BackgroundMedical students typically must pass an end-of-placement supervisor evaluation for each clinical rotation to progress to the next level of the course. However, evidence suggests these evaluations show weak correlation with other reliable educational assessments. This study aims to determine supervisor perceptions of the sign-off process to inform possible improvements.MethodsClinical supervisors were recruited to provide feedback on their perceptions of the end-of-placement sign-off process. Responses were received from 59 of the 161 (36.6%) Year 3 clinical placement supervisors in hospitals and General Practitioner (GP) practices affiliated with Imperial College School of Medicine. A mixed methods approach was used, combining statistical and thematic analyses.ResultsPerceived positives of the single supervisor sign-off model included accountability, feasibility and continuity of supervision. Reported negatives were inflexibility, limited contact time, psychometric concerns and altered student learning behaviours with different staff. GP supervisors reported significantly more contact time with students than hospital-based supervisors (p<0.001), and were more likely to feel they had adequate supervision time to make informed ratings of student knowledge (p<0.001) and skills (p<0.001). Significantly more supervisors in Medicine (62%) and Surgery (64%) desired a change in the single supervisor sign-off model than GP supervisors (27%) (p=0.04).ConclusionThis study provides novel and rich qualitative data on supervisor perceptions of the clinical sign-off process which have implications for undergraduate medical education curriculum reform. Hospital-based supervisors were less positive towards the sign-off process, likely due to modern working practices of shared patient loads, shorter rotations, and reduced contact time with students. Different sign-off requirements should be considered for GP supervisors versus those in hospital settings; possible alterations include multi-source feedback, embedded in-placement assessment, optimisation of the sign-off form, and additional formalised supervision time in supervisors’ work schedules.

ObjectiveThis study seeks to offer medical educators, researchers, and clinical practitioners a novel, comprehensive, and visually engaging perspective on the field. It accomplishes this by analyzing the research trends, frontier topics, and pressing issues related to Health Professions Education Model (HPEM) over the past two decades from 2005 to 2024.MethodsThis study employed CiteSpace 6.4.R1 and R-tool (version 4.5.1) software to conduct an analysis of articles pertaining to the Health Professions Education Model within the Web of Science Core Collection (WoSCC) database. The analysis encompassed various aspects, including keywords, disciplines, countries, institutions, authors, and references.ResultsA total of 2,953 articles were incorporated into this study. The predominant research topics within this domain encompassed “interprofessional education (IPE)”, “competency-based continuing professional development (CPD)”, and “student-led professional experiences (SLEs).” The five countries with the highest number of publications related to Health Professions Education Model (HPEM) were the United States, Australia, Canada, England, and China. Notable authors in this field included Olle ten Cate, Frank Jason R. Eric S. Holmboe, and Carol Carraccio. Additionally, the journals that emerged as the leading publications in this discipline were Academic Medicine, Medical Education, and Medical Teacher.ConclusionThis study emphasizes the critical importance of international cooperation and exchange, particularly highlighting the necessity to strengthen collaboration among relevant institutions and prominent scholars in Europe, the United States of America, and China. Furthermore, it underscores current trends in the development of HPEM, specifically interprofessional education and competency-based continuing professional development. The research offers valuable insights for medical educators, scholars, and clinicians, enhancing their understanding of prevailing research trends and future directions within Health Professions Education Model.

BackgroundThe development of Malawi’s first National Oral Health Policy (MNOHP) in 2022 marked a milestone in strengthening the country’s oral health system. However, the extent to which future oral health professionals are aware of and prepared to implement this policy remains unclear. This study explored the knowledge, perspectives, and interest of dental surgery students in Malawi regarding the MNOHP, with the aim of identifying educational and policy engagement gaps.MethodsA descriptive cross-sectional exploratory survey was conducted among all willing clinical-year dental students enrolled in Malawi’s sole Bachelor of Dental Surgery (BDS) program at Kamuzu University of Health Sciences. Data were collected using a structured, self-administered questionnaire developed from validated tools and refined through expert review and piloting. Descriptive analyses summarized participants’ demographic characteristics, policy knowledge, exposure, and perspectives on curriculum integration. Ethical approval was obtained from the College of Medicine Research and Ethics Committee (P.11/24-1270).ResultsA total of 43 students participated (response rate 95.6%). Most participants were male (60.5%) and enrolled in Year 3 or 4. Awareness of the MNOHP was limited: only 27.9% correctly identified its launch year (2022) and 9.8% knew it had seven priority areas. Although 85.0% had never read the policy and 97.6% reported not being taught about it, all respondents expressed strong interest in learning more and participating in policy development. A majority (88.4%) believed oral health policy education should be compulsory, and over half (51.2%) preferred that it be introduced during the clinical years.ConclusionMalawian dental students exhibit enthusiasm to engage in oral health policy but lack foundational knowledge of the MNOHP. Integrating structured policy education within the dental curriculum covering the policy’s seven priority areas of leadership, prevention, access, workforce, financing, infrastructure, and research could bridge this gap. Building policy literacy among future dentists is essential for effective policy implementation and long-term improvement of oral health outcomes in Malawi.

BackgroundHistology and Embryology (HE) are important basic medical courses, with complex, abstract content and difficult memorization of knowledge points, which leads to a decrease in students’ interest in learning. Therefore, how to improve students’ learning interest is worth serious consideration by teachers. This study aims to investigate the promoting effect of interesting teaching based on flipped classrooms and game teaching on the experimental teaching of HE.MethodsImplementing flipped classrooms and gamified teaching methods for the class of 2023 in clinical medicine. Before class, the teaching videos were uploaded to Moso Teach to guide students in self-directed learning. In class, each group discussed the experimental content on the digital platform, and the teacher supervised the classroom to guide and address queries. Later, some students were randomly selected to explain the morphological characteristics of the main structure on the podium, and the teacher recapitulated and assessed the performance of each group. Finally, the knowledge points of HE were carefully designed into classroom games to make the learning experience more engaging. The effectiveness of the flipped classroom and game-based teaching methods was assessed through surveys and comparisons of grades with those of students in the 2022 class who were taught using traditional methods.ResultsIn this study, 93.62% of the students reported an enhanced teaching effect after altering the experimental teaching method. Meanwhile, the proportion of students who did not understand the observation slices declined from 12.77% to 1.06%, while those who were not very active or passive declined from 43.62% to 21.28%. Importantly, the scores of experimental and final exams for the 2023 grade of students taught by interesting teaching method were significantly higher than those of the 2022 grade of students taught by traditional teaching method (P < 0.05).ConclusionThe application of flipped classroom and game teaching, piqued students’ curiosity, kindled their interest in learning, and amplified their learning enthusiasm and self-learning ability.

PurposeSimulation-based teaching is an integral part of medical training, providing the opportunity to apply clinical knowledge in a realistic yet controlled environment. The proportion of observers to active participants in the simulation is increasing, owing to the increasing number of medical students. Evidence suggests that using an observer tool can enhance learning, support debriefing and improve observer satisfaction. However, there is a lack of generalisable observer tools designed for use across different simulation scenarios, including both technical and nontechnical skills. We aimed to evaluate the acceptability and perceived usefulness of our novel observer tool and its impact on learning and peer feedback in a medical-student simulation.MethodsWe delivered a simulation series to 43 medical students in which observers of simulation completed our CARSEAT observer tool, an acronym for Communication, A-E assessment, Rapport, Situational awareness, Escalation, Application of clinical knowledge, and Teamwork. The participants completed the pre- and post-intervention questionnaires. The study used an unpaired pre-/post- intervention design, with 38 pre- and 34 post-survey respondents. Primary outcomes were perceived usefulness, engagement, and impact on learning and feedback. Descriptive statistics were used for quantitative data, and qualitative data were analysed thematically.Results94% of respondents found observing simulation more useful when using the tool than without. The majority agreed that the tool improved aspects of learning and peer feedback. Thematic analysis identified six major themes: (1) impressions of observation, (2) engagement during observation, (3) enhancement of learning, (4) providing peer feedback, (5) useful aspects of the CARSEAT tool, and (6) suggested improvements for the CARSEAT tool.ConclusionOur novel observer tool improved engagement, enhanced learning, and supported peer feedback during the medical student simulation sessions. The tool’s structure and clear domains make it easy to use and generalise across different simulation scenarios, with potential for integration into undergraduate curricula, and wider implementation across institutions.

IntroductionBlended e-learning guided by the First Principles of Instruction (FPI) can enhance learning outcomes while reducing costs, performing comparably to face-to-face training. However, in low- and middle-income countries, its application in health professions education remains limited, with little empirical evidence and minimal evaluation from learners’ perspectives. This study was designed, implemented, and evaluated an FPI-based blended course to generate evidence and insights for future course design and to assess the teaching and learning quality (TALQ) from learners’ viewpoints.MethodsA descriptive, correlational design was employed at the Health Professional Education training program at the University of Global Health Equity in Rwanda between February and April 2025, and data were collected using the reliable Teaching and Learning Quality survey instrument. A descriptive statistic, a one-way multivariate analysis of variance and correlation analysis were conducted to analyse the collected data.ResultsThis study, involving 38 postgraduate certificate-level learners (79.1% response rate) from four types of institutions, found strong support for the integration of FPI elements in a blended e-learning module. Learners frequently engaged in problem-solving activities, reported significant learning progress, and rated the course quality as outstanding with high satisfaction. Furthermore, strong correlations were observed among teaching and learning quality measures, while no significant associations were found between demographic variables and teaching and learning quality scores.ConclusionThe blended eLearning lesson design—structured around a central problem, activation of prior knowledge, multimedia-based explanations, collaborative discussions, and opportunities for reflection and application—demonstrated effective integration of the first principles of instruction. This integration of FPI within a blended e-learning framework was a key factor in promoting student engagement, learning progress, and satisfaction, thereby contributing to the overall enhancement of teaching and learning quality.

PurposeMaternal and neonatal health remains a major challenge in Ethiopia. Despite midwives’ potential to prevent over 80% of related deaths, shortages and competence gaps persist due to theory-focused preservice curricula. In 2013, Debre Tabor University introduced a competency-based midwifery curriculum. This study evaluated whether this curriculum reform improved the quality of labor and delivery care provided by midwives.MethodsA comparative cross-sectional study was conducted among 68 BSc midwifery graduates from ten third-generation Ethiopian universities (32 trained under a competency-based curriculum; thirty-six under a conventional curriculum). Labor and delivery care quality was assessed through direct observation using a validated checklist. Additional data on birth outcomes were collected through record reviews, and facility inventories were used to evaluate the availability of essential supplies. Mean percentage scores were compared using independent t-tests and effect sizes (Cohen’s d) were visualized with Gardner–Altman plots.ResultsOn average, midwives performed 75.3% of the tasks required for quality labor and delivery care, with competency-based curriculum graduates (CBCGs) scoring higher (83.3%) than conventional curriculum graduates (CCGs) (68.2%), which was consistent across all components of labor and delivery care. This difference was statistically significant (t (61.77) = 5.29, p< .001), with a large effect size (Cohen’s d = 1.26; Δ = 15%). During the initial client assessment, CBCGs more frequently inquired about vaginal bleeding and practiced hand hygiene. CBCGs also demonstrated higher performance in delivery preparation, neonatal resuscitation readiness, administering uterotonics, early breastfeeding support, and skin-to-skin contact.ConclusionMidwives trained under a competency-based curriculum provided higher quality labor and delivery care than the conventionally trained control group, with a large effect size, suggesting clinical relevance. However, the overall performance revealed persistent gaps, highlighting the need for further research to examine long-term outcomes to inform curriculum development and policy.

PurposeSimulated patients (SPs) are critical to simulation-based education (SBE) in developing learners’ clinical, communication, and professional skills. However, limited research has examined the factors influencing SP performance and consequent learning outcomes.Patients and MethodsWe conducted a systematic review (2013–2025) using six databases, focusing on human SPs in healthcare education. Nineteen studies met the inclusion criteria and were analyzed using inductive thematic analysis. Study quality was assessed using the QATSDD tool.ResultsInductive thematic analysis identified three key domains influencing SP performance: emotional (anxiety, fulfillment), cognitive (task complexity, improvisation), and logistical (training, scheduling). SP involvement enhanced educational outcomes (empathy, communication, clinical reasoning) but was sometimes limited by SP fatigue, stress, or cognitive overload. Among the reviewed studies, 7 were high and 12 were of medium quality (no low-quality studies).ConclusionAuthentic SP portrayals enhance student learning, but factors such as emotional strain and cognitive load can limit effectiveness. We recommend structured SP training, robust feedback mechanisms, and attention to SP cognitive and cultural challenges. Future research should prioritize long-term SP outcomes, measurement of SP cognitive load, and exploration of ethical and cultural dimensions of SP engagement.