Digital technologies have increasingly become integrated within educational environments, creating new opportunities and challenges relating to communication, learning, and responsible participation within digital spaces. The purpose of the study was to examine digital citizenship in the context of secondary education by reviewing the existing literature to explore its conceptualization, challenges, and educational implications. A narrative literature review approach was used in order to synthesize findings from peer-reviewed journal articles, academic books and relevant scholarly sources using secondary desk research and thematic analysis. The findings indicated that digital citizenship involves responsible use of technology as well as ethical behaviour, digital literacy, critical thinking, civic participation, media literacy and responsible online engagement. The research also revealed that digital competence and media literacy influence how learners engage appropriately in digital environments. The literature also pointed out several challenges that affect implementation such as teacher preparedness, curriculum integration, technology inequities and institutional support. In conclusion, the study emphasizes the importance of digital citizenship education in preparing learners for responsible participation in digitally connected societies and calls for context-sensitive educational approaches.

Family Nurse Practitioner (FNP) programs often lack structured preclinical competency verification, which delays identification of learning needs and creates patient safety risks. Although registered nurses demonstrate sophisticated clinical judgment within team-based practice, FNP practice demands autonomous diagnostic reasoning, generating differential diagnoses and formulating management plans. This shift requires intentional educational support through formative assessment. At one Western United States public university FNP program, students entered practicum without standardized preclinical evaluation. Faculty observed wide variation in preparedness, from overconfidence to hesitation. This single-cohort, mixed methods pilot educational program evaluation implemented a formative preclinical Objective Structured Clinical Examination for 12 FNP students to evaluate confidence in primary care assessment and diagnostic reasoning while exploring curriculum integration feasibility. Students rated confidence using the Simulation Effectiveness Tool-Modified; faculty used the Lasater Clinical Judgment Rubric. Structured debriefings and surveys captured qualitative data. Two 30-minute standardized patient encounters, an adult and pediatric wellness visits incorporating anemia recognition, followed International Nursing Association for Clinical Simulation and Learning standards. Prebriefing, encounters, documentation, and debriefing integrated Kolb's experiential learning and Tanner's clinical judgment frameworks. Students reported moderate confidence in primary care assessment (M = 2.32) and diagnostic reasoning (M = 2.26), with lower confidence in clinical decision making (M = 1.70). Faculty ratings paralleled student self-assessments: highest in noticing (M = 2.7), lowest in reflecting (M = 2.0). Students (M = 3.90) and faculty (M = 4.89) rated the Objective Structured Clinical Examination as educationally valuable and appropriate; however, faculty expressed sustainability concerns (M = 2.44). The preclinical Objective Structured Clinical Examination provided structured opportunity for diagnostic reasoning practice and identification of learning needs before practicum entry, demonstrating feasibility within competency-based FNP education.

Communication competence is a core component of clinical competence among undergraduate nursing students. However, conventional communication teaching is often constrained by limited contextual authenticity, insufficient opportunities for repeated practice, and inadequate feedback support. Large language model-based virtual patients (LLM-VPs) offer a new approach to nursing communication training, but limited evidence exists on how undergraduate nursing students, based on their prior communication-learning experiences, anticipate the educational value, functional requirements, and boundaries of such systems. This study aimed to explore undergraduate nursing students' anticipated perceptions, functional needs, preliminary acceptance, and views on potential risks and boundaries regarding the use of LLM-VPs for communication training before they had used a dedicated LLM-VP system. The findings were intended to provide early evidence for the integration of this technology into nursing education. This study employed a descriptive qualitative design. A total of 15 undergraduate nursing students were recruited through convenience sampling. Data were collected through semi-structured interviews after written informed consent had been obtained from each participant. Data collection and analysis were conducted concurrently until theoretical saturation was reached. The collected data were coded and analyzed using thematic analysis, with the assistance of NVivo 14 software. Four main themes were identified: emerging educational gaps and competence needs; expected system form and design requirements; mechanisms underlying trust and sustained use; and perceived risks and boundaries of applicability. Overall, nursing students expressed cautiously optimistic expectations toward LLM-VPs and articulated diverse functional expectations for aligning these systems with nursing-specific learning needs. From the anticipatory perspective of undergraduate nursing students, LLM-VPs have practical appeal and potential utility in nursing communication education. However, their educational value remains conditional and requires further validation in real-use studies. Students expected LLM-VPs to function not as replacements for real clinical encounters but as supplementary training tools that support repeated practice, immediate feedback, and preclinical rehearsal. Future implementation should be grounded in nursing-specific adaptation, deep curricular integration, rigorous knowledge verification, ethical governance, and empirical evaluation of real-world educational effects to support standardized, cautious, and sustainable use in nursing education.

ABSTRACT Preparing future health and social-welfare professionals to care foraging population requires an integrated educational approach. Contemporary age-friendly healthcare models emphasize person-centered geriatric care, yet effective implementation also depends on culturally responsive practice and the ethical, appropriate use of health technologies. The ACT (Aging, Culture, and Technology) framework conceptualizes these domains as interdependent competencies necessary for practice in diverse and digitally mediated healthcare environments. This study examined how mandatory health science courses integrate ACT-related content and explored faculty characteristics associated with such integration. A cross-sectional convergent mixed-methods study was conducted among 195 faculty members teaching mandatory undergraduate and/or graduate courses in a Faculty of Welfare and Health-Sciences. Participants completed an ACT Integration survey developed through a three-round Delphi process involving interdisciplinary experts. Respondents rated the extent to which their courses addressed ACT domains and provided examples of integration in teaching. Aging-related topics were included in 31% of undergraduate and 27% of graduate courses; multiculturalism in 28% for both; and technology in 13% (BA) and 8% (MA) courses. Only 15.4% of respondents reported extensive ACT integration, while 65.7% did not address them at all. Faculty research involvement and prior training in ACT domains were associated with higher curricular integration. Qualitative findings suggested that integration was largely instructor-driven and experiential, with limited evidence of curriculum-wide coordination. The findings suggest a fragmented approach to preparing students for age-friendly, culturally responsive, and technology-enabled care. Greater structural and pedagogical integration of ACT domains may enhance readiness for contemporary healthcare practice.

Introduction: Artificial intelligence (AI)-driven virtual patients (VP) are emerging learning tools for supporting healthcare students’ communication skill development. Despite this, students are rarely consulted prior to development and implementation. This study aimed to establish attitudes of students around the use of these tools and investigate the key design and implementation features that students think should be considered. Methods: Nineteen students from seven healthcare disciplines participated. Thematic analysis of focus group data was conducted to address research questions. Results: Six themes were established. Students felt AI-driven VPs could increase the amount of practice they receive yet expressed concerns around privacy and over-reliance. Students suggested that diversity of patient traits and scenarios, multimodal interaction and early use within curricula were important qualities. Conclusions: Creators and educators should consider these factors when planning curricular integration. Clear institutional policies may assist to address concerns raised by students and ensure effective implementation. This study provides an important exploration of student perspectives on AI-driven VPs in the context of assisting them to communicate better with their patients.

ABSTRACT English has become a pluricentric resource, challenging British and American norms in English language teaching (ELT). This study examines how Thai university students position themselves toward World Englishes (WE) and what pedagogical practices they propose for integrating linguistic diversity. Semi-structured interviews and reflective journals with 15 English majors at a multilingual public university in southern Thailand were analyzed through qualitative content analysis. Findings reveal a complex negotiation of legitimacy and practicality. Many students framed exposure to diverse Englishes as indispensable for intelligibility and adaptability, while others problematised it as incompatible with Thailand’s exam-oriented structures. Thai English (TE) emerged as both a resource for identity and a site of vulnerability under native-speakerist ideologies. Participants critiqued tokenistic inclusion of non-standard varieties and called for systemic reform, including curricular integration of multiple varieties, experiential learning beyond classrooms, and assessment focused on intelligibility rather than native-speaker norms. Significantly, students developed justice-oriented discourse framing English variation as a matter of power and equity, demonstrating learner agency in conceptualizing authentic WE integration. The study highlights the gap between student orientations and institutional practices, underscoring the need to reconfigure Thai ELT to normalise linguistic plurality, legitimate localised Englishes, and promote linguistic justice.

Despite widespread enthusiasm for Virtual Reality (VR) in education, its adoption in post-primary schools remains limited by uncertainty over curricular integration, design requirements, and practical deployment considerations. This article reports on a three-phase, mixed-methods participatory study involving 114 co-designers, including post-primary students, parents, post-primary school teachers, subject experts, and VR practitioners. Across the three phases, we conducted co-design brainstorming sessions, semi-structured interviews, administered pre- and post-intervention surveys, and collected in-app interaction metrics to identify the design and deployment requirements for VR in post-primary schools. In Phase One, we identified stakeholders’ deployment needs, capturing the socio-technical conditions required for viable classroom integration. In Phase Two, we identified the design requirements through evaluation of an initial prototype. Finally, in Phase Three, we evaluated an advanced prototype with a broader cohort of stakeholders to assess the extent to which the identified needs and requirements supported educationally meaningful and practically deployable VR experiences.

Pharmacy graduates are expected to collaborate effectively within interprofessional healthcare teams. However, current training lacks structured opportunities for interprofessional learning. Simulation-based interprofessional education (sim-IPE) offers a promising approach to address this gap. This study explored the training needs and perceptions of pharmacy students regarding sim-IPE at Mbarara University of Science and Technology (MUST). We conducted a formative qualitative study among pharmacy students and faculty at MUST in October 2025. In-depth interviews were conducted with 14 fourth-year pharmacy students, and key informant interviews with three purposively selected faculty members involved in curriculum design. Data was collected using interview guides developed based on the Theoretical Domains Framework. Audio-recorded data were transcribed verbatim, cleaned and analyzed in NVivo version 14 using framework analysis. Four themes emerged. First, the current clinical training was constrained by limited clinical training exposure, preceptor shortages, and siloed learning. Second, barriers to IPE included professional hierarchy, low student confidence, scheduling conflicts, and limited simulation capacity. Third, the enablers for successful implementation included skilled facilitation, curriculum integration, institutional support, and simulation's safe learning environment. Fourth, effective communication skills, pharmaceutical care, and interprofessional collaboration competencies were identified as essential needs for effective participation. Participants anticipated benefits for professional development and patient care from interprofessional learning. Pharmacy students and faculty perceived sim-IPE as a valuable approach for addressing gaps in current clinical training and strengthening readiness for collaborative practice. The main training needs identified were communication skills, role clarity, teamwork, pharmaceutical care competencies, and confidence to contribute within interprofessional teams. Implementation will require attention to professional hierarchy, faculty preparation, curriculum integration, scheduling, and simulation resources. These findings provide practical guidance for the design of a contextually appropriate sim-IPE module for undergraduate pharmacy students in Uganda and similar resource-constrained health professions education settings.

Variability exists in how US dental schools integrate predoctoral temporomandibular disorder (TMD) training, yet multilevel determinants influencing implementation are underexplored. This study applied the Consolidated Framework for Implementation Research (CFIR) to examine differences in predoctoral TMD training and challenges in implementing CODA standards from leadership perspectives. A CFIR-guided REDCap survey was distributed to deans/associate deans of academic affairs across all 75 dental schools (September, 2025 to October, 2025), assessing TMD screening, management, student exposure, and implementation challenges. Schools were classified into TMD-educational models based on orofacial pain (OFP) postgraduate affiliation (Model 1), presence of OFP specialists managing TMD patients (Model 2), OFP specialists providing didactic instruction only (Model 3), and absence thereof (Model 4). Outcomes were compared across models using chi-square tests; thematic analysis summarized implementation challenges via CFIR constructs. Of 38 responses, 84.2% provided both didactic and clinical TMD instruction and routine screening. Overall, 97.4% managed TMD patients, with modalities varying by models (p<0.001). Model 4 schools were significantly less likely to provide TMD management (p = 0.033). Confidence in meeting CODA standards was moderate-to-high for didactic (84.0±18.2 on 0-100 scale, 100 = "high confidence") and clinical (77.3±21.0) components. Perceived challenges differed across models (p = 0.006), including lack of specialists (Model 4), limited general faculty trained in TMD (Models 2 and 3) and patient availability, curricular constraints (Models 1, 2, and 4), and institutional barriers. Variability in TMD education reflects multilevel implementation determinants. Embedding TMD competencies in a primary-care framework, strengthening OFP faculty recruitment, and enhancing curricular integration could improve consistency and implementation fidelity nationwide.

Palliative care is a core component of holistic nursing practice, yet international and regional evidence indicates persistent gaps in nursing students' preparedness, particularly in knowledge, attitudes, and spiritual care competence. In Saudi Arabia, these gaps are influenced by cultural expectations and variable curricular integration. To assess palliative care preparedness among undergraduate nursing students in Northern Saudi Arabia across three domains knowledge, attitudes toward caring for the dying, and spiritual care preparedness and to examine their associations with palliative care training and clinical experience. A cross-sectional study was conducted among 232 third- and fourth-year nursing students using stratified random sampling. Data were collected using the Palliative Care Knowledge Test (PCKT), the Frommelt Attitude Toward Care of the Dying Scale-B (FATCOD-B), and the Student Survey of Spiritual Care (SSSC). Descriptive statistics, Mann-Whitney U tests, Pearson correlations, and multiple linear regression were performed. Students demonstrated moderate knowledge (M = 13.78/20), with higher scores in psychiatric and dyspnea management domains. Clinical experience with dying patients was associated with significantly higher knowledge (p = 0.0189). Attitude scores were generally positive (M = 3.13/5), though slightly lower among students with training or clinical experience. Spiritual care preparedness was moderate (M = 3.86/6) and did not differ by training or experience. A weak negative correlation was observed between knowledge and attitudes (r = - 0.143, p = 0.0296). Nursing students in Northern Saudi Arabia exhibit moderate preparedness for palliative care. Clinical exposure enhances knowledge, while spiritual care readiness appears culturally grounded rather than training dependent. Findings highlight the need for integrated, culturally responsive palliative and spiritual care education within undergraduate nursing curricula.

ABSTRACT The rapid rise of generative artificial intelligence (GenAI) is transforming how consumers access information, creating new challenges for marketing education. While Search Engine Optimization (SEO) is well established in curricula, the emergence of Generative Engine Optimization (GEO), optimizing content for AI-driven platforms such as ChatGPT, represents an urgent but underexplored pedagogical frontier. This study draws on interviews with 16 marketing practitioners across diverse sectors and triangulates their insights with Google Trends and job market data to examine GEO adoption patterns, the evolution of terminology, and implications for marketing education. Four themes emerged: (1) terminology convergence amid conceptual fluidity, (2) industry recognition of student readiness gaps, (3) implementation challenges and measurement uncertainty, and (4) specific recommendations for curriculum integration. Guided by the Transformative Marketing Education framework and the principles of curriculum agility, the study proposes a three-tier integration model to embed GEO concepts across digital, performance, and AI marketing courses. Findings indicate that GEO should complement rather than replace SEO. To support rapid classroom adoption, Appendix B provides ready-to-use assignments aligned with each tier.

This study examines how Education for Sustainability (EfS) is interpreted and enacted in toddler classrooms, focusing on the interaction between policy frameworks and teachers’ daily practices in Sweden and Türkiye. Using a qualitative multiple-case design, data were collected through interviews, classroom observations, and document analysis in one preschool from each country. Findings reveal both shared commitments and notable differences. Swedish teachers approached EfS as a holistic, child-centered responsibility, positioning toddlers as active participants and embedding sustainability into everyday routines. In contrast, Turkish teachers implemented more structured, task-oriented activities, often shaped by developmental expectations, limited resources, and the absence of explicit EfS policy for children under three. Across both contexts, practices reflected an ongoing negotiation between systemic frameworks and classroom realities. The study highlights EfS in toddler education calls for stronger curricular integration and professional development while advancing debates on child agency and early sustainability pedagogies.

Although artificial intelligence (AI) is increasingly transforming healthcare systems, its systematic integration into undergraduate medical education (UME) remains limited. Despite widespread recognition of AI's potential to enhance clinical practice, AI-related competencies are still inadequately embedded in most medical curricula, even though medical students generally express positive attitudes toward AI. This systematic review and meta-analysis synthesizes the current literature on medical students' attitudes toward teaching about AI and clarifies the challenges, opportunities, and potential approaches for incorporating AI into the UME curriculum. These findings underscore the need for competency-based AI integration in UME worldwide. Following Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, a systematic literature review was conducted using the PubMed, Web of Science, Scopus, and Cochrane Library databases between January 2000 and February 2025, revealing 26 studies (n = 20,963 students) assessing attitudes and challenges related to learning AI. Meta-analysis calculated the pooled proportions of student support. A random-effects model with Freeman-Tukey transformation was used; heterogeneity and bias were assessed via standard statistical methods. The systematic review included 26 studies (n = 20,963 medical students). Meta-analysis revealed that 16,278 participants (78.0%) held positive attitudes towards AI curriculum integration. Despite this strong support, a significant 'optimism-competence gap' was identified: while 17,420 participants (83.1%) agreed on the necessity for AI training, only 7,630 participants (36.4%) felt confident in applying AI in clinical practice. Subgroup analyses confirmed consistent support across geographic regions. The analysis indicated extreme heterogeneity (I² = 98.5%). The primary implementation challenges, derived from the systematic review, were curricular overcrowding (reported in 13 out of 19 studies, 68%), lack of faculty expertise (in 12 out of 23 studies, 52%), and ethical concerns (in 9 out of 22 studies, 41%). A standardized AI curriculum is urgently needed to bridge the optimism-competence gap. Prioritizing faculty training, interdisciplinary collaboration, and ethical frameworks will ensure that future physicians can harness AI's potential while mitigating risks. Our findings, particularly the quantified optimism-competence gap and the influence of unmeasured institutional factors, provide a new evidence base for developing these prioritized interventions.

Media and digital technologies shape adolescent development across interconnected online and offline contexts, offering opportunities for learning and connection while also exposing young people to risks that can affect wellbeing. Wellbeing-focused media literacy interventions aim to support young people in understanding and managing how media and technology shape their experiences and wellbeing. Schools are well placed to deliver such interventions at scale through curricular integration. However, existing interventions vary widely in focus, design and evaluation quality making it difficult to determine what works and why. This review synthesises school-based wellbeing-focused media literacy interventions and evaluates their effectiveness across well-being outcomes. A range of interdisciplinary databases (ACM Digital Library, British Education Index, CINAHL, ERIC, MEDLINE, PsycINFO, Scopus, Web of Science) alongside targeted grey literature searches of internal evaluation reports and dissertations were searched on 20 January 2026. Eligible studies will include school-based interventions for adolescents aged 11-18. Abstracts and full texts will be screened in Covidence, and relevant data extracted using an adapted Template for Intervention Description and Replication (TIDieR) framework. A three-level random effects meta-analysis will estimate pooled effects across psychological, social, physical and digital wellbeing domains. Narrative synthesis, informed by the adapted TIDieR framework, will explore intervention content, delivery and theoretical foundations to identify mechanisms of change and sources of heterogeneity. Ethical approval is not required for this systematic review, as it will only include published data. The review findings will be disseminated through a peer-reviewed publication and conference presentations. CRD420251269724.

Adequate training in Psycho-Oncology is essential to prepare psychologists to address the complex psychosocial needs of patients with cancer. However, this content remains inconsistently incorporated into undergraduate psychology curricula, and evidence regarding students' perceived preparedness remains limited. To evaluate differences between expectations and self-reported training experiences in Psycho-Oncology among undergraduate psychology students from two independent cohorts at different stages of training. A cross-sectional study was conducted among undergraduate psychology students from private institutions in Belo Horizonte, Brazil. First- and final-year students completed a structured questionnaire assessing expectations, educational exposure, and self-perceived preparedness in Psycho-Oncology. Comparative analyses used chi-square and Fisher's exact tests, with a significance level of 0.05. A total of 284 students participated (166 first-year and 118 final-year). Significant differences were observed across all domains. While approximately two-thirds of first-year students were expected to be adequately prepared to work with cancer patients, fewer than 12% of final-year students reported having received such preparation (p < 0.001). Final-year students also reported limited training in communication skills, psychosocial care, practical experience, and exposure to oncology settings. Overall, first-year students' expectations consistently exceeded the training experiences reported by final-year students. These findings demonstrate a discrepancy between expected and perceived preparedness across independent cohorts, highlighting potential gaps in undergraduate psychology education regarding Psycho-Oncology. As outcomes are based on self-perception, these results should not be interpreted as direct measures of competence. Strengthening curricular integration and practical training opportunities may help align educational experiences with students' expectations and perceived readiness for oncology care.

Cutaneous interstitial fluid (ISF) is a minimally invasive biofluid that reflects clinically relevant biochemical and inflammatory biomarkers comparable to blood, highlighting its potential role in autoimmune and inflammatory dermatoses. However, effective clinical translation of ISF-based diagnostics depends not only on technological validation but also on the awareness and readiness of future healthcare professionals. To assess healthcare students’ knowledge, attitudes, perceptions, and willingness to adopt cutaneous ISF-based biomarker technologies for autoimmune dermatoses, and to identify factors associated with adoption intent. A cross-sectional survey was conducted among 282 healthcare students using a structured, self-administered questionnaire. Data were summarized using frequencies and percentages for categorical variables and means ± standard deviations, medians, and interquartile ranges for continuous variables. Pearson correlation and multivariable linear regression analyses were performed to examine associations and identify predictors of willingness to adopt ISF biomarkers. Among participants, 36.2% had heard of cutaneous ISF diagnostics and 27.3% could identify a specific ISF biomarker, with mean knowledge scores indicating low to moderate awareness (range: 1.57 ± 0.72 to 2.06 ± 0.83). Despite limited awareness, attitudes were favorable, with 68.8% perceiving ISF as a promising approach (mean 3.40 ± 1.05) and 73.0% expressing trust in its scientific validity (mean 3.63 ± 1.05). Willingness to adopt ISF diagnostics was high, particularly in the absence of cost constraints (73.4%, mean 3.94 ± 1.03) and with access to training (72.7%, mean 3.94 ± 1.03). Support for curriculum integration was also strong (mean scores: 3.95 ± 1.03 and 3.99 ± 1.00; Cohen d = 0.95–0.99). Knowledge and attitudes were positively correlated with adoption intent (r = 0.42–0.51). Multivariable analysis identified attitudes (β = 0.62, P < .001) and knowledge (β = 0.18, P < .001) as significant predictors, explaining 47% of the variance (R2 = 0.47). A clear gap exists between limited knowledge and strong readiness to adopt ISF biomarker diagnostics among healthcare students. Despite low awareness, participants demonstrated positive attitudes, confidence in scientific validity, and willingness to pursue training and future use. These findings highlight the importance of curricular integration and targeted education to support informed adoption of ISF diagnostics in clinical practice.

Application of three-dimensional anatomical knowledge is essential for patient examination, diagnosis, and treatment and is crucial in the training of medical and healthcare students. Moreover, critical observation and spatial awareness are vital for learner understanding of three-dimensional anatomical structures and relationships. However, there are logistical barriers to curricular integration of teaching that explicitly targets these skills. Exploring 3D Anatomy is an open online course, collaboratively produced at two universities in the United Kingdom and South Africa, and available free of charge to institutional and non-institutional users via Canvas (Instructure Europe, London, UK). The course is designed to develop three-dimensional spatial awareness remotely, using accessible household objects and art-based learning. Exploring 3D Anatomy is underpinned by pedagogical principles including multimodal, experiential, and social learning; critical observation and visualization; and evidence-informed art-based learning approaches including Haptico-visual observation and drawing and Observe-reflect-draw-edit-repeat. A phenomenological study was implemented to investigate learner perceptions of the pedagogical, social, and practical elements of Exploring 3D Anatomy. Undergraduate medical students (n = 8) at a United Kingdom medical school participated in two focus groups. Combined themes were constructed using double-coding and interpretative phenomenological analysis. A nested set of four themes was produced, each comprising a dichotomy or spectrum of views between opposing sub-themes: Inquiry (Strategic-Exploratory); Dialogue (Knowledge-Understanding); Cognition (Compartmental-Conceptual); Experience (Novice-Advanced). This work provides insights and implications for educators seeking to provide training in important but neglected skills beyond the boundaries of formal curricula, through implementation of flexible, accessible, and remote learning and training strategies in anatomical education.

ABSTRACTBackgroundEducational impact of point‐of‐care clinical decision support system (CDSS) on medical students remains insufficiently studied. Our aim was to evaluate the effect of a CDSS on team‐based clinical quiz performance and confidence in using medical information resources.MethodsWe conducted a nationwide, online, pre–post quasi‐experimental pilot study on November 24, 2024. Eighteen teams of Japanese medical students (team size ranging from one to three members) completed ten multiple‐choice questions based on two clinical cases. Teams first answered questions using any resources except UpToDate (Pre phase), then re‐answered the same questions using UpToDate only (Post phase) under stricter time constraints. The primary outcome was team‐based quiz score. Secondary outcomes were team‐based confidence in using UpToDate and other resources. Paired t‐tests and Wilcoxon signed‐rank tests were performed. Sensitivity analyses addressed missing post‐intervention confidence data.ResultsSeventeen teams (43 individuals) were included in the analysis. Mean quiz scores increased from 4.00 (SD 1.70) to 4.76 (SD 2.17) (paired t‐test p = 0.01; Wilcoxon p = 0.026). Confidence in using UpToDate improved from 1.38 (SD 0.77) to 2.54 (SD 0.97) (paired t‐test p = 0.0021), while confidence in other resources showed no significant change. Sensitivity analyses supported the confidence improvement under neutral and best‐case assumptions but not under the extreme worst‐case scenario.ConclusionsCDSS use may be associated with modest improvements in team‐based quiz performance and confidence among medical students in this volunteer‐based sample; generalizability to broader populations requires further investigation. Future studies should examine learning outcomes, clinical applicability, and curricular integration.

Awareness, perceptions, and educational preferences for AI among radiography students: A cross sectional survey.

ObjectivesArtificial intelligence (AI) is increasingly transforming healthcare delivery and health professions education, creating a need for future healthcare professionals to develop adequate knowledge, practical skills, and ethical awareness. However, many students remain exposed to AI tools without receiving structured academic preparation. This study aimed to assess knowledge, attitudes, practices, and perceived barriers toward AI among nursing and health sciences students.MethodsA descriptive cross-sectional study was conducted among 242 undergraduate students at a public university in Palestine between January and February 2025. Data were collected using a structured self-administered questionnaire adapted from previous literature and refined through expert review and pilot testing. The survey assessed sociodemographic characteristics, AI-related knowledge and exposure, attitudes, practices, and perceived barriers. Descriptive statistics were used to summarize the data, while Mann–Whitney U and Kruskal–Wallis tests examined subgroup differences.ResultsParticipants had a mean age of 20.4 ± 2.28 years, and 77.3% were female. Most students reported using AI tools (83.1%), whereas only 31.0% had received formal AI training. Overall knowledge/exposure scores were moderate (2.78 ± 1.12), attitudes were generally positive (3.64 ± 0.61), and practice levels were moderate (3.18 ± 0.72). No significant differences in knowledge or practice scores were observed across demographic variables (p > .05). Students with formal AI training demonstrated significantly higher attitude scores (p = .019). The most frequently reported barriers were ethical and privacy concerns (44.2%), limited curriculum integration (42.6%), and lack of knowledge or expertise (38.4%).ConclusionsStudents demonstrated substantial exposure to AI technologies but limited structured preparedness for their effective and ethical use. Positive attitudes toward AI suggest readiness for educational adoption; however, moderate knowledge and practice levels indicate the need for formal curriculum integration, faculty development, and competency-based training. Addressing ethical concerns and institutional barriers is essential to support responsible AI implementation in nursing and health sciences education.