Medical Science Educator

Akturan, Selçuk; Güner, Yasemin

doi: 10.1007/s40670-026-02746-zpmid: N/A

IntroductionAlthough evidence supporting peer-assisted learning in clinical skills education is growing, qualitative insights into stakeholder perceptions remain limited. Informed by sociocultural learning perspectives, peer-assisted clinical skills training may be pedagogically effective while simultaneously challenging established educational authority and faculty role boundaries. This study aimed to explore multi-stakeholder perceptions of peer-assisted clinical skills training in the preclinical phase of medical education.MethodsThis qualitative study employed a thematic analysis approach. Semi-structured in-depth or focus group interviews were conducted with medical students, peer educators, and faculty members following their initial exposure to peer-led clinical skills sessions. Data were analyzed iteratively to capture shared and divergent perspectives across stakeholder groups.ResultsPeer-assisted training was perceived to enhance psychological safety and promote active learner participation. Peer educators were viewed as technically competent and effective facilitators of learning. However, faculty members expressed tensions related to educational authority, professional identity, and hierarchical norms. These concerns were not primarily linked to the perceived educational quality of peer-assisted training but rather to challenges associated with shifting instructional roles.ConclusionThe findings suggest that barriers to the integration of peer-assisted clinical skills training are predominantly cultural and institutional rather than pedagogical. Conceptualized through sociocultural and professional identity lenses, faculty resistance appears to reflect role-related tensions rather than opposition to peer learning itself. A supervised hybrid model, integrating peer educators with visible faculty oversight, emerged across stakeholder groups as the most sustainable and acceptable approach for implementing peer-assisted clinical skills training.

Robertson, Kyle A.; Agosto, Elizabeth R.; Byram, Jessica N.

doi: 10.1007/s40670-026-02759-8pmid: N/A

A formative Peer Evaluation Tool (PET) was developed for use in a Team Based Learning (TBL) graduate histology course. The PET has been evaluated for content and construct validity evidence with three dimensions that assess preparation, providing feedback, and feedback receptivity and attitude. The aim of this work is to evaluate further validity evidence by analyzing the relationship between PET scores, demographic variables, individual readiness assessment test (iRAT) scores, and the preparation dimension of the PET for five cohorts of students. Differences between timepoints (e.g., PET1 vs. PET2) were assessed via paired t-tests. Spearman’s correlation and linear regression analyses were performed to investigate the relationship between all factors (SPSS v.29). There is a significant (p < 0.05) difference between timepoints for all factors except iRAT scores. There is a significant positive correlation among all scores, except between Prep1&2 and TBL1&2 scores with the strongest correlations between PET1&2 and Prep1&2 scores. PET scores have no correlation to demographics. Preparedness to the team is critical for TBL and these results suggest that Prep scores can predict preparation for iRATs, suggesting that students can evaluate their peers’ preparedness for TBL. This study provides additional evidence for the value and use of this formative PET.

Srivastava, Shivani; Chen, Sophia; Rosenberg, Rachel; Traba, Christin; Grachan, Jeremy; Kampf, Robyn

doi: 10.1007/s40670-026-02751-2pmid: N/A

ContextPhysical examination skills are fundamental to clinical practice, yet traditional training models often fail to integrate structured peer feedback with standardized patient (SP) encounters, limiting development of both clinical and feedback competencies.ObjectivesThis study evaluated a novel hybrid physical examination training model that integrates structured peer feedback with SP encounters across multiple organ systems, hypothesizing that this approach would improve students’ physical examination knowledge, confidence, and feedback literacy.MethodsThis prospective educational intervention involved a cohort of 175 preclinical students at a U.S. medical school across four systems (musculoskeletal, cardiovascular, pulmonary, gastrointestinal) during 2025. Each session comprised facilitator-led peer practice using standardized checklists, followed by SP encounters where students rotated through examiner and observer roles, providing structured oral and written feedback. Pre- and post-session surveys assessed confidence and perceptions using a 5-point Likert scale, while ungraded knowledge tests measured skill acquisition. Data were analyzed using Mann-Whitney U tests.ResultsKnowledge scores improved significantly in musculoskeletal (MSK) (4.02 to 4.28, p = 0.048), cardiovascular (CV) (3.77 to 4.18, p = 0.018), and gastrointestinal (GI) (3.47 to 4.05, p = 0.028) sessions. Confidence in performing physical examinations increased significantly across all systems (all p < 0.001). Perceptions of SP educational value improved in MSK (4.26 to 4.69, p < 0.001), CV (4.41 to 4.71, p = 0.009), and GI (4.29 to 4.95, p < 0.001) sessions. Ratings for both giving and receiving feedback improved significantly in most sessions. Pulmonary session results showed confidence gains but non-significant changes in other measures, likely due to reduced response rates.ConclusionsThe hybrid model effectively enhanced physical examination knowledge, confidence, and feedback literacy across multiple organ systems. Integration of structured peer feedback with SP-based practice prepares students for collaborative and feedback-rich clinical environments. This model shows promise for strengthening skill acquisition and feedback competence in undergraduate medical education.

Argus-Calvo, Beverley; Autry, Jeannie; Tullius, Zoe S.; Cenan, Antowan; Leiner, Marie

doi: 10.1007/s40670-026-02756-xpmid: N/A

Abdelhaq, Mais; Dasinger, Timothy; Lu, Yuefeng; Boadum, Oheneba

doi: 10.1007/s40670-026-02768-7pmid: N/A

BackgroundLearning anatomy remains challenging due to complex terminology, intricate 3D relationships, and the extensive amount of material students must master. While dissection laboratories provide valuable tactile and spatial learning, they often lack structured mechanisms to foster independent preparation and reflective consolidation. The Image-Based Assessment Tool was designed as a structured, student-centered adjunct to facilitate pre- and post-laboratory experience.MethodsThis mixed-methods study employed quantitative paired-sample analyses and qualitative thematic analysis to examine 40 first-year dental students’ experiences with the tool. The tool comprised pre- and post-laboratory image identification components. Quantitative data were analyzed using paired-samples t-tests and Qualitative data thematically analyzed following Braun and Clarke’s method.ResultsQuantitative analyses showed trend increases in both pre- and post-laboratory scores from Block 1 to Block 3, suggesting improved performance. Qualitative responses from all forty students yielded thirteen themes, which were organized into three overarching domains: (1) Preparatory visualization and cognitive readiness, (2) Collaborative and integrative learning, and (3) Reflective reinforcement and metacognitive growth. These domains collectively describe how students perceived this as a supporting tool before, during, and after cadaveric dissection.ConclusionThe structured use of this tool facilitated a cycle of preparatory visualization, collaborative engagement, and reflective reinforcement that deepened anatomical understanding. By supporting cognitive readiness, peer interaction, and metacognitive reflection across pre- and post-laboratory, the tool strengthened students’ ability to integrate visual–spatial and conceptual knowledge. This tool may serve as effective adjuncts in anatomy curricula, promoting active and reflective learning that enhances long-term retention and learner autonomy.

Molnár, Regina; Umami, Afriza; Szabó, Andrea; Kucsera, Mária; Máté, Zsuzsanna; Főző, Nóra; Paulik, Edit

doi: 10.1007/s40670-026-02767-8pmid: N/A

BackgroundInternational medical students are exposed to complex cultural and academic environments that require continuous adaptation to both their host society and their culture of origin. This study examines acculturation among international medical students in Hungary using Berry’s Acculturation Theory, which classifies individuals into four categories: Integration, Separation, Assimilation, and Marginalization.MethodsA cross-sectional study was conducted among 326 international medical students using a modified Stephenson Multigroup Acculturation Scale and self-reported measures of health behaviours, perceived stress, and mental well-being. Most participants were categorized as either Integration (46.0%) or Separation (50.9%), while only a small portion of students fell into Assimilation (0.3%) or Marginalization (2.8%) category. Consequently, the analysis focused on comparing the Integration and Separation groups.ResultsSignificant differences were observed in demographic and behavioural characteristics between these groups. Males (adjusted odds ratio [aOR] = 1.88, p = 0.013), preclinical students (aOR = 1.78, p = 0.048), non-drinking students (aOR = 2.57, p = 0.001), and those with lower perceived stress (aOR = 2.15, p = 0.035), integrated stronger. Meanwhile, non-smokers (aOR = 0.52, p = 0.040) and those who abstain from psychologist visits (aOR = 0.36, p = 0.008) integrated less well.ConclusionThe present study identifies demographic and health-related factors associated with integration among international medical students. These findings may contribute to a better understanding of acculturation patterns and inform strategies to support students’ social adjustment and well-being.

Abu-Hijleh, Marwan F.; Allouch, Soumaya; Sequeira, Reginald P.; Kassab, Salah Eldin

doi: 10.1007/s40670-026-02766-9pmid: N/A

Curriculum integration is one of the main objectives of problem-based learning (PBL). However, the perceptions between students and faculty about the degree of this integration may differ. This study examined faculty and students’ perceptions about curriculum integration in two PBL medical schools. A total of 648 participants (582 students, 66 faculty) completed a validated 24-item tool assessing curriculum integration across four domains. Faculty consistently rated integration higher than students, with the largest discrepancy observed in assessment alignment. These findings reveal a perception gap between students and faculty in the degree of curriculum integration.

Rejjal, Noor

doi: 10.1007/s40670-026-02752-1pmid: N/A

BackgroundProfessionalism and empathy are core competencies in undergraduate medical education, but their assessment remains challenging because these domains are multidimensional and are measured using diverse methods. Existing reviews have often examined empathy or professionalism separately, with less attention to how different assessment modalities capture related but distinct constructs.MethodsA systematic review was conducted following PRISMA guidance to examine literature published from 2000 to 2025 on assessment of professionalism and empathy in undergraduate medical students. Included studies evaluated self-report instruments, observer-based assessments, patient- or standardized patient–perceived measures, simulation-based methods, reflective portfolios, and emerging technology-enhanced approaches. Because of substantial heterogeneity in study design, outcomes, and assessment modalities, findings were synthesized narratively by assessment type and target construct.ResultsThirty-five studies met inclusion criteria. Self-report instruments, particularly the Jefferson Scale of Empathy and related professionalism attitude scales, were the most commonly studied and showed the strongest psychometric structure for assessing empathic orientation and professional attitudes. Observer-based assessments, including faculty ratings, the Professionalism Mini-Evaluation Exercise, and multisource feedback, provided evidence of enacted behavior in authentic settings but were more vulnerable to rater effects and contextual variability. Patient- and standardized patient–based measures captured perceived empathy within specific encounters, while OSCEs and situational judgement tests offered greater standardization for assessing communication, ethical reasoning, and professional judgment. Reflective portfolios contributed insight into professional identity formation and developmental growth. Across studies, convergence between modalities was limited, suggesting that these tools assess overlapping but nonidentical constructs rather than a single unified trait. Overall, the literature supports a multimodal approach in which multiple low- and moderate-stakes assessments are interpreted together.ConclusionsProfessionalism and empathy assessment in undergraduate medical education is best understood as a multi-construct, multimethod challenge. No single instrument adequately captures these competencies. A programmatic assessment approach that combines complementary methods over time is therefore more educationally and psychometrically defensible than reliance on any single measure. Future research should emphasize clearer construct definitions, longitudinal validation, fairness, and evaluation of emerging technologies.

Bernabé, Sandra Rubio; Moreno, Leire Arbea; Pereira, José; Centeno, Carlos; Solabarrieta, María Arantzamendi

doi: 10.1007/s40670-026-02771-ypmid: N/A

BackgroundIntegrating palliative care into undergraduate health education is essential for preparing future professionals to care for patients facing serious illness and at the end of life. Simulation-based learning has emerged as an effective strategy to complement limited clinical exposure, particularly during the last hours of life (LHoL), a phase requiring clinical expertise and emotional sensitivity.ObjectiveTo compare the effectiveness of in-person versus virtual simulation workshops in improving medical students’ self-perceived competency in professionalism in the context of LHoL care.MethodsA prospective, comparative pre–post study was conducted with final-year medical students at the University of Navarra. Participants were randomized to either an in-person (n=17) or virtual (n=29) simulation workshop. Both formats used standardized patients or standardized patient-based materials, structured debriefing, and targeted learning objectives. Self-perceived competencies were assessed before and after the workshop using the validated Student’s Inventory of Professionalism (SIP), which evaluates seven domains: Holistic Care, Care and Understanding, Personal growth, Teamwork, Patient assessment, Decision-making, and Being a professional. Non-parametric tests analysed within- and between-group changes.ResultsBoth groups showed significant improvements in overall professionalism scores post-intervention (in-person: 8.12 to 9.03, p < 0.05; virtual: 8.24 to 9.15, p < 0.05). The in-person group improved significantly across all seven domains, whereas the virtual group improved significantly in four domains but not in Personal growth, Teamwork, or Being a professional. Between-group comparisons showed no significant differences in overall improvement (p = 0.60), nor in six domains. The only exception was Holistic Care, where the virtual modality yielded slightly greater gains than the in-person modality (p = 0.04).ConclusionBoth virtual and in-person workshops enhance medical students perceived competency in professionalism. LHoL workshops provide a valuable setting to explore emotionally intense and complex scenarios that foster professional identity development. This study also highlights the value of virtual modalities in strengthening clinical reasoning and self-reflection, although their effectiveness may be reduced in areas requiring clinical immersion and collaborative skill development.

Kannan, Ashwin; Paul, Trisha K.; Weaver, Meaghann S.; Kaye, Erica C.

doi: 10.1007/s40670-026-02765-wpmid: N/A

Within modern medical practice, growing demands for productivity and efficiency increasingly endanger opportunities for meaningful patient connection, leaving patients and caregivers feeling unheard. Narrative medicine seeks to rehumanize care by cultivating narrative competence — the ability to recognize, absorb, interpret, and act on the stories of illness. Yet few, if any, standardized frameworks exist to teach and assess narrative competence as a specific clinical skill. We introduce the concept of narrative quotient (NQ) to address this gap by providing medical educators with a structured approach to teach and evaluate narrative competence across various stages of clinical training. NQ encompasses three pillars — perceptive listening, reflective recall, and narrative-affirming language — each grounded in existing scholarship and supported by specific, evidence-based pedagogical and assessment strategies. Integration of NQ into longitudinal medical training has the potential to enhance clinician empathy, protect against burnout, and enable patients to feel genuinely heard and understood.