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Phenomenon: Impostor syndrome (IS) is manifested in the fear of failing and being exposed as incompetent, despite exceptional professional performance. IS has been recognized in many professions, including medicine. Understanding IS prevalence and risk factors is critical to ensure the well-being of medical students and, by extension, future physicians. Approach: It was expected that IS is highly prevalent in medical students, higher in women and associated with year of study and prior clinical experience. The Clance Impostors Phenomenon Scale (CIPS) was used to collect the responses from of medical students in May 2023. Questionnaires were distributed online to both public medical faculties in Slovenia. Findings: 207 medical students (157 women, 50 men; mean age: 23.2 ± 2.6 years) completed the questionnaire (response rate = 13.1%). Women exhibited higher CIPS scores (66.0 ± 13.9) compared to men (58.8 ± 15.1) (p = 0.005). Neither age (r = 0.05; p = 0.464) nor year of study (r = 0.03; p = 0.653) was correlated with CIPS score. There were also no differences in CIPS score between students with (63.4 ± 15.2) and without (64.7 ± 13.9) prior clinical work experience (p = 0.531). Insights: The results of the present study suggest that IS can occur at any stage of medical education, with a slightly higher prevalence in women. This study contributes to the understanding of IS among medical students and calls for addressing environmental factors and taking supportive measures to mitigate the impact of IS and promote medical students' well-being and success. [ABSTRACT FROM AUTHOR]

Phenomenon: Dissection of cadavers is a common practice in anatomical education. To meet demand for cadavers, some medical institutions facilitate dissection of individuals who did not provide consent during their life. This includes the bodies of individuals who passed away with either no living kin or no kin able to claim and bury their body. Recent literature demonstrates widespread discomfort with this practice among anatomy course directors at U.S. institutions, bringing into question continuation of this practice. However, attitudes among medical students must similarly be assessed as they represent key stakeholders in the dissection process. The purpose of this study was to assess prevailing attitudes among a sample of medical students at one U.S. medical institution regarding the dissection of unclaimed bodies and identify emerging themes in ethical viewpoints. Approach: Two-hundred-twelve students (35% response rate) at one U.S. medical institution completed an anonymous online survey. Students came from different class cohorts at various stages of their training. Survey items were developed to capture students' academic and emotional experience with anatomical dissection and to identify emerging themes in attitudes. Findings: Students reported high regard for cadaveric dissection in general with 170 (80%) respondents endorsing it as critical to anatomical education. Regarding dissection of unclaimed bodies, 30% of students found the practice ethical while 47% of students found the practice unethical. Multivariate analysis found that ethical view was directly associated with comfort level (OR= 156.16; 95% CI: 34.04, 716.40). Most students expressed comfort dissecting self-donated bodies (n = 206, 97%), while fewer students expressed comfort dissecting unclaimed bodies (n = 66, 31.1%). This latter finding significantly correlated with gender (t = 3.361. p < 0.05), class cohort (F = 3.576, p < 0.01), but not with religious affiliation or age. Thematic analysis revealed the following themes in student responses: (1) invoking ethical paradigms to either justify or condemn the practice, (2) subjective experiences, and (3) withholding judgment of the practice. Insights: Many students expressed negative attitudes toward the dissection of unclaimed bodies, with some citing issues of social vulnerability, justice, and autonomy. These findings indicate that many students' ethical code may conflict with institutional policies which permit this practice. Medical school represents a critical time in the professional development of trainees, and development practices which align with the moral code of local institutions and stakeholders is crucial. [ABSTRACT FROM AUTHOR]

Background and Aims: The aim of this study was to conduct a survey on usefulness of medical education-based software applications in learning physiology as an aid to regular academics among first-year medical and dental students in India. Methodology: This is a survey-based cross-sectional study which included 282 students from medical and dental health sciences. Results: Out of 282 medical students, 267 (95%) students found the app simple to follow, 257 (91%) students said that app was easy to understand and 243 (86%) found it as a learning aid to didactic learning. Conclusion: Our study reports that students widely use medical education-based apps for academic benefits and as an aid to didactic learning. [ABSTRACT FROM AUTHOR]

Background: Assessing reflective performance in medical students is a crucial initial step in devising effective educational strategies for its enhancement. Current reflection scales in Iran fall short, primarily because they do not adequately address students' willingness and inclination to engage in reflective practices. This study aimed to test psychometric properties of Reflective Performance Questionnaire (RPQ) among medical sciences students in Iran. Methods: This cross-sectional study was conducted in Tabriz University of Medical Sciences students (n=245). The RPQ underwent translation from English to Persian through a translation and backtranslation process. The psychometric properties of the RPQ were done by using face, content, and construct validity, and reliability. The construct validity was done using Exploratory Factor Analysis (EFA) on 245 students. The reliability of the RPQ was also checked with two approaches of internal consistency and stability. Results: The content validity indices, namely Content Validity Index (CVI) and Content Validity Ratio (CVR), were deemed satisfactory with values of 0.93 and 0.74, respectively. The EFA revealed a single factor containing 40 items explained more than 33% of the total observed variance. The reliability test revealed that the Cronbach's alpha coefficient (equal to 0.89) and the Intra-class Correlation Coefficient (ICC) indicated satisfactory internal consistency equal to 0.89 (95%CI=0.87-0.91) for the tool. Conclusion: This study confirmed that the Persian version of the "Reflective performance Scale" is a reliable and valid instrument to evaluate reflective performance in medical students within Iran. The structure of the dimensions obtained in this study was consistent with the structure of the original scale. [ABSTRACT FROM AUTHOR]

Purpose: People with intellectual disability face extensive health inequality and premature mortality. Medical students have reported that they lack the skills, knowledge and confidence to work with those with intellectual disability and autism. This emphasises the need for tomorrow's doctors to be adequately trained. This study aims to investigate students' knowledge, skills and attitudes towards people with intellectual disability and autism, examining whether these outcomes change following curricula re-design and with implementation of an e-learning module. Design/methodology/approach: The university curricula in intellectual disability and autism were re-designed and an e-learning module developed using co-production. This was delivered to fourth-year medical students with a subgroup receiving the additional e-learning. A controlled trial evaluated students' knowledge, skills and attitudes using pre- and post-questionnaires. Statistical tests of difference were used to the scores obtained. Findings: This study showed an improvement in knowledge, skills and attitudes with intellectual disability and autism after curricula engagement, with an incremental benefit observed for students also completing the e-learning module. There was significant difference in pre-and-post placement scores assessing student attitudes towards intellectual disability and autism teaching. Originality/value: This study highlights the importance of a multi-faceted, co-produced curricula re-design in intellectual disability and autism. The benefit of the e-learning module holds hope that the newly introduced mandatory Oliver McGowan training will be beneficial in the development of tomorrow's doctors. Effective training in intellectual disability and autism is vital to improve the care and support delivered and reduce unnecessary deaths. [ABSTRACT FROM AUTHOR]

Background: Rural areas are increasingly moving back into the focus of social research, especially in the context of health care. As the shortage of general practitioners (GP) in rural areas is a significant challenge in Germany, there are several programs to counteract underuse effectively, acutely, and sustainably. One of those programs is 'Beste Landpartie Allgemeinmedizin' (BeLA), which was developed to strengthen primary care in rural areas and to sustainably promote young doctors to work as general practitioners in rural regions through didactical and financial support. The program includes an accompanying qualitative study exploring the motivational structures of medical students from a sociological perspective. For this study, the nexus of working in rural areas from the perspective of medical students with different forms of rural experiences was of interest. Methods: Qualitative interviews have been conducted at regular intervals on an ongoing basis since 2020 to investigate motivational retention effects during the program. The current 33 interviews were analysed using the sociological conceptual framework of spatial methods. Results: The images and experiences of working in rural areas condition medical education in various ways. In addition to general images of living and working in rural areas in a biographical dimension, the idea of working as a GP in rural areas includes images of specific medical competencies and is conditioned by different medical tasks. From such a perspective, the images and attributions of working in primary care in a rural region demonstrate particularities, challenges, and the potential attractiveness of working in rural regions. Discussion: The images and experiences of rural areas condition medical education in various ways and shape the expectations and the decision-making of possibly working in rural areas. The particularities, opportunities, and challenges of working in rural areas, which relate to both professional aspects and social life, are a major factor in the attractiveness of a potential rural practice. Didactical and educational curricula need to adapt the various attributions of working in rural areas. [ABSTRACT FROM AUTHOR]

Purpose: The main objective of this study was to evaluate the impact of the participation of students and health professionals who provided free health screenings for athletes with intellectual disabilities (ID) during their sports competitions on their attitudes toward people with ID. Methods: Quantitative data were collected from 51 students and health professionals during the 2017 Summer Games organised by Special Olympics Québec. A single group test-retest design was used. Descriptive analyses and univariate t test analyses with paired samples were performed. Two instruments were used: the Attitudes toward Intellectual Disability – Short Form (ATTID-SF) questionnaire and a questionnaire on attitudes toward people with ID in a clinical context. Results: The respondents' attitudes improved significantly on two of the five ATTID-SF factors (Interaction and Sensitivity or tenderness) and on seven of the 23 items in the questionnaire on attitudes in a clinical context. The largest pre-post differences were observed for feeling more comfortable interacting with people with ID. Conclusions: This study suggests that it is possible to improve attitudes, and more specifically the behavioural dimension of attitudes, through social and professional experiences fostering direct contact between health professionals and people with ID, and that this could contribute to better health care for this population. [ABSTRACT FROM AUTHOR]

Background/Objectives: Artificial intelligence (AI) is rapidly reshaping healthcare, offering transformative potential for diagnostics, treatment, and patient management. Despite its growing significance, there is limited integration of AI education in medical curricula, raising concerns about the readiness of future healthcare professionals to utilize AI technologies. This study aims to evaluate the readiness of medical students in Saudi Arabia to embrace AI and to assess the current state of AI education, AI Application use, and future perspectives for medical students. Methods: a cross-sectional design was employed. It involved medical students from various regions of Saudi Arabia. Data were collected using an anonymous, online, structured, and validated tool from previous studies. The survey included sociodemographic information, details on AI education, the usage of AI applications, intended specialties, and a Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS). The data were extracted and revised in an Excel sheet. Statistical analysis was conducted using the IBM SPSS computer program with appropriate statistical tests. Results: This study enrolled 572 medical students, with a mean age of 21.93 years. Most students were Saudi (99.0%), and 43.7% lived in the western region of Saudi Arabia. Most students attended a government medical college (97.41%), and 64.3% of students were in their clinical years. Only 14.5% of the students had received formal AI education, while 34.3% had participated in extracurricular AI training. The mean (SD) MAIRS-MS score was 68.39 (18.3), with higher scores associated with female students, those from the central region, and those with advanced English and computer technology skills (p < 0.001). Conclusions: there is limited AI education and moderate AI readiness among medical students in Saudi colleges, with significant variability in terms of gender, region, and educational background. These findings underscore the need to integrate AI education into medical curricula to better prepare future physicians for AI-enabled healthcare systems. [ABSTRACT FROM AUTHOR]

Background: The growing shortage of General Practitioners (GPs) is a Europe-wide challenge, particularly in rural areas. In Germany, the situation is worsened by an ageing workforce of GPs and insufficient training of new doctors. Many newly qualified physicians choose careers outside primary care or prefer to work part-time to balance work and family life. To address this problem, it is essential to understand the factors that influence medical students' specialty choice, and then to take action to encourage them to specialise in General Practice (GP). In addition to medical school experiences, rural placements, or characteristics of the specialty, personality traits have been shown to influence students' specialty decisions. A well-researched approach to assessing personality is the Five-Factor Model, which measures personality on the dimensions openness (to experience), conscientiousness, extraversion, agreeableness, and neuroticism. Using the findings about the links between students' personalities and an increased interest in a career in General Practice may be an approach to raising the number of GPs. Objectives: We aimed to examine how students' personality traits influence their interest in General Practice and their current intention to pursue General Practice as a specialty. Methods: In March 2021, we started an ongoing online survey among medical students at the University of Würzburg and assessed cross-sectional data about the 'Big Five' personality traits and aspects of career choice. Until December 2022, we invited three cohorts of first-year beginners, and one cohort each of third-, fifth- and sixth-year students via email to participate in the survey. For statistical analysis, we performed linear regression and extended it into a path model to examine the relationship between students' personality traits, their interest in General Practice, and whether they would currently choose General Practice for their future specialty. We controlled for possible confounding effects of age, gender, and current semester by using covariates. Results: Higher levels of agreeableness and neuroticism predicted greater interest in GPs, whereas higher levels of conscientiousness and openness predicted less interest in GPs. The effects of extraversion were unclear. Age was a significant predictor of interest, with older age associated with greater interest in General Practice. Gender was not a significant predictor of interest in General Practice, and the results for semester were inconclusive. The interest in General Practice is a predictor of the intention to choose GP as a specialty. The personality dimensions show an indirect predictive effect on the intention to choose GP, mediated by interest in GP. In total, R² = 7.7% of the variance of the interest in GP was explained by the combination of personality dimensions and covariates. Conclusion: Our study reveals that students' personality traits predict their interest in General Practice and their intention to choose it as a specialty. Personality assessments can be integrated into counselling services to help students better understand their traits. Our findings highlight the great potential of considering personality in career counselling during medical education or even the extent of admission criteria to medical school by personality-related criteria. [ABSTRACT FROM AUTHOR]

Background: The use of actors as standardised patient-instructors (SPI) in clinical interview training in the psychiatry module of the medical curriculum is welcomed by medical students. This study aims to examine the effectiveness of this training in enhancing medical students' psychiatric interview skills. Methods: This was a single-blind randomised controlled study with two arms. Between 17 July 2023 and 26 January 2024, year 5 medical students of The Chinese University of Hong Kong who were studying the psychiatry module and had completed the introductory lecture on clinical interview skills were invited to participate. Participants were asked to rate (1) the helpfulness and adequacy of the existing clinical interview training and (2) their confidence in implementing the clinical interview skills. Participants were then randomly assigned to the intervention group or the control group. Participants in the intervention group received a single clinical interview training workshop through a teleconference platform around mid-module, whereas participants in the control group received teaching as usual. Each workshop involved one trained SPI and two students and lasted for 2 hours. Students engaged in two psychiatric scenarios (post-traumatic stress disorder and delusional disorder). The actor interacted with the students and then provided feedback and guidance based on the four key learning points, namely respectful and sincere attitude, attunement, reflective listening, and empathetic understanding. While one student was practising with the actor, the other student observed and provided peer feedback. Outcome measures included the interview skill sub-score and total score of the Objective Structured Clinical Examination (OSCE) at the end of the module, as well as perceptions of participants on the workshop. Results: Of 279 eligible students, 112 were randomly assigned to either the intervention group (n=58, 52% female) or the control group (n=54, 52% female). The intervention and control groups were comparable in terms of module-end written examination score, interview skill sub-score of OSCE, and total score of OSCE. Despite this, participants provided highly positive feedback for the clinical interview training using the SPI approach, and 98.3% considered that the session had a positive effect on clinical communication skills. Nonetheless, the post-workshop confidence levels of participants were not correlated with the interview skill sub-score or the total score of OSCE. Similarly, participants' perceived positive feedback of the workshop was not correlated with the Interview skill sub-score or the total score of OSCE. Conclusion: Small-group online clinical interview training using the SPI approach is welcomed by students. Positive subjective outcomes may not match with objective outcomes. Further studies are needed to establish the benefit of the SPI approach. [ABSTRACT FROM AUTHOR]

Working in a field that underrepresents populations outside Western societies, social psychologists in the Asia‐Pacific region encounter challenges in conducting research and imparting knowledge about social behaviour that resonates with local contexts. This paper argues that teaching can be a pathway for social psychology to rectify this representation problem. In this study, we report the results of our survey designed to contribute to an initial understanding of how and what social psychology is currently taught. Collectively, our survey respondents teach social psychology to over 12,000 students each year across 11 societies in the region. Results indicate that social psychology is seen as a crucial part of psychology education. About 80% of the respondents agreed that students should be taught that what is known in the international literature may not apply to a local context. At the same time, about 70% of the content taught was estimated to come from Western countries. Our findings highlight an opportunity for social psychology to evolve through teaching that embraces a more inclusive approach to meet societal demands for sound psychological knowledge. [ABSTRACT FROM AUTHOR]

The study aimed to investigate nutrition‐related health behaviors among nursing and medical students compared to healthcare workers (HCWs), including nurses and physicians. A cross‐sectional survey was conducted between May and November 2022, using the I‐MEDAS and lifestyle‐related behavior questionnaires. The participants included nursing and medical students, nurses, and physicians, with a total of 384 participants: 16.9% physicians, 23.17% nurses, and 59.9% students, 93% of whom were nursing students. The average I‐MEDAS score (out of 17) was 7 for physicians, 8 for nurses, and 8 for students, with no significant differences in lifestyle behavior scores between the groups (p = 0.11), although nurses tended to score lower. Nurses also had a significantly higher BMI compared to physicians and students (p < 0.001). Physicians and nurses reported lower engagement in leisure activities and household chores, fewer sleep hours, and poorer sleep quality. The findings highlight a decline in healthy lifestyle behaviors and poor adherence to the Mediterranean diet among HCWs and students, particularly nurses, emphasizing the need for interventions to promote healthier habits in these groups. [ABSTRACT FROM AUTHOR]

Prospective professional helpers particularly in psychology are at great risk when they have had adverse childhood experiences (ACEs). Their self-regulation as survivors may endanger their profession in the future. A mixed-methods sequential explanatory study aimed to gain an in-depth understanding of the self-regulation of emerging adult students majoring in psychology who survived ACEs. The first study with a cross-sectional survey method identified negative correlation between ACEs and self-regulation. The domain of childhood maltreatment was more strongly negatively associated with impulse control than goal setting. The opposite applied to the domain of family/household dysfunction. Meanwhile, the second study with a narrative method among participants with at least four types of ACEs generated ten narrative themes (i.e. intense self-criticism, excessive self-dedication, awareness, meaning reconstruction, compensation or avoidance, competitiveness, independence, family orientation, social relation patterns, and social support role). Integration of the two results generated four forms of survivors' typical self-regulation. Two forms were in line with previous concepts (i.e. impulse control and goal setting), the rest were two survivor-specific findings (i.e. cognitive functioning and the value of the other's presence). There were three groups of participants produced from correspondence analysis. The results indicate that despite their survival, their setting goals and striving for the future, psychology students with more ACEs are still hindered by the terrible memories and their impacts. Self-insufficiency and interpersonal issues particularly may cloud their future profession as helpers. The psychology students themselves or other parties can help improve self-regulation by understanding the possible connections between their ACEs and their current difficulties, separating lingering emotions caused by past history, and improving abilities gradually, intrapersonally and interpersonally. [ABSTRACT FROM AUTHOR]

Background: Common mental health problems (CMHP) are prevalent among junior doctors and medical students, and the COVID-19 pandemic has brought challenging situations with education disruptions, early graduations, and front-line work. CMHPs can have detrimental consequences on clinical safety and healthcare colleagues; thus, it is vital to assess the overall prevalence and available interventions to provide institutional-level support. Aims: This overview summarises the prevalence of CMHPs from existing published systematic reviews and informs public health prevention and early intervention practice. Methods: Four electronic databases were searched from 2012 to identify systematic reviews on the prevalence of CMHPs and/or interventions to tackle them. Results: Thirty-six reviews were included: 25 assessing prevalence and 11 assessing interventions. Across systematic reviews, the prevalence of anxiety ranged from 7.04 to 88.30%, burnout from 7.0 to 86.0%, depression from 11.0 to 66.5%, stress from 29.6 to 49.9%, suicidal ideation from 3.0 to 53.9% and one obsessive-compulsive disorder review reported a prevalence of 3.8%. Mindfulness-based interventions were included in all reviews, with mixed findings for each CMHP. Conclusions: The prevalence of CMHPs is high among junior doctors and medical students, with anxiety remaining relatively stable and depression slightly increasing during the COVID-19 pandemic. Future research on mindfulness-based interventions is required for a resilient and healthy future workforce. PRISMA/PROSPERO: the researchers have followed PRISMA guidance. This overview was not registered with PROSPERO as it was conducted as part of an MSc research project. [ABSTRACT FROM AUTHOR]

Learners across the medical education continuum will encounter numerous high-stakes exams and assessments. Effectively preparing for and performing well on these types of assessments can be challenging for learners for a wide variety of reasons. It is imperative that medical educators provide appropriate support for learners who experience challenges with high-stakes exams, particularly given the complexity of factors like life circumstances of individual learners and the significance of these assessments for career advancement/progression. Grouped into areas including educator mindset, information-gathering, and developing and executing a study plan, the following 12 tips will help medical educators be better prepared to meaningfully support learners in need of assessment remediation and guidance. [ABSTRACT FROM AUTHOR]

To describe current food insecurity (FI)-related training among nutrition/dietetics, public health, and social work students. A cross-sectional online survey was used among students (n = 306) enrolled in health-related programs at 12 US universities. Participants reported FI-related course-based and extracurricular experiences and rated confidence to address FI on a scale of 1–3. Open-ended questions investigated perceived definitions of FI and impactful course activities. Descriptive statistics and thematic analysis were used for data analysis. Participants' FI definitions were multifaceted. Most (80.6%) reported FI being covered in at least 1 course. The overall mean confidence to address FI was 2.2 ± 0.48. Participants suggested increasing application-based opportunities and skills training. Most students have a basic understanding of FI and report high confidence to address it in the future. Impactful FI-related experiences and participants' suggestions guide developing an FI training resource to enhance student FI competency and sensitivity. [ABSTRACT FROM AUTHOR]

Background: The social disapproval or stigma surrounding mental illness contributes to the postponement of individuals seeking assistance and frequently undermines therapeutic alliances between mental illness sufferers and health care professionals. Aims: This study explored perceptions and attitudes towards individuals with mental illness among college healthcare students in Indonesia. Methods: This study used a qualitative method. Twenty five students enrolled in six healthcare programs were interviewed using a semi structured format. The data analysis adopted a thematic analysis. Results: Our thematic analysis generated four main themes: (1) general perceptions of mental health and mental illness; (2) knowledge about mental illness; (3) mental health stigma; and (4) mental health stigma campaigns. Conclusions: The participants exhibited positive perceptions of mentally ill people. Students understood mental health, and they exhibited positive attitudes toward mentally ill people. Some students have stigma and lack of confidence to assist those who have mental illness. Further efforts are required to acquaint students with mental health issues and facilitate their interaction with mentally ill individuals. Anti-stigma campaigns are required to combat the pervasive stigmatization of individuals with mental illness. It is recommended to conduct a more extensive study about the stigma that students encounter in relation to mentally ill individuals. [ABSTRACT FROM AUTHOR]

Background: Moral sensitivity and academic integrity discernment hold paramount importance for healthcare professionals. Owing to distinct undergraduate educational backgrounds, nurses and physicians may exhibit divergent moral perspectives, academic integrity cognisance, and moral sensitivity within clinical environments. A limited number of studies have investigated the disparities and congruencies pertaining to moral sensitivity and academic ethical awareness among nursing and medical students. Objective: The study compares moral sensitivity and academic ethical awareness of undergraduate nursing and medical students with and without clinical exposure. Research design: A self-administered cross-sectional survey conducted from January to February 2022 was used to collect data from a medical school in Hong Kong. Participants and research context: A total of 545 respondents, including 137 nursing students and 408 medical students, completed the questionnaire. Ethical consideration: Ethics approval of the study was obtained. Written consent was waived to maintain anonymity because completing the questionnaire was considered implied consent. Findings: Both groups of undergraduates demonstrated a high level of bioethics knowledge. In terms of academic integrity, medical students were found to have a less concerned attitude towards punctuality, attendance, and skipping classes. Regarding moral sensitivity, senior medical students with clinical experience put less emphasis on decision-making involving patient participation, while senior nursing students were more hesitant in withholding treatment for incompetent patients who refused treatment. Both nursing and medical students showed decreased moral sensitivity in the 'conflicts' domain with increased clinical exposure. Conclusion: Study findings contribute to the discussion comparing the ethical attitudes of nursing and medical students. More effort should be made in nursing and medical education to promote practices in line with high academic integrity and to develop the ability to be morally sensitive in professional settings. [ABSTRACT FROM AUTHOR]

Our study aims to describe the status of workplace violence against medical students during clinical practice, which consists of its prevalence, types, perpetrators, students' responses and influences on them, reasons for workplace violence and to determine some relevant factors of this issue through both quantitative questionnaire and qualitative interview. A descriptive cross-sectional study with mixed methods was conducted on 320 students from the second-year to the sixth-year classes at Hanoi Medical University from August 2022 to February 2023. The questionnaire was based on the WHO questionnaire survey 'Workplace violence in the health sector – country case studies research instruments – Geneva 2003'. 10 students from quantitative research who completed the questionnaire, experienced at least one type of workplace violence and consented to continue taking part in the research were chosen for in-depth interviews. The prevalence of students witnessing and/or experiencing workplace violence was 35.6% and 19.4% of the sample population had experienced at least one kind of workplace violence. Medical staff were the most common perpetrators. 86.8% of students who were exposed to workplace violence did not report the incidents for a variety of reasons. The major reasons leading to workplace violence related to patients, patients' relatives and students, among which the first-ranked ones were the patients' education level and their unsatisfied expectations. Some relevant factors to workplace violence against medical students were determined by quantitative analysis such as students' grade (OR = 3.09) and region (OR = 3.31) and were explored additionally by qualitative interview such as the student management of the instructors, students' personality, attitude and appearance as well as hospital environment. Based on the research findings, establishing prevention methods, which require action from both individuals (students, medical staff) and organizations (universities, hospitals) is recommended. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to review studies exploring the experiences and perceptions of healthcare students and providers regarding their personal choices for elective female fertility preservation and their recommendations of the same to patients. Design/Methods: Employing Pluye and Hong's convergent qualitative synthesis approach, a mixed‐studies review was conducted. The appraisal of studies was performed using the Mixed Methods Appraisal Tool and data analysis utilised Thomas and Harden's thematic synthesis approach. Data Sources: Six electronic databases (PubMed, Embase, CINAHL, PsycINFO, Scopus and Web of Science) were searched from their inception till November 2023. Results: About 24 studies were reviewed, uncovering four major themes: varied personal perspectives, knowledge gaps and role ambiguities, perceived temporal and financial constraints and apprehensions related to fear and stigma. Conclusion/Implication: This review underscored the challenges faced by healthcare professionals and students in their personal pursuit of elective fertility preservation. Addressing these challenges demands the implementation of fertility navigators, culturally and religiously sensitive public health campaigns and staff training. Moreover, standardised guidelines, transparent cost and process reporting, evidence‐based education, counselling on risks and success rates and governmental support in the form of subsidies can mitigate barriers, enhance cost‐effectiveness and promote equitable access to care. Collaboration among stakeholders is imperative to ensure equitable access and maintain quality care in elective female fertility preservation. Reporting Method: This mixed studies review followed the reporting guidelines in the Preferred Reporting Items for Systematic Review and Meta‐Analyses (PRISMA) statement. Patient or Public Contribution: No Patient or Public Contribution. Trial Registration: This review has been registered on the Prospective Register of Systematic Reviews (PROSPERO) database (CRD42023395406) [ABSTRACT FROM AUTHOR]

Background: Patient involvement in the interdisciplinary bedside round (IBR) increases care quality and safety but is influenced and perceived differently by different round participants. Nursing and medical students are still not structurally embedded in the healthcare system, and they participate in interdisciplinary bedside rounds for educational purposes. Thus, the students may give a valuable perspective on patient involvement from the 'outside view'. Aim: This study aimed to describe nursing and medical students' perceptions of patient involvement in IBRs. Methods: This study has a qualitative design with individual interviews. Eighteen informants were recruited with the help of gatekeepers from two sites in Sweden: a university training health clinic and a county hospital. They participated in one‐to‐one semi‐structured interviews, which were analysed with an inductive qualitative content analysis approach. Ethical Issues and Approval: The study has been approved by the Swedish Ethical Review Authority. Informed consent was received from all participants. Results: The results yielded five categories. Two sub‐themes and one theme of meaning emerged as a 'red thread' across the categories. The theme of meaning was: 'In hospital rounds, the patient is a respected guest, but with a disadvantaged "alien status" due to the hosts' difficult medical language and unclear routines'. Students perceive patients are not fully involved in IBRs, and the healthcare team controls this involvement due to patients' lack of knowledge and vulnerability, the hectic hospital environment, and complicated medical language. Doctors lead IBRs and encourage or discourage patient involvement and nurses act as patient advocates, supporting their involvement. Conclusions: According to nursing and medical students, patients are seldom involved in IBRs due to multiple interaction barriers and despite communicational facilitators. Their involvement depends on healthcare professionals. Further research should investigate other IBRs stakeholders' perspectives on patient involvement in IBRs to facilitate it. [ABSTRACT FROM AUTHOR]

Background: Feedback is a crucial element in learning. While studies in the field of healthcare professions education have highlighted the process of educators feeding back to learners, relatively little investigation exists on learners feeding back to educators in Asian cultures. Studies show that recipients of effective feedback develop educational skills and reflective practice, but the process of giving feedback seems to have been mainly studied through surveys and questionnaires. Such research offers little to no insights on feedback providers' and recipients' experiences of feedback. To fill the gap, in the context of multi‐source feedback, we investigate medical students, residents, and nurses feedback giving to clinical educators (and their receiving of this) following a case presentation training course. We aim to understand the facilitators and inhibitors that encourage and/or prevent feedback provision alongside educators' uptake and reactions. Methods: We used semi‐structured group interviews. Participants comprised five different categories of participants: year‐4 medical students (n = 6); residents (n = 5); nurses (n = 4); junior clinical educators (n = 9); senior clinical educators (n = 3). We asked them about their experiences of providing feedback to educators and educators receiving of feedback on their teaching. Group interviews were conducted in the largest healthcare institution in Taiwan. Data were analysed using thematic Framework Analysis and managed in ATLAS.ti 8.0. Results: We identified two major themes with respective sub‐themes: (1) Factors affecting feedback giving (including desire for improvement, feedback content, process of feedback, feedback fears, feedback prevention and medical hierarchy); and (2) Educators' reactions to receiving feedback (including validity of feedback, face‐saving and emotional reactions to receiving feedback). Conclusions: Feedback provision to educators on their teaching, and educators' receiving of this feedback in an Asian culture brings forth issues around medical hierarchy, in‐person feedback and face‐saving, which have important implications for effective and optimal delivery of feedback. Curricular developers should consider the context of feedback (e.g. anonymously online), facilitating students as active participants for the development of educational quality, and educators' mindful practice when engaging with student feedback. This study from Taiwan reports on how medical hierarchy, in‐person feedback and face‐saving all have important implications for effective feedback delivery to clinical educators. [ABSTRACT FROM AUTHOR]

Context: Much remains unanswered regarding how clinical reasoning is learned in the clinical environment. This study attempts to unravel how novice medical students learn to reason, by examining how they make sense of the clinical patient encounter. Method: The current study was part of a greater research project employing constructivist grounded theory (CGT) to develop a learning model of clinical reasoning. Introducing the sensemaking perspective, as a sensitising concept, we conducted a second level analytic phase with CGT, to further advance our previously developed model. This involved re‐examining collected data from semi‐structured interviews, participant observations and field interviews of novice students during their early clinical clerkships. Results: A learning model of how medical students make sense of the patient encounter emerged from the analysis. At its core lie three interdependent processes that co‐constitute the students' clinical sensemaking activity. Framing the situation is the process whereby students discern salient situational elements, place them into a meaningful relationship and integrate them into a clinical problem. Inquiring into the situation is the process whereby students gain further insight into the situation by determining which questions need to be asked. Lastly, taking meaningful action is the process whereby students carve out a pathway of action, appropriate for the circumstances. Tensions experienced during these processes impair clinical sensemaking. Conclusions: The study provides an empirically informed learning model of clinical reasoning, during the early curricular stages. The model attempts to capture the complexity of medical practice, as students learn to recognise and respond to what constitutes the essence of a clinical situation. In this way, it contributes to a conceptual shift in how we think and talk about clinical reasoning. It introduces the concept of clinical sensemaking, as the act of carving a tangible clinical problem out of an often undetermined clinical situation and pursuing justified action. The authors offer an empirically informed model of learning of clinical reasoning in the clinical environment by drawing on the concept of "sensemaking". [ABSTRACT FROM AUTHOR]

Purpose: There is a shortage of generalist physicians globally impacting health equity and access to care. An important way in which medical schools can demonstrate social accountability is by graduating learners interested in careers in generalism. While generalism is endorsed as a matter of principle in medical education, how this translates into curricula is less clear. The aim of this study was to identify how generalism is understood and supported by family physician educational leaders in undergraduate medical education (UME) in Canada. Methods: We conducted a qualitative study, interviewing 38 family medicine leaders in UME across all 17 Canadian medical schools. We examined the data with template analysis, informed by the iceberg model of systems thinking. Results: Four themes were identified: (1) Teaching and learning strategies in support of generalism—a consistent range existed across UME curricula; (2) Curriculum patterns—changes in leadership and curriculum reform created positive or negative feedback loops that promoted or hindered initiatives to support generalism; (3) Curriculum structures—organ‐system‐based curricula and availability of generalist faculty presented particular challenges to teaching generalist approaches; (4) Mental models and ways of knowing—the preponderance of biomedical frameworks of thinking in curricula unconsciously undermined generalist approaches to patient care. Conclusions: UME programmes promoted generalism through a range of teaching activities and strategies, but these efforts were countered by curriculum structures and mental models that perpetuate epistemic inequity between biomedical approaches to medical education and generalist models of care. Novel curricular frameworks are needed to align undergraduate programmes' commitment to social accountability with community‐based need. To graduate sufficient generalists to meet community healthcare needs, Kelly et al. explore how the curriculum structures and mental models underlying undergraduate medical education need to change [ABSTRACT FROM AUTHOR]

Background: Racialised trainees in Canada and the USA continue to disproportionately experience discrimination and harassment in learning environments despite equity, diversity, and inclusion (EDI) reform efforts. Using critical approaches to understand what problems have been conceptualised and operationalised as EDI issues within postgraduate medical education (PGME) is important to inform ongoing learning environment reform in resident training. Methods: We conducted a critical narrative review of EDI literature from 2009–2022 using critical race theory (CRT) and the concept of intersectionality to analyse how issues of discrimination in PGME have been studied. Our search yielded 2244 articles that were narrowed down to 349 articles for relevance to Canadian and American PGME contexts. We attended to reflexivity and our positionality in analysing the database and identifying themes related to EDI reform. Results: Interest convergence was noted in how EDI reform was rationalised primarily by increased productivity. Problems of learner representation, gender inequities and curricular problems were conceptualised as EDI issues. The role that racism played in EDI‐related problems was largely invisible, as were explicit conceptualisations of race and gender as social constructs. Overall, there was a lack of critical or intersectional approaches in the literature reviewed. Misalignment was noted where studies would frame a problem through a critical lens, but then study the problem without attention to power. Discussion: Interest convergence and epistemic injustice can account for the absence of critical approaches due to the alignment of existing EDI work with institutional interests and priorities. Interest convergence conceptually limits existing EDI reform efforts in PGME. CRT and intersectionality connect racialised learner experiences to systemic phenomena like racism and other forms of discrimination to challenge dominant assumptions. Because they attend to power, critical approaches are key to understanding why inequities have persisted to advance equity in learning environments for racialised and intersectionally marginalised learners. Despite their absence from the literature, this review leads Lam et al. to advocate for critical and intersectional approaches to researching equity issues in postgraduate medical training to fulfil the promise of better patient care. [ABSTRACT FROM AUTHOR]

Background: Scholars have confirmed the vital roles of self‐regulated learning (SRL) behaviours in predicting task performance, especially within non‐linear technology‐rich learning environments (TREs). However, few studies focused on the learning costs (e.g., study effort and time‐on‐task) related to SRL and the efficiency outcome of SRL (i.e., the relative relationship between learning costs and performance). Objectives: This study examined the relationship between students' SRL behaviours and problem‐solving efficiency in the context of TREs. Methods: Eighty‐two medical students accomplished a diagnostic task in a computer‐simulated environment, and they were classified into the efficient or less efficient group according to diagnostic performance and time‐on‐task. Then we coded students' SRL behaviours from trace data and counted the frequency of each SRL behaviour. The recurrence quantification and lag sequential analyses were performed to extract the dynamic characteristics of SRL behaviours, including recurrent patterns and sequential transitions. Results and Conclusions: Efficient students conducted more frequent Self‐reflection behaviours than the less efficient. For the recurrent patterns, efficient students tended to exhibit longer SRL behaviour sequences comprising a variety of different SRL behaviours (e.g., Task Analysis > Add Test > Add Hypotheses > Categorise Evidence) as well as longer sequences of repeated SRL behaviours (e.g., Add Test > Add Test > Add Test > Add Test). Moreover, efficient students exhibited more sequential transitions between different SRL behaviours than less efficient. Takeaways: Overall, this study revealed the effects of SRL on problem‐solving efficiency, which inspired researchers to incorporate problem‐solving efficiency as an evaluation criterion of SRL processes. Lay Description: What is already known about this topic?: Previous studies have highlighted the importance of self‐regulated learning (SRL) behaviours in facilitating students' performance.SRL behaviours also affect learning costs, such as cognitive effort and study time.SRL behaviours influence both learning costs and outcomes and thus their relative relationship, that is, problem‐solving efficiency.Efficient problem‐solvers can achieve high performance with low effort and vice versa. What this paper adds?: Efficient problem‐solvers conducted more self‐reflection behaviours than less efficient.Efficient problem‐solvers repeated longer SRL behaviour sequences than less efficient.Efficient problem‐solvers repeated the same SRL behaviour before moving forward to a different behaviour.Efficient problem‐solvers transitioned between different SRL behaviours more frequently than less efficient. Implications for practice: Instructors should design appropriate metacognitive prompts to facilitate students' self‐reflection and thus problem‐solving efficiency.Intelligent tutoring systems can generate real‐time feedback based on students' SRL features to improve problem‐solving efficiency. [ABSTRACT FROM AUTHOR]

This review aims to comprehensively consolidate and synthesize the existing body of empirical research on the perceptions and experiences of healthcare professionals, trainees, and students concerning microaggression interactions within diverse clinical settings. The review protocol was registered with the international prospective register of systematic reviews (PROSPERO CRD42024546443). We employed the Joanna Briggs Institute's mixed-methods systematic review approach. Comprehensive electronic database searches were conducted across eight databases (Medline, Embase, CINAHL, PsycINFO, Scopus, Web of Science, Social Science Database, and ProQuest Dissertation and Theses) from their respective inception dates up to October 1, 2023. The selection criteria included studies reporting instances of interprofessional or intra-professional microaggressions occurring in clinical environments among healthcare professionals, trainees, and students identifying as heterosexual and without disabilities. In total, 37 studies met the eligibility criteria and were included in our review. Our analysis revealed three primary themes: Racial Microaggressions in the Clinical Environment, Gender Microaggressions in the Clinical Environment, and Religious Microaggressions in the Clinical Environment. Research must delve deeply into these experiences to better understand their long-term consequences, while policy initiatives should be designed to establish equitable, inclusive, and respectful healthcare environments. Collaborative endeavors bridging research and policy are paramount to dismantling barriers and nurturing an inclusive healthcare landscape. [ABSTRACT FROM AUTHOR]

The factors driving excessive reassurance seeking in obsessive–compulsive disorder are incompletely understood. We investigated whether low memory confidence, which drives compulsive checking, may also lead to excessive reassurance seeking during a novel in vivo contamination-based task. Undergraduates (N = 91) completed a memory test and received sham positive or negative performance feedback. Participants then viewed a complicated cleaning video and completed a corresponding cleaning task whilst their reassurance seeking was covertly coded. Afterwards, participants rated their anxiety, confidence, and experimenter responsibility for task outcomes. The novel laboratory task induced high levels of reassurance seeking from participants (median = 5 reassurance requests). There was no evidence that manipulating memory confidence altered reassurance seeking. Greater reassurance seeking was correlated with decreased performance confidence and increased ratings of experimenter responsibility for negative cleaning task outcomes. Memory beliefs may not initiate reassurance seeking, suggesting a possible dissimilarity between reassurance seeking and compulsive checking. [ABSTRACT FROM AUTHOR]

Underrepresented minorities (URMs) are disproportionately affected with aging-related conditions and have inadequate representation in gerontology and geriatrics professions. The Mentorship for Advancing Undergraduate Research on Aging (MADURA) Program aims to increase inclusion of URMs by improving undergraduate retention and success, increasing rates of graduate/medical school applications, and increasing entry into aging research/clinical employment. MADURA provides cohorts with faculty and peer mentorship, research skills training, paid research lab experiences and professional development opportunities. About 87% of the 2023 MADURA cohort intends to take 1+ year after receiving a Bachelor's degree, to prepare for graduate education. Planned activities include gaining work experience, preparing for standardized tests, and obtaining formal training to strengthen graduate/medical school applications. In addition to immediate graduate program acceptances, other student outcomes should be assessed. Longitudinal research on the effectiveness of various post-graduation pathways could assist Mentorship programs in supporting their graduates' longer term educational and career goal attainment. [ABSTRACT FROM AUTHOR]

Introduction: The term 'hepatitis' describes an inflammation of the liver. A viral infection commonly causes it, but there are other possible causes of hepatitis. These include hepatitis caused by drugs, alcohol, toxins and other pharmaceuticals, as well as hepatitis caused by autoimmune conditions. The World Health Organisation suggested that by the close of the 20th century, all nations should include the Hepatitis B vaccine (HBV) in their regular infant and childhood immunisation regimens. Objective: To evaluate the knowledge, attitude and practice of Hepatitis B vaccination among students attending medical, dental, nursing and physiotherapy courses. Materials and Methods: Students studying medicine, dentistry, nursing and physiotherapy at a tertiary health care facility in Kerala's Kozhikode district are participating in this cross-sectional survey. A structured, open-ended questionnaire that the self-administered knowledge, attitude and practice (KAP) used to gather information regarding HBV infection and vaccination was employed to assess the KAP. For the assessment of knowledge, attitude and practice, appropriate scoring was carried out. Utilising SPSS Software version 20.0, the data was analysed. Results: Out of the total 335 students who responded, 256 (76.4%) students were vaccinated, 232 (69.3%) showed poor knowledge towards Hepatitis B vaccination, 6 (16.7%) were not vaccinated and the remaining 23 (6.9%) are not sure about vaccination status. About 38.8% of students have good practice and show a significant association between knowledge, attitude and practice of Hepatitis B vaccination among students. Conclusion: This study shows an association between knowledge, attitude and practice of Hepatitis B vaccination among students, implying that a better understanding of the disease has a positive effect on the practices exercised by an individual. [ABSTRACT FROM AUTHOR]

Background/Objectives: Nursing professionals are often subject to social stereotypes that can hinder effective teamwork with other healthcare professionals and limit their professional growth. Interprofessional education (IPE) enhances teamwork skills and promotes a better understanding of other professional groups. This study aimed to identify the presence of stereotypes associated with nursing among postgraduate nursing and student physicians specializing in emergency medicine and to assess the applicability of simulation as an IPE strategy. Methods: A pilot study using high-fidelity simulation activity focusing on interdisciplinary collaboration was designed for students in the master's programs in emergency nursing and emergency medicine at the Catholic University of Murcia. The activity took place in May 2024 and involved 52 participants (24 postgraduate nursing students and 28 postgraduate student physicians). A mixed-method descriptive study was conducted using a 16-item self-administered questionnaire. Data were analyzed using the Shapiro–Wilk test for normality, Fisher's F test, and the Mann–Whitney U test to evaluate the relationship between variables (p < 0.05). Results: A total of 22 questionnaires were collected (16 from nurses postgraduate student and 6 from postgraduate physicians). Positive attitudes toward nursing stereotypes were found in 9 of the 13 items. No statistically significant differences were observed between the groups regarding most stereotypes, except for one. Negative stereotypes about nursing leadership, professional autonomy, and patient relations were more prominent among nursing students. Conclusions: Stereotypical perceptions exist among both postgraduate nursing and postgraduate student physicians, particularly in nursing leadership and autonomy. Most participants expressed satisfaction with the simulation-based IPE activity, indicating its value in improving the understanding of other professionals' roles. IPE should be incorporated into health sciences education. [ABSTRACT FROM AUTHOR]

Background: The role of animal-assisted therapy (AAT) in complementary and alternative medicine is well acknowledged. AAT is widely patronized, in developed countries such as USA, Canada, and many European countries, but less so in developing countries in Africa including Ghana. For persons in developing African countries and elsewhere to benefit from AAT, healthcare professionals must be acquainted with it recommend it to their patients when necessary. This study therefore assessed the perspectives of clinical-level medical students on AAT. Method: A semi-structured questionnaire was used to collect data in a cross-sectional study from 206 randomly selected clinical-level medical students of the University for Development Studies, Tamale, Ghana. The data was analyzed using Microsoft Excel and SPSS (Version 26) and the results were presented in Tables and charts. The association between demographic variables and the knowledge and attitude of the students were determined using ANOVA, while bivariate Pearson's correlation was used to measure the relationships between continuous variables. Associations were considered significant when p-value < 0.05. Results: The knowledge about AAT among the medical students was very poor (0.971 ± 2.407 over 10; 9.7%); almost all of them (≈ 99.0%) had very little or no exposure to AAT in school or at home. The attitude of the students was however averagely positive (3.845 ± 0.748 over 7; 54.9%), with a perceived health benefit of ATT score of 4.768 ± 1.002 (68.1%). The motivation of the students to acquire more knowledge and skills about AAT mostly through lectures and practical sessions (70.9%) was good (4.809 ± 1.221; 68.7%). Female students were significantly more knowledgeable about AAT than their male counterparts (1.5 versus 0.6; p-value = 0.006). No other sociodemographic characteristics had any significant association with knowledge, attitude, and perception of benefit variables. However, a significant positive relationship was found to exist between the students' knowledge, attitude and perception of animal-assisted therapy (r ≥ 0.236; p-value ≤ 0.001). Conclusion: We conclude that the knowledge about AAT among medical students is inadequate and this is worrying given the beneficial complementary role of AAT in achieving SDG 3. Medical schools and their regulators in Ghana should incorporate complementary and alternative medicine (CAM) lessons in their training curricula. For practising medical doctors, topics on CAM should be discussed during their Continuous Professional Development sessions. With better knowledge, physicians would possibly be more willing and confident in recommending this useful complementary and alternative medicine to patients who may seek other forms of therapy besides conventional medicine or which will augment the orthodox medication the patients may have been using to treat their conditions. [ABSTRACT FROM AUTHOR]

Introduction: Body image issues among adolescents are rising in India. The grade of body image has alarming influence on functions in all perspectives of life. Outcome like academic absenteeism are connected with one's body perception. There is a need to review the perception of self-esteem and body image of medical undergraduates along with their impacts on academic behavior of undergraduates. Methodology: The study involved medical undergraduates and cross-sectional design was used. Questionnaire consisted of Socio demographic profile and 3 scales which includes Rosenberg Self-Esteem Scale, Szuch's scale and Measurement of Academic Behavior (MAB). Data was collected and analyzed using SPSS version 27. Results: 540 MBBS students participated in the study. Positive correlation seen amid self-esteem and body image perception with r=0.5 (p=<0.001). Significant positive correlation was observed among academic behavior and self-esteem as r = 0.0.473 (p=<0.001). Body image dissatisfaction was observed in underweight and overweight undergraduates. (p <0.001). Conclusion: The results concluded that the undergraduates with poor body image satisfaction and low self-esteem were found to be having low level of academic behavior. [ABSTRACT FROM AUTHOR]

Objectives: To assess student reactions to the skill-based training program on IMNCI. To assess student learning in the skill-based training program on IMNCI by OSCE and retro-pre feedback. To assess the reaction of students to OSCE as an assessment tool. Material and Methods: It was a mixed method interventional educational research. Students were assessed by using OSCE stations, retro pre feedback, and open ended questions about the training program and OSCE. Results: Retro-pre feedback of self-assessment of the 75 students shows that, after the training program, there is a significant increase in the self perceived post-test scores of Knowledge of Importance of IMNCI (2-4), Chart booklet (1.5-3.9), Skills of assessing the child for danger signs (1.7-3.9), cough (1.9-3.9), diarrhoea (2.1-4.2), anemia (2.2 -4.1), malnutrition (2.2 -4.2), counseling the care giver of the child (2-4.2). The students liked the skills taught interactively through videos, case scenarios, and role plays. Student liked the OSCE because of the clinical scenarios, photos, diverse cases were evaluated. Conclusions: Overall, the training program was taken well by the students and their IMNCI skills were improved. [ABSTRACT FROM AUTHOR]

Military service is a demanding profession that requires high physical preparedness and mental endurance. At the same time, the demands of military duties often require early rising and shortened sleep duration. Such a reduction in sleep can reduce physical and mental performance, and these changes can be reflected in life satisfaction. For this reason, soldiers' life satisfaction is a crucial variable for their success and long-term service. This study examined the relationship between sleep quality, sleep duration, and life satisfaction in military medical students. The results on 35 military students showed that greater sleep quality corresponded to greater life satisfaction; this relationship was moderate and significant (r = −460, p =.005). Notably, participants (n = 17) who began to wake up without the use of an alarm clock reported an average of 11% higher life satisfaction than the participants who woke to an alarm clock; this difference between participants was statistically significant (p =.011, Cohen's d =.911). Pre- and post-intervention showed that sleep hygiene education could be a suitable solution to prevent sleep deprivation and positively impact life satisfaction. Our findings emphasize the importance of increased sleep hygiene education, especially in preparing future military officers and during military exercises. Prioritizing sleep hygiene in these ways can significantly increase soldiers' life satisfaction. [ABSTRACT FROM AUTHOR]

Aim: Objective structured clinical examinations have long been used in dietetics education. This observational study aims to describe the development, deployment, feasibility and validity of assessment using an oral interview in place of traditional objective structured clinical examinations, and to determine the ability of this assessment to identify students who are either not ready for placement or may require early support and/or remediation. Methods: Student assessment data were collected over a two‐and‐a‐half‐year period and used to test the predictive ability of an oral interview to determine dietetic placement outcomes and highlight a need for early remediation. Descriptive statistics as well as a between‐group one‐way ANOVA was used to describe results. Results: A total of 169 students participated in the oral interview and subsequent medical nutrition therapy placement over the study period. Significant differences in oral interview score were seen between students who passed placement and students who passed with remediation or those who failed. Oral interview performance was able to predict placement outcome, yet required less resources than traditional objective structured clinical examinations. Conclusion: An oral interview may provide the same utility as the objective structured clinical examination in dietetics education. [ABSTRACT FROM AUTHOR]

Reflective writing (RW) is a popular tool in medical education, but it is being used in ways that fail to maximize its potential. Literature in the field focuses on why RW is used – that is to develop, assess, and remediate learner competencies – but less so on how to use it effectively. The emerging literature on how to integrate RW in medical education is haphazard, scattered and, at times, reductionist. We need a synthesis to translate this literature into cohesive strategies for medical educators using RW in a variety of contexts. These 12 tips offer guidelines for the principles and practices of using RW in medical education. This synthesis aims to support more strategic and meaningful integration of RW in medical education. [ABSTRACT FROM AUTHOR]

Background: Scottish Graduate Entry Medicine (ScotGEM) is a new four-year graduate entry medical programme. During the third year, students undertake a Longitudinal Integrated Clerkship (LIC) where they are integrated into one General Practice for two and a half days a week. The remaining time is 'white space', allowing students to undertake placements and portfolio work; while directing their learning. Aims: To explore the students' perceptions of the utility of the 'white space' of the ScotGEM LIC. Secondary aims were to explore the positive aspects of this space, the challenges of utilising this space and to explore any difference in the 'white space' between LIC regions. Methods: An explorative case study methodology was utilised and semi-structured interviews were conducted with third and fourth-year students. 13 interviews were transcribed for inductive thematic analysis. Findings: Four themes were established: the students' usage of the 'white space'; the tools they used to guide learning in this space; regional variations in LIC experiences and they offered suggestions to improve the utility of this space. Discussion and conclusion: The findings are detailed and integrated with relevant literature to inform recommendations for future LIC practice and suggestions for future research are offered. [ABSTRACT FROM AUTHOR]

Oncology clinicians often miss opportunities to communicate empathy to patients. The current study examined the relationship between implicit bias (based on cancer type and ethnicity) and medical students' empathic communication in encounters with standardized patients who presented as Hispanic (lung or colorectal) individuals diagnosed with cancer. Participants (101 medical students) completed the Implicit Association Test (IAT) to measure implicit bias based on cancer type (lung v. colorectal) and ethnicity (Hispanic v. non-Hispanic White). Empathic opportunities and responses (assessed by the Empathic Communication Coding System; ECCS) were evaluated in a mock consultation (Objective Structured Clinical Examination; OSCE) focused on smoking cessation in the context of cancer. Among the 241 empathic opportunities identified across the 101 encounters (M = 2.4), 158 (65.6%) received high empathy responses from the medical students. High empathy responses were most frequently used during challenge (73.2%) and emotion (77.3%) opportunities compared to progress (45.9%) opportunities. Higher levels of implicit bias against Hispanics predicted lower odds of an empathic response from the medical student (OR = 3.24, p =.04, 95% CI = 0.09–0.95). Further work is needed to understand the relationship between implicit bias and empathic communication and inform the development of interventions. [ABSTRACT FROM AUTHOR]

Despite the importance of sexual well-being in overall health, health providers do not communicate with their patients about sexual health sufficiently and highlight their discomfort with the topic as one key barrier. This study tested the effectiveness of a brief reflective sexual health workshop as an online intervention to increase comfort in sexual health communication. Participants were students enrolled on an undergraduate medical programme at a private university in Malaysia who were randomly allocated to a workshop that focused either on sexual health communication (intervention, n = 48) or on cultural competence in communication training (active control, n = 50). While the workshops varied in their focus, both followed identical structures and tasks. Multilevel modelling analyses revealed that both workshops increased subjective (self-reported) comfort and observed comfort through more direct verbal mentions of sex during history-taking. However, the sexual health workshop was more effective than the cultural competence workshop in reducing verbal avoidance behaviours and in promoting awareness of the value of effective communication about sex. Our Findings highlight the value of conducting brief reflective workshops that focus on comfort in communication to supplement other aspects of the medical school curriculum. [ABSTRACT FROM AUTHOR]

Introduction: Student engagement is influenced by several variables, among which are the teaching styles employed by faculty. In problem‐based learning (PBL), the role of faculty is to facilitate the learning of the tutorial group as they work through clinical problems. However, the influence of tutor intervention styles and group process on engagement of students in PBL tutorials is unclear. Methods: The study was conducted with year 2 and 3 medical students (n = 176) in PBL tutorial groups at the end of an integrated PBL course. Students evaluated their behavioural, cognitive and emotional engagement in PBL tutorials using a pre‐validated 11‐item questionnaire. Students also filled in a modified version of a previously published tutor intervention profile (TIP) questionnaire. The modified TIP questionnaire represents three constructs (1) steering the learning process (6 items), (2) stimulating student autonomy (4 items) and (3) establishing relatedness with students (3 items). In addition, PBL group process was evaluated using a 5‐item nominal scale: (1) tutorial atmosphere, (2) listening and information sharing, (3) group performance, (4) decision making and (5) reaction to leadership. Results: Establishing sense of relatedness in the group by PBL tutors was the most important predictor of emotional engagement (F = 41.213, ΔR2 = 0.191, β = 0.438, P = 0.000). On the other hand, steering the learning process was a significant predictor of behavioural engagement (F = 19.0, ΔR2=0.098, β = 0.314, P = 0.000). However, stimulating student autonomy was not a significant predictor of student engagement in PBL tutorials. On the other hand, enhancing the group process in PBL tutorials significantly predicts student engagement with strong impact on emotional and cognitive engagement of students. Conclusions: Establishing the sense of relatedness in the group and steering the learning process by PBL tutors as well as improving PBL group process are significant predictors of student engagement in PBL tutorials with emotional and cognitive engagement being the most sensitive variables affected. Enabling engagement in medical education! This study reveals the power of fostering relatedness, guiding learning processes, and refining group dynamics in problem‐based learning. [ABSTRACT FROM AUTHOR]

Background: Sedentary behavior is associated with various adverse health outcomes. Medical students often experience high academic demands, leading to increased sedentary time. This study aimed to evaluate the effectiveness of a mobile app providing real-time feedback in reducing total sedentary time and prolonged sedentary bouts and in promoting physical activity among medical students. Methods: Seventy-seven medical students from Jazan University (mean age: 21.4 years; range: 20–25 years) participated in this study. Participants were assigned to either the control group (n = 40) or the intervention group (n = 37). The intervention group received real-time vibration feedback via a mobile app, prompting movement every 30 min of sedentary time, while the control group received no intervention. Sedentary behavior and physical activity levels were assessed using the Activities Completed Over Time in 24 h. Paired t-tests were conducted to examine within-group changes, and a two-way ANOVA was used to assess the interaction effect of time and group on sedentary time and physical activity. Results: After six weeks, the intervention group showed significant within-group reductions in their total sedentary time of 1.82 h (p = 0.01) and prolonged sedentary bouts of 1.91 h (p = 0.001), while the control group had no significant changes. Physical activity levels did not significantly change within either group. The two-way ANOVA revealed that there was no significant change over time between the two groups in their total sedentary time F (1, 75) = 1.590, p = 0.21, prolonged sedentary bouts F (1, 75) = 3.499, p = 0.06, or physical activity F (1, 75) = 0.565, p = 0.45. Conclusions: Real-time feedback from mobile apps resulted in significant within-group reductions in total and prolonged sedentary time among medical students in the intervention group. Low-cost mobile apps providing real-time feedback may be an effective intervention for reducing sedentary behavior among medical students, potentially improving their health and well-being. [ABSTRACT FROM AUTHOR]

Introduction: Cyber harassment of students is a significant stressor in today's society. Medical students are responsible for the physical health of people in the future, so paying attention to their mental health is of enormous importance. Therefore, the purpose of the present study was to investigate the effect of teaching emotion-oriented processing strategies on the perceived stress of cyberbullied medical students. Materials & Methods: The present research was a quasi-experimental study that was conducted on medical students of Mashhad University of Medical Sciences in the academic year of 2022-2023. Thirty cyber-damaged medical students who had been cyberbullied and perceived stress were selected by the purposive sampling method and randomly divided into experimental and control groups. The educational intervention included 9 sessions, an hour for each session, virtually through the Skyroom platform. Before and after the intervention, participants filled out demographic and Perceived Stress Scale (PSS) data collection forms. The statistical test consisted of the ANOVA, which was analyzed by SPSS V.25, and the level of significance was considered less than 0.05. Results: The mean and standard deviation of the perceived stress scores among medical students who suffered from cyberbullying in the post-test of the experimental groups decreased compared to the control group (P=0.003). Based on the covariance analysis, there was a significant difference in the perceived stress scores of the experimental group compared to the control group (P<0.038). Conclusion: The use of emotion-oriented processing by the cyberbullied medical students can improve their perceived stress. [ABSTRACT FROM AUTHOR]

Background: The transformational potential of electronic medical records (EMRs) in global healthcare is evident, but their adoption in low- and middle-income countries, including Nigeria, remains low. Objective: This study aimed to understand the perceptions of southwestern Nigerian medical students toward EMRs given the limited literature on this topic. Methods: A descriptive, cross-sectional online survey was conducted among 412 medical students from four institutions in southwestern Nigeria. Data on the students' demographics, exposure to, and perspectives on EMR was collected. Data was analyzed using R Version 3.6.1. Results: Majority (79%) of respondents were in their clinical years. We found that 68.4% of the respondents had good perception (scores ≥ 16) about EMRs while 31.6% were deemed as having fair level of perception (scores < 16). Interestingly, 54.9% had never used an electronic medical record (EMR). Although 46.4% felt very comfortable with EMRs' postgraduation use, 16% felt very uncomfortable. Notably, 94.5% believed that health technology solutions could enhance Nigerian health outcomes. Furthermore, 81.8% felt that their medical education would benefit from greater EMR exposure, while 80.9% believed that EMRs are essential for adequate patient care. Males exhibited significantly more EMR experience and more positive attitudes toward EMRs. However, there was no significant association between the level of study, location of medical school, and respondents' experience or perceptions of EMRs. Conclusion: More than half of students surveyed reported that they have never used EMRs. Despite this, many students felt comfortable with the idea of using EMRs in their future practice. Observed gender differences in EMR use and attitudes highlight the need for targeted strategies to prepare all students, regardless of gender, for the digital transition in healthcare. [ABSTRACT FROM AUTHOR]

Food safety is a public health concern worldwide due to an increased morbidity and mortality risk associated with the outbreak of food-borne diseases. This study aimed to assess knowledge, attitude, and food safety practices (KAP) among university students in northern Tanzania. This is interesting because it allows data to be collected for creating awareness on safety, sanitation, and quality of food available within and outside the university environments.We conducted a cross-sectional study among 407 university students in Kilimanjaro region and all authors participated equally. Participants completed an online, self-administered questionnaire. Data was analyzed using SPSS version 25 and summarized using descriptive statistics. The Chi-squared test compared the proportion of KAP by participant characteristics and the multiple logistic regression model used to determine the associated factors. Participants had a mean age (standard deviation) of 23.2 (2.6) years, 51.4% were males, and 83% were < 25 years. The overall proportion of good knowledge, attitude, and food safety practices were 82.6, 78.4, and 31.9%, respectively. Higher odds of knowledge and attitude on food safety were students from KCMUCo (OR = 2.36; 95% CI 1.33–4.17) and (OR = 4.80; 95% CI 2.67–8.63). Also higher odds of food safety practice were students with good knowledge (OR = 1.80; 95% CI 1.03–3.13).Good food safety knowledge but not attitudes was associated with good food safety practices. This shows the need to introduce practical food safety within college environments to help students improve food hygiene and safety practices. [ABSTRACT FROM AUTHOR]

Background: Experiential learning holds high potential for medical students' education in palliative care. At RWTH Aachen University in Germany, medical students can participate in the course "The Patient as Teacher" offering a one-to-one exchange with a terminally ill patient over a period of several weeks complemented with four supervision sessions and writing of a reflective essay. The course had run from 2005 to 2020 before it was paused due to the Covid-19 pandemic. This study aimed to assess the course's value as a palliative care teaching tool by investigating students' motivation and experiences over the years 2005–2020. Methods: A stratified sample of 24 essays was taken from all submitted essays (n = 78), eight essays from the years 2005–2009, 2010–2014, and 2015–2020. Subsequently, a thematic analysis of the selected essays was conducted. Results: The students felt motivated by the opportunity to gain more experience in palliative care, to improve their communication skills and to decrease insecurities in interaction with terminally ill patients. They learned about the patient's biography and medical history, and encountered physical, psychological, social, and spiritual dimensions of living with a life-limiting disease. Moreover, they experienced relationship building and communication with a terminally ill patient outside their role as future doctors. Ultimately, they considered their participation as a beneficial experience on both a personal and professional level. Conclusions: The course "The Patient as Teacher" presents a valuable tool for experiential learning in palliative care, which has elicited an unceasingly positive response among the students who participated over the years. It has facilitated medical students in overcoming insecurities in dealing with terminally ill patients and supported them in further developing their professional identity. [ABSTRACT FROM AUTHOR]

Addictive learning represents a specific type of learning wherein medical students become highly motivated and engaged to continuously remain involved in the learning process. Considering the volume, depth, and complexity of information that a medical student must acquire, there is an immense need for sustained engagement to aid students in absorbing this information, and there lies the importance of addictive learning. Acknowledging the significance of addictive learning in medical education delivery and in facilitating the attainment of learning competencies among students, many teaching-learning strategies have been proposed and implemented globally. In conclusion, the concept of addictive learning in medical education can significantly enhance student engagement and thus play a crucial role in gaining knowledge and acquisition of skills. The need of the hour is to adopt different strategies to promote the implementation of addictive learning by creating a conducive learning environment for medical students. [ABSTRACT FROM AUTHOR]

Background: There is usually an apprehension fear among medical student and doctors about use of statistics in their academic study. Objective: This study aim to compare the impact of three teaching methods to popularize the concept of positive deviance (PD) through Normal curve theory among medical student. Materials and Methods: This quasi-experimental study was conducted over two months. 149 first-year MBBS students were divided into three groups, receiving different interventions. Kruskal-Wallis H test and Paired t test applied to see the statistical significance of intervention. Results: A Total 149 students during post-intervention assessments showed significant improvements (p < 0.001) in knowledge scores across all groups, with the Positive deviance (PD) approach demonstrating the most gains (Cohen's d=12.671). Conclusions: This study conclude that the implementation of the normal curve along with PD as a conceptual framework proven to be a significant technique which highlights the effectiveness of using Normal curve and PD concepts to make statistics easy for medical students. [ABSTRACT FROM AUTHOR]