed self-perceived thoracic and abdominal/general skills. ANCOVA controlled for baseline scores, and paired Wilcoxon signed-rank tests examined overall and subgroup improvements. Results: After the program, significant improvements were observed in self-perceived clinical skills across all domains. Thoracic skills increased from a median of 2.19 to 7.36, and abdominal skills from 5.11 to 9.46. Medical history, vital signs, and blood pressure scores also improved significantly. Third-year students and those attending the Clinical Methodology course showed the greatest gains. All post-intervention improvements were statistically significant (p < 0.001). Conclusions: The combination of flipped classroom learning and intensive simulation training markedly improved students’ perceived clinical competence. These findings suggest that such methods boost students’ practical skills and confidence. Further research is recommended to explore the long-term impact of this approach on skill retention and professional practice.

This study examines the subjective attributes that coaches consider most important for identifying and developing the talent of junior élite football players. It also explores whether players’ physical fitness efficiency moderates these attributes and influences playing time during the regular season. Forty-three junior élite football players and four Italian Serie A club coaches participated in the study, contributing their unique perspectives and experiences. Players’ physical fitness was assessed using the Yo-Yo Intermittent Recovery Level 1 test, while coaches rated players’ abilities through a structured questionnaire. A significant positive relationship was found between ’understanding of the game and position on the field’ and total playing time (t = 3.498, p < 0.01, β = 0.953). Physical efficiency further strengthened this relationship when players’ fitness levels were average (b = 0.624, p < 0.001) and one standard deviation above the mean (b = 0.891, p < 0.001). These findings highlight the importance of tactical awareness in earning playing time and suggest that physical fitness enhances the effect of cognitive abilities on performance. This study provides insights into how coaches assess talent and underscores the value of integrating physical and tactical development in youth football, providing a testament to the power of collaboration in advancing our understanding of talent identification in sports.

Currently, research in youth soccer consists of methodological choices that can raise activity volumes and exercise intensity to promote proper training for youth soccer demands. Therefore, the present cluster randomised trial aims to evaluate the effects of the dynamic–ecological approach on the physical performance parameters compared with a traditional one in a group of sub-elite U13 players. Thirty-five male children (age 12.16 ± 0.55 years; weight 45.59 ± 7.15 kg; height 145.5 ± 4.2 cm; BMI 15.8 ± 2.1 kg·m−2) were recruited for this trial from two teams belonging to sub-elite soccer schools and randomly assigned to a dynamic–ecological approach (DEA) or a traditional training (TTG) group. The training program lasted six weeks and consisted of 18 training sessions of 90 min each (3 sessions per week). The sample was evaluated by the standing long jump (SLJ), hop test (HT), 10 m sprint (10 m), 10 × 5 m shuttle run test (SRT), and leg raise test (LR). The DEA group showed significantly higher results in the SLJ (p < 0.001), HT left leg (p < 0.001), 10 m sprint (p < 0.001), and SRT (p < 0.001). In conclusion, the dynamic–ecological approach provides higher performance adaptations. Therefore, this approach can be considered a suitable method to optimise pre-pubertal player training, mainly when no fitness or strength coach is available.