A comprehensive understanding of anatomical structures is essential for medical and healthcare students, as it forms the foundation for clinical evaluations, surgical interventions and diagnostic imaging. The conventional methods employed in anatomy education, which mainly comprise the use of textbooks, lectures and cadaver dissections, could be improved. Such changes could include converting two-dimensional anatomical representations into three-dimensional (3D) structures to help address the ethical and logistical challenges related to cadaver use. Due to technological advancements, 3D technologies, such as virtual reality, augmented reality and mixed reality, can provide students with immersive and interactive learning experiences that improve their understanding of complex anatomical linkages and spatial orientation. Furthermore, 3D models offer a practical and morally acceptable alternative to the use of accurate cadaveric material. Research has shown that 3D models increase student involvement and enthusiasm. Despite the numerous advantages of incorporating 3D technology into anatomy education, several barriers must be addressed. These include faculty training and the significant financial investment needed to acquire equipment and licenses. Additionally, senior faculty members may face challenges in adapting to new technologies. Notwithstanding these obstacles, 3D technologies are valuable due to their longterm advantages, such as improved educational quality and the potential to attract higher numbers of students. By incorporating such technological advances in anatomy instruction, educational institutions can enhance students’ preparation for the challenges of modern clinical practice and create dynamic and engaging learning environments.

The era of digitalisation has revolutionised the ways knowledge is acquired and disseminated. This fast spread and use of digital technology have altered how people interact with themselves, other people, and their surroundings. It will subsequently affect human well-being, prompting the need for further exploration and examination. This paper outlines a scoping review protocol to systematically map the functional elements of digital well-being among higher education learners over the past five years. This scoping review will be conducted using the Joanna Briggs Institute (JBI) scoping review guideline. The resource searching will be performed using the three-step search strategy introduced by JBI. Primary data from relevant studies from 2018 to 2023 will be searched. The scoping review will report on the functional elements influencing digital well-being and their association with general well-being issues. The review search, study selection and evidence charting will involve four independent reviewers. As secondary research, this review examines the breadth of literature regarding the digital well-being among learners in higher education, and therefore does not require ethical approval. This review will outline elements that influence digital well-being in the context of learners in higher education. The findings will be disseminated through journal publications and conference presentations targeting educators worldwide.

A fundamental part of nursing is clinical skills. Clinical skill practice is essential in the curriculum of nursing students to enhance their skills. However, the COVID-19 pandemic event changed the traditional teaching methods of nursing educators in clinical skills. To ensure the continuity of the clinical learning process, flexible learning approaches emerged in nursing education courses, replacing the conventional face-to-face method. This qualitative study aimed to explore the experiences of nursing educators using any type of flexible learning method in teaching clinical skills in a public university in Malaysia that offered a nursing programme. A purposive sampling method was employed to recruit eight participants. Semi-structured in-depth interviews were conducted through face-to-face or online interviews. Data were analysed using thematic analysis. The findings revealed four main themes: (a) integration of technology-enhanced learning methods in the teaching of clinical skills; (b) empowerment and efficacy through flexible learning methods; (c) overcoming hurdles to the implementation of flexible learning; and (d) institutional support and capacity building for effective flexible learning implementation. The integration of flexible learning methods has transformative potential to improve nursing education and better prepare students for clinical practice. Overcoming challenges and leveraging institutional support are critical for successful implementation and educational improvement.

Skills required in laparoscopic surgery are not the natural extend from open surgery. It has been demonstrated that modern video gaming improves the acquisition of these skills. This study aims to evaluate the improvement of virtual laparoscopic performance among house officers’ with or without gaming. This single-blinded randomised controlled trial was conducted in Hospital Universiti Sains Malaysia from September 2021 until February 2023. Participants were randomised into control (non-gamer) and intervention (gamer) groups using a stratified block randomisation method. Intervention groups were assigned to structure gaming session using the Nintendo Switch in between laparoscopic simulation. Laparoscopic skills were assessed using laparoscopic cholecystectomy simulation programme. Eleven performance metrics were recorded. Demographic data was analysed using Student’s t-test and Fisher’s Exact Test. Laparoscopic performance results were analysed using repeated measure ANOVA test. A total of 54 house officers were recruited, with a median age of 26 years. Among the 13-performance metrics, the intervention group showed 5/11 metrics significantly improved compared to 3/11 in the control group. Overall performance by total time to complete tasks was significantly improved among the intervention group (F(2,28) = 7.720, P = 0.001). Path length for both dominant and non-dominant hands improved in the intervention group but not statistically significant. Dexterity assessed by total mistake and total clips wasted significantly better among intervention group (F(2,28) = 6.924, P = 0.002, F(2,28) = 4.262, P = 0.018). The study shows modern video gaming skills improve laparoscopic performance, hinting at serious game integration in training, potentially revolutionising clinical education. Gaming might become a prerequisite for laparoscopic surgery trainees, enhancing motivation and engagement alongside traditional simulators.

Effective interprofessional collaborative practice (IPCP) requires not only collaboration competencies but also strong professional and interprofessional identities, which require personal, professional, and interprofessional reflection. No instrument is available to assess students’ reflection abilities covering their personal, professional and interprofessional identities. Therefore, this study developed a student self-reflection questionnaire in the interprofessional education (IPE) context. This study used an exploratory sequential mixed-methods approach, which began with a scoping review and focus groups (FGs) with 122 respondents, followed by an expert review, cognitive interviews (involving 14 fourth-year students), and a pilot study (involving 52 fourth-year students). The last step was validation using the exploratory factor analysis (EFA) method involving 630 seventhsemester students from medical and health professions. The scoping review and FGs suggested 92 items that were reviewed by eight experts and resulted in 64 relevant items. Fifty-three items were selected through cognitive interviews, and 50 items resulted from the pilot study. A total of 50 items were analysed with EFA and resulted in three factors: (a) self-awareness and the development of interprofessional collaborative teams (22 items, Cronbach alpha: 0.946); (b) openness/readiness and efforts for adaptation in interprofessional collaborative teams (14 items, Cronbach alpha: 0.938); and (c) reliability and interaction in interprofessional collaborative teams (14 items, Cronbach alpha: 0.824). Each factor contained personal, professional, and interprofessional aspects. This study resulted in a valid and reliable instrument for assessing students’ self-reflection abilities in IPE and exploring students’ IPE self-reflection in the personal, professional and interprofessional aspects to support identity formation and interprofessional collaboration.

Approximately 79.8% of nursing students in Indonesia experience moderate stress while studying in a clinical environment. Resilience refers to the ability to rise from negative experiences when faced with difficult situations. This study aims to determine the optimisation of the ability to write reflective journals with constructivism theory approaches to increase the resilience of nursing students. This study, with a quasi-experimental one-group pre-test and post-test design, was conducted on 57 students. The results revealed a significant increase in the ability to write reflective journals and resilience level (p = 0.000), as well as a significant relationship between the ability to write reflective journals and an increase in the resilience of nursing students studying in a clinical environment (p = 0.000, r = 0.829). The constructivism theory views knowledge as something built in a person’s mind based on their interpretation of their experiences. This theory was applied in this study by optimising the experiences of respondents who had taken various experiences in the previous clinical environment to serve as material for self-reflection. Workshops using the constructivist theory approach improve nursing students’ resilience and ability to write reflective journals.

The journey to becoming a healthcare professional is notoriously challenging, characterised by intense pressure and significant stress throughout the educational process. Medical students confront a demanding curriculum, complex clinical experiences and a constant need to achieve high academic standards. This rigorous environment contributes to substantial anxiety and stress, making students particularly vulnerable to declines in mental health, reduced academic performance and a diminished quality of life. Recently, attention has been directed towards the mental health challenges faced by medical students, given their potential impact on student well-being and patient care. This systematic review aimed to evaluate the effectiveness of mindfulness-based interventions (MBIs) and meditation techniques in alleviating stress and anxiety among medical students. It also sought to assess how these interventions could enhance the overall mental and emotional well-being of students, thereby improving their resilience, coping strategies and academic performance. The thematic analysis of the included studies revealed that mindfulness and meditation practices significantly reduced stress and anxiety levels among medical students. Furthermore, the interventions fostered improved mental clarity, emotional balance and empathy, ultimately enhancing both personal well-being and professional development. However, barriers such as time constraints, institutional pressures and personal scepticism emerged as challenges to the widespread adoption of these practices. This review suggests that incorporating MBIs and meditation into medical education curricula could create a more supportive learning environment, ultimately benefiting both students and patients.

Positive educational environments foster comfort, well-being, academic achievement and collaboration among students, teachers and organisations, supporting the production of quality graduates. Consequently, educational organisations must evaluate their educational environments. This study explores the conditions of the physical and virtual educational environment at Universiti Malaysia Sabah (UMS). A cross-sectional study involving 456 medical students from year one to year five at the Faculty of Medicine and Health Sciences (FMHS), UMS was conducted. Students’ perceptions of their educational environment were assessed using the shortened Dundee Ready Education Environment Measure (DREEM-17) and Online Student Connectedness Survey (OSCS) questionnaires. Quantitative analysis was performed using Statistical Package for Social Sciences (SPSS) version 28. Ethical clearance was obtained from the Human Research Ethics Committee at UMS. In total, 329 out of 456 medical students completed the questionnaires in this study. Students’ perceptions of the physical educational environment were mainly positive, with a mean score of 2.93 (SD = 0.76), while their perceptions of online connectedness in virtual learning were moderate, with a mean score of 2.60 (SD = 0.79). There was no significant difference in students’ perceptions of physical and virtual educational environments based on sex, but there was a notable difference between preclinical and clinical year students, with the latter having less favourable perceptions of virtual education. The preference for physical or blended learning over fully online learning was evident. The low level of perceived support for students’ well-being suggests a need for improvement in support systems in the FMHS, UMS.

During the examination of professionals, the simulated patient (SP) can be the right person to assess the professionalism of examinees. This research analysed the efficiency of SP assessments of students’ professionalism. Students’ professionalism was assessed during an objective structured clinical examination (OSCE) by two independent assessors (the examiner and the SP). Professionalism was assessed using the previously validated Medical Students’ Professionalism Assessment Scale. The scores provided by two assessors were subject to descriptive analysis, with mean, standard deviation, median, interquartile range, and minimum and maximum values derived. Since the rating was based on the ordinal scale, the agreement between the two assessors was analysed using quadratic weighted kappa statistics. Both SPs and examiners provided similar mean scores in their assessments. The highest difference was observed in relation to one statement on “student causing pain to the SP”, in which the SP assessment mean score was 0.10, while the examiner assessment mean score was 0.48. In terms of agreement, the item “the student gave clear instructions before examining me” achieved moderate concordance (agreement). Although most of the items achieved fair concordance between the assessors, we recommend periodic training of SPs to improve their abilities as assessors for rating the professionalism shown by medical students.