Biomedical Education Research Articles

Prescribing sustainability: should UN sustainable development goals be part of the medical, pharmacy, and biomedical education?

How to adapt the curriculum of medicine, pharmacy, and biomedical sciences to prepare future health professionals to meet the challenge of maintaining quality care in a period of socio-ecological crisis? Addressing connections between humanity and sustainable environment should include an analysis of the reciprocal influence of various ecosystems, since it is now clear that healthcare systems have an impact on ecosystems and vice versa. Here, we propose that integrating the United Nations Sustainable Development Goals (SDGs) into the curriculum could be a first step in such a transversal education. Members of the faculty of medicine at the University of Namur, Belgium, including teaching staff of the department of medicine, pharmacy, biomedical sciences and psychology, were invited to respond anonymously to a questionnaire about their views on the feasibility of integrating the SDGs into their teaching. A subsequent survey on students' perceptions of such teaching was conducted by student representatives. Seventy-nine percent of surveyed members of the medical faculty believe that it is possible to integrate SDGs into their lectures. However, 44-86% of them did not know how to integrate each individual goal. 94.4% of students would like SDGs to play a greater role in their education; 64.4% of them would integrate them into existing modules; 23.9% would create an optional module, and 11.9% would create a mandatory module. Sustainable Development Goals integration into the curriculum of medicine, pharmacy, and biomedical sciences is perceived as challenging in a dense teaching program. To clarify how SDGs can translate into traditional lectures, we provide for each SDG targeted applications for bachelor's, master's and continuing education.

Empowering beyond Pain: Pain Neuroscience Education Interventions in Breast Cancer Survivorship Care.

Chronic pain is a common consequence of breast cancer (BC) and its treatments. Pain neuroscience education (PNE) is a non-pharmacological intervention that adopts a biopsychosocial approach and has already been proven to be effective for different chronic pain syndromes. The present review aims to critically assess clinical trials comparing the efficacy of PNE to traditional biomedical education (BME) in reducing BC-related pain and improving quality of life. We conducted a literature search in scientific databases, including all studies regarding PNE use specifically for BC-related pain. Ongoing randomized controlled and observational studies were identified from ClinicalTrials.gov and congress proceedings. A total of eight clinical trials met the review criteria. The participants were all administered physical therapy and assigned to receive either BME or PNE interventions. Among the completed clinical studies, one reported no statistically relevant differences between the two groups, whereas the other showed lower levels of pain-related indexes in the PNE population compared to the BME one. While the current literature is inconclusive regarding the effectiveness of PNE for managing BC pain, we strongly support the need for further trials, as PNE could empower BC patients in both prevention of and coping with pain, offering the advantage of having no side effects.

Transforming Science Research Through Liberatory Race-conscious Mentorship: The BUILD PODER Professional Development Modules.

BUILD is a NIH initiative designed to retain underrepresented undergraduates in biomedicine. Of the 10 BUILD sites, BUILD PODER is the only space-and-place that approaches this initiative through the framework of critical race theory (CRT). A feature of BUILD PODER's path to student empowerment is liberatory race-conscious mentorship. Researchers developed, implemented, and evaluated a quintipartite CRT-based antiracist-anticolonial online training program for biomedical educators nationwide. We review the social scientific and historical knowledge used to create these novel mentorship training modules. We describe the modular content and activities. We also report evaluation data obtained during beta-testing and outline how this information helped finalize the product. Discussed are the individual- and institutional-level implications of modularizing the developmental process of liberatory race consciousness.

Introduction of Hybrid Additive Manufacturing for Producing Multi-Material Artificial Organs for Education and In Vitro Testing

The evolution of 3D printing has ushered in accessibility and cost-effectiveness, spanning various industries including biomedical engineering, education, and microfluidics. In biomedical engineering, it encompasses bioprinting tissues, producing prosthetics, porous metal orthopedic implants, and facilitating educational models. Hybrid Additive Manufacturing approaches and, more specifically, the integration of Fused Deposition Modeling (FDM) with bio-inkjet printing offers the advantages of improved accuracy, structural support, and controlled geometry, yet challenges persist in cell survival, interaction, and nutrient delivery within printed structures. The goal of this study was to develop and present a low-cost way to produce physical phantoms of human organs that could be used for research and training, bridging the gap between the use of highly detailed computational phantoms and real-life clinical applications. To this purpose, this study utilized anonymized clinical Computed Tomography (CT) data to create a liver physical model using the Creality Ender-3 printer. Polylactic Acid (PLA), Polyvinyl Alcohol (PVA), and light-bodied silicone (Polysiloxane) materials were employed for printing the liver including its veins and arteries. In brief, PLA was used to create a mold of a liver to be filled with biocompatible light-bodied silicone. Molds of the veins and arteries were printed using PVA and then inserted in the liver model to create empty channel. In addition, the PVA was then washed out by the final product using warm water. Despite minor imperfections due to the printer’s limitations, the final product imitates the computational model accurately enough. Precision adjustments in the design phase compensated for this variation. The proposed novel low-cost 3D printing methodology successfully produced an anatomically accurate liver physical model, presenting promising applications in medical education, research, and surgical planning. Notably, its implications extend to medical training, personalized medicine, and organ transplantation. The technology’s potential includes injection training for medical professionals, personalized anthropomorphic phantoms for radiation therapy, and the future prospect of creating functional living organs for organ transplantation, albeit requiring significant interdisciplinary collaboration and financial investment. This technique, while showcasing immense potential in biomedical applications, requires further advancements and interdisciplinary cooperation for its optimal utilization in revolutionizing medical science and benefiting patient healthcare.

Using a flipped classroom in a veterinary systems physiology course increases student performance on basic knowledge and clinical applicability questions.

Flipped classrooms are being utilized more frequently in biomedical education to provide more active learning opportunities to students although there are mixed results on the benefits of the flipped classroom in biomedical education. In this study, the effects of using a flipped classroom with case-based learning in the endocrine section of a first-year veterinary-integrated histology and physiology course were investigated. Results demonstrated that the flipped classroom improved performance on the endocrine section exam by 15.9% (Cohen's d = 1.08; P < 0.001) with improvements on both clinically applicable and basic knowledge questions. Student satisfaction with the flipped classroom was also investigated. Students reported high satisfaction with the in-class case-based learning opportunities but lower satisfaction with the asynchronous content delivery and the time required outside of class. Student perceptions of the flipped classroom were measured again after being exposed to the results of the flipped classroom on student learning. After seeing the results, students were significantly more likely to value the time spent in the flipped classroom and to desire more opportunities for flipped classrooms in the future.NEW & NOTEWORTHY A flipped classroom using case-based learning can significantly improve student performance in a veterinary physiology course with the largest gains going to lower performing students. Student perception of the flipped classroom can be improved by showing students data on the improvement in performance on examinations.

A case of confusion: context matters when using reference images on exams

Instructors utilize reference figures from textbooks, journals, and other sources on quizzes and exams to illustrate concepts that would otherwise be diffcult to convey using written text. Examples within biomedical teaching include anatomical images and graphs that students are expected to analyze or interpret. However, the use of a figure may cause confusion and lead students to select an incorrect answer. As such, instructors must evaluate the use of figures to ensure that they enhance students’ ability to correctly answer the question rather than hinder it. This report shows an example where the inclusion of a reference figure led to the majority of students incorrectly answering a question.Over 6 semesters in a master’s level graduate neuroscience course between 2019 and 2021, the same question was used with and without a reference figure in a variety of contexts to determine the factors that contributed to students overwhelmingly selecting an incorrect answer. In the question, students were asked to identify neuroarchitectural adaptations in the somatosensory cortex following amputation. To determine the correct answer, students needed to integrate knowledge of the discriminative touch sensory pathways with knowledge of cortical plasticity.In semesters where the figure was presented without specific teaching interventions, 57% of students selected an incorrect answer that utilized the proximity of cortical sites but was not supported by the signaling pathways. In these semesters, only 39% of students correctly answered. In semesters where the figure was not used, 94% of students correctly answered the question while only 6% of students selected the most common incorrect answer when the figure was present.Teaching interventions were introduced during two semesters in an attempt to “teach the question.” Students were asked to read primary literature on the topic, additional examples and cases were introduced, and in one semester, a similar practice question using was given to the students. Students were then presented with the question containing the image. 56% of students selected the most common incorrect answer while only 42% of students correctly answered the question.While no formal survey of the students was conducted, anecdotal evidence from student offce hours, directed inquiries, and casual conversations indicate that students generally felt that use of the figure, when present, was critical to answering the question and many reported that using the figure led them to prioritize their knowledge of cortical plastic adaptations over that of the signaling pathways.These results demonstrate the importance of carefully utilizing reference images on questions for quizzes and exams. The visual cues of the image can be powerful stimuli for students when analyzing the information and can sometimes lead to incorrect answers on the assessment. This work was supported by internal funding from the Georgetown University Graduate School of Biomedical Sciences and Georgetown University Medical Center’s Center for Innovation and Leadership in Education (CENTILE). This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Empowering Healthcare through Comprehensive Informatics Education: The Status and Future of Biomedical and Health Informatics Education.

Education in biomedical and health informatics is essential for managing complex healthcare systems, bridging the gap between healthcare and information technology, and adapting to the digital requirements of the healthcare industry. This review presents the current status of biomedical and health informatics education domestically and internationally and proposes recommendations for future development. We analyzed evidence from reports and papers to explore global trends and international and domestic examples of education. The challenges and future strategies in Korea were also discussed based on the experts' opinions. This review presents international recommendations for establishing education in biomedical and health informatics, as well as global examples at the undergraduate and graduate levels in medical and nursing education. It provides a thorough examination of the best practices, strategies, and competencies in informatics education. The review also assesses the current state of medical informatics and nursing informatics education in Korea. We highlight the challenges faced by academic institutions and conclude with a call to action for educators to enhance the preparation of professionals to effectively utilize technology in any healthcare setting. To adapt to the digitalization of healthcare, systematic and continuous workforce development is essential. Future education should prioritize curriculum innovations and the establishment of integrated education programs, focusing not only on students but also on educators and all healthcare personnel in the field. Addressing these challenges requires collaboration among educational institutions, academic societies, government agencies, and international bodies dedicated to systematic and continuous workforce development.

Revolutionising engineering pedagogy: The role of 3D printing in modern engineering education

ABSTRACT This paper presents a comprehensive study on the integration of 3D printing technology in biomedical robotics education with undergraduate students learning about the design of robotic systems. The research investigated the effectiveness of this new teaching strategy in enhancing students’ understanding of complex engineering principles by comparing their learning experiences, and academic performance with results from traditional teaching methods. The students’ learning and performance were evaluated through a survey and grade analysis. The Mann – Whitney U test was used to analyse the data, revealing statistically significant improvements in both student satisfaction and grades. The Mann-Whitney U test results show a clear preference for the 2017 3D printing and project-based learning strategy over the 2016 traditional method. With a U-value of 0 and a critical U-value at p < 0.05 being 23, coupled with a z-score of −3.742, the data significantly indicates enhanced student outcomes with the newer teaching approach compared to conventional methods. The study also found that 3D printing technology fostered creativity, critical thinking, and enhanced spatial visualisation skills among students. However, we also identify potential challenges, including equipment maintenance, safety concerns, and the need for faculty expertise. The study concludes by providing potential strategies to overcome these challenges. This research offers valuable insights for educators and policy-makers in leveraging technology for improved learning outcomes in engineering education.

541 A Framework for Multicultural and Multidisciplinary Near-Peer Mentoring for Artificial Intelligence in Healthcare Education: A University of Florida Friend Group

OBJECTIVES/GOALS: This work aims to explore how citizen science serves as a transformative frame work to bridge scientific knowledge, focusing on its potential to enhance transdisciplinary learning in artificial intelligence (AI) biomedical and clinical sciences by facilitating near-peer mentoring. METHODS/STUDY POPULATION: Our group of eight friends comprise a multicultural and multidisciplinary cohort including students from the USA, Philippines, Indonesia, and Guatemala pursuing PhD degrees in electrical and computer engineering, epidemiology, physics, and MD, PharmD, and DMD degrees. We engage in shared online courses, collaborative projects, and abstract submissions. Employing our collective knowledge, we design interactive learning experiences, support each other’s initiatives, and collaboratively develop lectures and presentations. We in tend to expand collaborations in biomedical AI education while fostering principles of experiential and collaborativelearning, constructivism, and authentic inquiry. RESULTS/ANTICIPATED RESULTS: Our recent successes include submittedconference abstracts on data science and AI education in pharmacy and the facilitation of a guest lecture in health informatics. Additionally, we are currently collaborating on seven biomedical machine learning projects in radio frequency engineering, aiming for conference submissions. Moving forward, our goal is to expand our group, support the formation of similar communities, and promote data science and AI literacy in biomedical and clinical contexts. We aspire to extend this knowledge to families, classmates, and eventually patients, facilitating a broader understanding of the role of AI in healthcare. DISCUSSION/SIGNIFICANCE: We believe diverse expertise and pedagogical theories can help demonstrate the potential of citizen science to democratize scientific experience. By nurturing collaborative networks our efforts aim to bridge gaps between disciplines and enhance the broader public’s understanding of AI in healthcare.

The Mediating Role of Pain Cognitions and Pain Sensitivity in the Treatment Effect of Perioperative Pain Neuroscience Education in People Undergoing Surgery for Lumbar Radiculopathy

Though perioperative pain neuroscience education (PPNE) positively influences patients’ surgical outcomes, little is known about the mechanisms behind this treatment’s success. Therefore, this study aims to evaluate the potential mediating role of pain cognitions and pain sensitivity in the treatment effect of PPNE on postoperative quality of life in people undergoing surgery for lumbar radiculopathy. This secondary analysis uses data from 120 participants of a randomized controlled trial who were randomized to receive either PPNE or perioperative biomedical education before undergoing surgery for lumbar radiculopathy. Quality of life was assessed 1-year postsurgery using the short form 36-item health survey (SF36) physical and mental component scores. Potential mediators included pain cognitions (ie, kinesiophobia, pain catastrophizing, and hypervigilance) and pain sensitivity (ie, endogenous nociceptive modulation), assessed 6 weeks postsurgery. Mediation models were constructed using structural equation modeling, and 95% confidence intervals (CIs) were calculated using 10,000 bootstrap samples. Analyses show a significant total effect for PPNE (estimate = .464, 95% CI [.105, .825]) and a significant indirect effect via pain catastrophizing on the SF36 physical component (estimate = .124, 95% CI [.001, .293]). No mediating effect was found through the remaining pain cognitions or pain sensitivity measures. Also, no potential mediators were identified for the treatment effect of PPNE on the SF36 mental component. Our findings suggest that pain catastrophizing mediates the treatment effect of PPNE on physical health-related quality of life in people undergoing surgery for lumbar radiculopathy. PerspectiveThis secondary analysis identified pain catastrophizing as a mediator for PPNE in people undergoing surgery for lumbar radiculopathy. More so, its findings indicate that this educational intervention can enhance the postoperative physical health-related quality of life of these patients by addressing their catastrophizing thoughts. Trial registrationClinicaltrials.gov (NCT02630732).

Developing a Catalogue of Environmental Sustainability Tools to Inform Biomedical Engineering Design Education

Despite the negative impact that the environmental crisis can have on human health, the healthcare sector is a significant contributor of greenhouse gas emissions and air pollution. However, biomedical engineering design has primarily focused on human safety, with limited attention to environmental sustainability. To address this, we conducted a review of tools to support environmental sustainability analysis and proposed how we think they can support biomedical engineering design education. We conducted a literature search to identify available tools and categorized them according to the biomedical engineering design process taught at the University of British Columbia. We found that there was a lack of tools to support sustainability at early design stages, limiting student’s ability to take a proactive approach to sustainable design. Moving forward, we plan to use this review as a reference tool to guide curriculum improvements for biomedical engineering design courses to include a greater focus on environmental sustainability.

Scientific Research in the Field of Children’s Health and Development

The focus on the interests of children has always been inherent in the Russian State, but the most effective measures have been implemented already in this century: 4 years before WHO announced the Global Strategy for Mothers and Children in 2016, Russian President Vladimir Putin signed the Decree on the National Strategy for Children for 2012–2017, in 2017. The President announced the “Decade of Childhood”, and in 2020 The priority of childhood was enshrined in the Constitution of the Russian Federation. In the Russian Federation, the most child-oriented system of children’s healthcare has been built, in medical and scientific organizations of the pediatric profile of the Russian Federation, specialists with medical, biomedical, psychological, pedagogical, and social education are specially trained to work with children of different ages, and scientific research in the field of pediatrics is carried out by specialized researchers within the framework of special programs focused on the needs of children’s healthcare. A detailed analysis of the structure and content of the projects implemented in 2022 has been carried out. Scientific projects involving children compared to 2018, when the implementation of the “Decade of Childhood” program began, which indicates that scientific research in the field of children’s health and development is voluminous, but uncoordinated. Many topics are carried out simultaneously by several scientific and medical or educational organizations, but they are not coordinated in unified scientific and methodological approaches. At the same time, there are systemic problems, to solve which it is necessary to switch to network scientific research of population health; to strengthen the integration of research teams both in the context of interdepartmental cooperation (the Ministry of Education and Science of the Russian Federation and the Ministry of Health of the Russian Federation — Rospotrebnadzor — Federal Medical and Biological Agency), and joint scientific work with other ministries (the Ministry of Education of the Russian Federation, the Ministry of Sports of the Russian Federation, the Ministry of Culture of the Russian Federation, etc.); as well as to improve financial mechanisms for managing scientific activities.

International collaborative research, systems leadership and education: reflections from academic biomedical researchers in Africa

ScopeAcademic biomedical researchers and educators in African countries navigate complex local, national, and international systems to conduct grant-funded research. To secure funding, collaboration with researchers from high-income countries is often necessary. Existing literature highlights that these global health initiatives are commonly fraught with unequal power dynamics and lead by the foreign partners. Despite these inequalities, African faculty can benefit from these collaborations, fostering the development of their labs and careers. This study delves into reflections on lived experiences from academic biomedical researchers in Africa to better understand the impact of foreign collaborations.MethodsWe designed a qualitative study using the Interpretative Phenomenological Analysis (IPA) method and used Self-determination and Complex Systems Leadership theories to frame this study. Ten academic biomedical researchers in Africa consented to join this study. The participants submitted a four-week series of reflective journals through an online data management platform. Subsequently, IPA methods were employed to analyze the collected journals.ResultsParticipants’ reflections yielded six thematic key findings, encompassing their experiences in international collaborative research. The findings included: foreign dominance within the international macrosystem; resource challenges in their local microsystems; mesosystem dependency from collaborations; scholarly identity within research relationships; collaborative leadership; and the impact of the foreign perspective. From these findings, three implications were drawn suggesting that participants were (1) motivated by scholarly identity found in collaborations; (2) depended on collaborations that were colonialist but beneficial; and (3) created change through leadership at the microsystem level.ImplicationsForeign collaborators and funders in global health education and research should critically consider how implications of this study relate to their collaborative work. Based on our analysis, recommendations for foreign collaborators and funders include prioritizing local leadership and perspectives in education initiatives and research grants; reviewing and leveraging collective leadership; engaging in bidirectional training, and mentoring opportunities; participating in power assessments; and removing publication barriers for researchers in Africa (and low-and middle-income countries). Insights from this study could impact global health research and education in multiple ways including new initiatives in mentorship and training in international collaborations along with increased awareness and correction of colonialism within these collaborations.

Basic Principles of Flow Cytometer Operation: The Make your Own Flow Cytometer.

Flow cytometry is a critical technology for biomedical analysis and is an essential component of almost any study of the immune system. Widespread usage and increasing instrument complexity have, however, led to increasing neglect of education in their basic operating principles, a common situation with many technologies. This chapter describes the basics of flow cytometer operation using the Make Your Own Flow Cytometer ( https://www.cytometryworks.com ), a working cytometer than can be assembled by students into a functional instrument. This project and others like it is seeing widespread usage in biomedical education and can serve as models for like-minded investigators who wish to build their own systems. They also provide a good mechanism to introduce the key operational principles of flow cytometry as illustrated here.

The European Polysaccharide Network of Excellence (EPNOE) research roadmap 2040: Advanced strategies for exploiting the vast potential of polysaccharides as renewable bioresources

Polysaccharides are among the most abundant bioresources on earth and consequently need to play a pivotal role when addressing existential scientific challenges like climate change and the shift from fossil-based to sustainable biobased materials. The Research Roadmap 2040 of the European Polysaccharide Network of Excellence (EPNOE) provides an expert's view on how future research and development strategies need to evolve to fully exploit the vast potential of polysaccharides as renewable bioresources. It is addressed to academic researchers, companies, as well as policymakers and covers five strategic areas that are of great importance in the context of polysaccharide related research: (I) Materials & Engineering, (II) Food & Nutrition, (III) Biomedical Applications, (IV) Chemistry, Biology & Physics, and (V) Skills & Education. Each section summarizes the state of research, identifies challenges that are currently faced, project achievements and developments that are expected in the upcoming 20 years, and finally provides outlines on how future research activities need to evolve.

A challenge-based interdisciplinary undergraduate concept fostering translational medicine.

Translational medicine (TM) is an interdisciplinary branch of biomedicine that bridges the gap from bench-to-bedside to improve global health. Fundamental TM skills include interdisciplinary collaboration, communication, critical thinking, and creative problem-solving (4Cs). TM is currently limited in undergraduate biomedical education programs, with little patient contact and opportunities for collaboration between different disciplines. In this study, we developed and evaluated a novel interdisciplinary challenge-based educational concept, grounded in the theoretical framework of experimental research-based education, to implement TM in undergraduate biomedicine and medicine programs. Students were introduced to an authentic clinical problem through an interdisciplinary session with patients, medical doctors, and scientists. Next, students collaborated in groups to design unique laboratory-based research proposals addressing this problem. Stakeholders subsequently rewarded the best proposal with funding to be executed in a consecutive interdisciplinary laboratory course, in which mixed teams of biomedicine and medicine students performed the research in a fully equipped wet laboratory. Written questionnaires and focus groups revealed that students developed 4C skills and acquired a 4C mindset. Working on an authentic patient case and the interdisciplinary setting positively contributed to communication, collaboration, critical thinking, and creative problem-solving skills. Furthermore, students were intrinsically motivated by (i) the relevance of their work that made them feel taken seriously and competent, (ii) the patient involvement that highlighted the societal relevance of their work, and (iii) the acquisition of a realistic view of what doing science in a biomedical research laboratory is. In conclusion, we showcase a widely applicable interdisciplinary challenge-based undergraduate concept fostering TM.

Practical tips for organizing challenge-based learning in biomedical education.

Challenge-based learning (CBL) in biomedical education can prepare health professionals to handle complex challenges in their work environments through the development and practice of problem-solving skills. This paper provides twelve practical tips for biomedical educators to implement CBL in their education. The intricacies of CBL are explained together with organizational tips, and multiple levels of student support to help students achieve CBL learning goals. Our aim is to promote CBL in biomedical education and to help students acquire valuable skills for post-graduation while working towards solving real societal needs.

Improving DEIB in Addiction Medicine Training Through Interdisciplinary Collaboration and Program Evaluation.

Developing a diverse Addiction Medicine (AM) workforce will improve medical and public health responses to the increasing health risks created by substance use disorders (SUDs). A workforce that embraces diversity, equity, inclusion, and belonging (DEIB) principles may foster novel responses to address the disparities in treatment and outcomes experienced by Black, Indigenous, and People of Color (BIPOC) who are impacted by SUDs. However, experiences of bias and discrimination in the workplace and a lack of exposure to addiction-related content in educational settings limit opportunities to develop and retain a diverse workforce. In this commentary, we describe the creation of the Inclusion, Diversity, and Equity in Addiction medicine, Addiction research, and Addiction health professions (IDEAAA) initiative, a strategy to foster diversity in the field of addiction through efforts targeting learners at different stages of the biomedical education pipeline. Now in its second year, the IDEAAA Program is focused on programmatic evaluation through a qualitative interview study of AM training programs to improve the understanding of experiences of participants who are self-identified members of underrepresented groups (URGs). Interdisciplinary programs with multi-faceted approaches are a strategy to improve DEIB in the AM workforce; IDEAAA's design and methods can inform other AM programs who have the desire to improve DEIB through novel approaches.

The World Café method and spaces dedicated to active teaching & learning: A dynamic combo that motivates students for biosciences learning

ABSTRACT A pilot experiment was developed in a Biomedical Sciences curricular unit to test how using a different knowledge-sharing method (World Café) in a Space for Active Learning and Teaching would affect students’ engagement. Each working group was asked to prepare a poster summarising a different topic about the physiology of the oocyte. On the activity day, rotating discussion sessions moderated by tutors took place, with groups answering different questions to deepen their knowledge. Students appreciated the dynamic and supportive environment that reduced anxiety while fostering knowledge-sharing. They also mentioned they prefer this method to traditional lectures and credited modern facilities for increasing their motivation to learn. We recommend the World Café method for improving collaborative work skills and learning in biomedical education. This study also highlights the need for institutions to provide up-to-date infrastructures, as this appears to have a direct impact on students’ engagement.

Knowledge and Attitudes towards Epilepsy of Croatian General Student Population and Biomedical Students: A Cross-Sectional Study.

Epilepsy causes a significant burden to patients as it is linked with various somatic and psychiatric comorbidities, social issues, impaired quality of life, and increased mortality. Improving the population's knowledge and attitudes about epilepsy patients could be beneficial as it could raise social awareness and lead to more social support for patients. For those reasons, a survey-based cross-sectional study was conducted to determine Croatian students' knowledge and attitudes toward epilepsy. A previously developed survey questionnaire was adapted for the Croatian setting and distributed online to the students (n = 544). Croatian students generally had positive attitudes towards people with epilepsy (median score 28.0, interquartile range 29.0-26.0, with the minimum possible score being 0.0 and the maximum 30.0), with the female gender (B (male) = 0.664 (95% CI -1.158, -0.170), p = 0.009), biomedical education (B (other) = -0.442, (95% CI -0.823, -0.061), p = 0.023), and personal experience in the form of witnessing the seizure (B = 0.519 (95% CI 0,098, 0.940), p = 0.016) as predictors of more favorable attitudes. Overall knowledge was satisfactory concerning most items, with the exception of first aid measures and risk factors. Educational intervention targeting bio-medical students and other students who might, in their future professional lives, be responsible for people suffering from epilepsy is needed to improve the gaps in their knowledge.