Background:Despite recommendations that medical schools incorporate health literacy (HL) into curricula and identification of consensus areas of HL competence, high-quality data are needed for curricular characteristics and structured evaluation that foster sustained HL competency adoption.Objective:This study aimed to develop and evaluate a comprehensive longitudinal medical school HL curriculum using qualitative and quantitative assessments. We sought to ground this in existing theory and provide evidence for generalizable use and further theory refinement.Methods:Across three medical student cohorts, HL was integrated into a 14-month pre-clinical professional development course. The longitudinal curriculum was informed by consensus-derived HL competencies and Bloom's Taxonomy. Student self-assessment and reflection data were linked across three timepoints and analyzed using mixed methods: an inductive approach identified key qualitative themes; exploratory factor analysis (EFA) identified prevalent factors within self-assessments; and analysis of variance identified differences across timepoints.Key Results:Three qualitative themes emerged from student reflections: emotions associated with a backward reading exercise; shifts in awareness of HL as a patient challenge; and plans to continue using HL practices. Among 336 students with quantitative data across all timepoints, EFA identified three factors: foundations, shame-free environment, conveying information. Over the curriculum, students demonstrated significant (p < .05) improvements in each factor.Conclusions:Our longitudinal HL curriculum, grounded in existing competencies and conceptual framework, elicited positive changes related to medical student HL competencies. Qualitative data demonstrating motivation and intention to continue applying HL practices were augmented by quantitative data showing increased adoption of self-reported behaviors over curricular timepoints. This study fulfills multiple features of a conceptual framework for HL curricula in health professions education, including sequenced, interactive sessions, multiple instruction modes, reflection, integration of knowledge and skill education, and varied assessment methods. Our findings can be used by investigators, institutions, and professional accreditation organizations to broadly enhance HL education.

Medical schools have an obligation to provide a well-rounded, comprehensive education for their students, including reproductive healthcare. The Ethical and Religious Directives for Catholic Healthcare Services (ERDs) provide guidance and directives for hospitals sponsored by the Catholic Church. The ERDs prohibit performing abortions, including material cooperation with abortion. We examined whether teaching medical students about abortion in Catholic medical schools is ethically permissible under the ERDs. Literature for ethical frameworks, theology, and medical education standards was examined. We also sought to identify whether medical students at a Catholic medical school were satisfied with the current abortion curriculum. An Institutional Review Board approved survey was distributed to fourth-year medical students at a Catholic medical school evaluating satisfaction with the current curriculum. Students indicated that abortion education is an important aspect of the medical school curriculum. We propose that it is ethically permissible to provide comprehensive didactic reproductive education, including abortion, in Catholic medical schools while still respecting the ERDs.

Radiology education is critical for medical students' anatomical competence and clinical readiness. However, it remains insufficiently integrated in medical curricula as residency program directors describe interns' basic image interpretation as unsatisfactory. This review aims to assess the efficacy of ultrasound, CT, MRI, and X-ray in facilitating the learning of anatomy among medical students. Following PRISMA guidelines, 983 articles were screened, and 52 studies published between 2000 and 2025 met the inclusion criteria by comparing radiology-integrated anatomy education with traditional methods such as cadaver and atlas use. Data extraction covered study design, radiology modalities, and effect sizes. Both integrated and traditional methods consisted of medical student cohorts assessed on objective knowledge and skills with recorded quantitative outcomes. Included studies showed knowledge gains on multiple choice assessments (pooled Cohen's d = 0.99, 95% CI: 0.34-1.65) but with high heterogeneity among studies (I2 = 99.5%). Controlled designs were used in 21% of studies. Other investigations (68% of studies) used attitudinal surveys that revealed strong student preference for radiology-integrated learning. Of the modalities present, ultrasound was predominant (85% of studies), with other modalities (CT: 15%; MRI/X-ray: < 5%) substantially underrepresented despite clinical relevance. Radiology integration was shown to enhance anatomy education and clinical preparedness. The incorporation of radiology, specifically ultrasound, into anatomical education leads to a significant and substantial improvement in student learning outcomes. Future investigations can standardize assessments, expand multimodal research, and address global curricular disparities.

There are currently concerns about recruitment to UK general practice. There have been various efforts and approaches to increase recruitment to general practice, and we lack contemporary insights and knowledge about the factors that shape medical students' career intentions. To identify and analyse the key factors influencing UK medical students' choice of general practice as a career pathway. A systematic review of empirical literature about factors influencing career choice in UK undergraduate medical education synthesising both quantitative and qualitative evidence across UK medical education contexts. We conducted a systematic review following the PRISMA guidelines. Systematic searches of seven electronic databases (MEDLINE, EMBASE, PsycINFO, ERIC, Web of Science, British Education Index, and EconLit) were conducted to identify primary research published from 1990-2024. The Bland-Meurer theoretical framework structured the analysis. The systematic review identified 29 studies. Three critical factors emerged: (1) An educational disconnect between GP recruitment needs and medical curricula; (2) The persistent negative hidden curriculum experienced by students in various settings; and (3) The important role of authentic clinical placements and positive role models in challenging negative stereotypes. The findings from this review suggest that medical education structures and institutional cultures influence medical students' decisions about general practice careers. Medical schools and policymakers can improve recruitment by addressing the educational factors that shape career choice. Increasing high-quality general practice exposure in the curriculum, actively countering negative perceptions of GP, and promoting positive GP role models are all crucial.

Cancer immunotherapy represents a transformative advancement in oncology, offering new avenues for treating malignancies by harnessing the immune system. Despite its growing clinical relevance, immunotherapy remains underrepresented in undergraduate medical education, particularly in curricula integrating foundational immunology with clinical application. To address this gap, we developed and implemented a fully online elective for fourth-year medical students focused on core immunology concepts, immunotherapy mechanisms, FDA-approved treatments, immune-related adverse events, and patient-centered therapeutic decision-making. This study aimed to evaluate the effectiveness of an asynchronous-synchronous online cancer immunotherapy elective in improving medical student knowledge, engagement, and critical-thinking skills. We hypothesized that participation in the elective would be associated with perceived improvements in knowledge and clinical preparedness and inform future strategies for integrating cancer immunotherapy into medical curricula. We conducted a mixed-methods study with fourth-year medical students enrolled in a two-week elective at a U.S. medical school. The curriculum included a self-paced foundational module, online discussion board, and a capstone oral presentation requiring students to propose a novel immunotherapy approach. Participants completed pre- and post-course quizzes assessing immunotherapy knowledge and an anonymous post-course Likert-scale survey. Quantitative data were summarized descriptively, and Likert responses were reported using medians and interquartile ranges (IQR). Due to the small sample size, unpaired t-tests comparing pre- and post-course quiz averages were underpowered to detect statistically significant differences. Qualitative data were analyzed using inductive thematic analysis with investigator triangulation. A total of 35 students completed the elective, and 20 submitted the post-course survey (response rate: 57%). Across all Likert-scale items, students reported a median response of 5 (Strongly Agree) with IQR values ranging from 0 to 1, indicating uniformly positive perceptions and minimal variability in their evaluation of the course. Descriptively, average post-course quiz scores were higher than pre-course scores, suggesting improved conceptual understanding. Qualitative thematic analysis revealed three major themes: (1) increased confidence engaging with complex immunotherapy mechanisms, (2) appreciation for the flexibility and interactivity afforded by the hybrid asynchronous-synchronous model, and (3) enhanced understanding of the real-world clinical application of immunotherapy across interdisciplinary settings. Descriptive quantitative and qualitative findings suggest that a targeted online cancer immunotherapy elective may enhance learners' perceived knowledge and critical-thinking capacity related to emerging cancer therapies. The course's hybrid structure offered flexibility, accessibility, and potential scalability. As immunotherapy continues to expand in clinical practice, this model provides a promising framework for integration into medical curricula. Future work should include larger cohorts and longitudinal follow-up into residency to more rigorously assess educational impact.

This scoping review explores the impact of coaching on the professional identity formation (PIF) of postgraduate medical trainees. Although coaching is well-documented in undergraduate medical education, its role in postgraduate medical education (PME) remains underexplored. This review aims to identify enablers and barriers to coaching in PIF, examine modalities employed and assess coaching's contribution to developing well-rounded, resilient physicians. Following Arksey and O'Malley's scoping review framework and reported in accordance with the PRISMA-ScR guidelines, the research question was formulated using the Joanna Briggs Institute's Population-Concept-Context (PCC) framework. A comprehensive, peer-reviewed search strategy was executed across PubMed, Embase, Web of Science and Google Scholar (first 20 pages). Grey literature was included, and no date limits were applied. Studies of any design focusing on coaching in PME were eligible. Titles and abstracts were screened using Rayyan, and full-text reviews were conducted independently by three reviewers using a negotiated consensual validation approach. An additional study was identified through snowballing. Data were extracted using a structured charting framework and analysed thematically. Of the 336 records identified through database searches, 20 studies met the inclusion criteria, including one added through snowballing. The literature highlighted diverse coaching modalities and their positive impact on PIF. Coaching supported trainees in professional development, identity evolution, career planning, resilience and well-being. It fostered psychologically safe environments for self-reflection, self-assessment and development of both technical and non-technical skills. However, qualitative and longitudinal research on coaching's effectiveness in PME remains limited. This review emphasises coaching as a valuable tool in shaping postgraduate medical trainees' professional identity. A conceptual framework of coaching has been identified, and its integration into medical curricula may enhance reflective capacity, communication skills, resilience and overall well-being. Future research should prioritise the validation of this evidence-based coaching framework and its impact on fostering communities of practice to support identity formation, holistic physician development and care.

Abstract Background: The Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MSs), originally developed and validated in Turkey, is a pioneering tool designed to quantify artificial intelligence (AI) readiness. However, its use in different educational and cultural contexts necessitates rigorous revalidation. This study aimed to undertake the psychometric re-evaluation and contextual adaptation of the MAIRS-MS instrument within an Indian undergraduate medical education framework. Methodology: This research employed a mixed-methods approach and was carried out at a medical college in central India, including 482 undergraduate medical students across different academic years. The 22-item MAIRS-MS questionnaire, which assesses four domains (Cognition, Ability, Vision, and Ethics), was administered. Internal consistency was measured using Cronbach’s alpha, and construct validity was analysed through Pearson’s correlation. In addition, qualitative insights were gathered via Focus Group Discussions (FGDs) and were analyzed thematically. Results: The MAIRS-MS instrument exhibited high internal reliability: Cognition (α = 0.865), Ability (α = 0.879), Vision (α = 0.763), Ethics (α = 0.812), and overall scale (α = 0.923). All items demonstrated statistically significant item-total correlations ( P &lt; 0.01), affirming strong construct validity. FGDs highlighted both enthusiasm for AI and notable gaps in ethical and legal understanding, with unanimous support for its curricular integration. Conclusion: The MAIRS-MS scale demonstrates robust psychometric properties within the Indian context and is a valid instrument for evaluating AI readiness in medical students. These findings support the structured incorporation of AI education into the undergraduate medical curriculum.

The impact of Pass/Fail or Tiered grade assessment for exams in undergraduate medical education has caused much debate, but there is little data to inform decision-making. The increasing number of medical schools transitioned to a Pass/Fail assessment has raised concerns about medical students' academic performance. In 2018, during the undergraduate medical curriculum reform at the Faculty of Medicine, Aalborg University changed some exams from Pass/Fail to Tiered grade and vice versa for other exams. These changes provide an opportunity to evaluate the different assessment forms. This study aimed to evaluate medical students' academic performance at the final licensing exam in relation to the exam grading principle. This single-center cohort study at Aalborg University Medical School, North Denmark Region, assesses the change from 2-digit Tiered grade to Pass/Fail evaluation and vice versa of undergraduate medical students' exams after the 4th and 5th year clinical training modules from Autumn 2015 through Spring 2023. The primary outcome was (1) the average grades at the final licensing exam and (2) the number of students failing exams during the previous two years. Among the total of 7634 exams, 7164 4th and 5th year clinical training exams were included in the comparisons, of which 3047 (42.5%) were Pass/Fail exams and 4117 (57.5%) were Tiered grade exams. The frequency of students failing exams was 3.3% (n=101/3047) at Pass/Fail and 1.97% (81/4117) with Tiered grade exams (P<.001). This difference was leveled out when counting the near-failure tiered grade as Fail. Tiered grade exams did not differ between semesters (P=.99) nor show a time trend at the 4th year (P=.66). The final licensing exam grades were unaltered (P=.47). Contrary to our expectation, Pass/Fail exams exhibited a higher fail rate compared to Tiered grade exams without lowering the final academic performance. These results suggest that a shift from Tiered grades to Pass/Fail assessment redirects the focus from rewarding high performance to ensuring standards are maintained among underperforming students.

The Competency-Based Medical Education (CBME) curriculum, launched in 2019 by the National Medical Commission (NMC), India, emphasizes the early integration of research training in undergraduate medical education to foster critical thinking, lifelong learning, and evidence-based practice. Despite this intent, systematic and structured research training for first-year medical students remains limited in implementation. This study investigated the perceived learning outcomes, challenges, and potential solutions experienced by first-year undergraduate medical students in the physiology department, who participated in a research activity aligned with the CBME framework. A cross-sectional, observational, qualitative study was conducted among undergraduate medical students in their first year of the 2023-2024 academic year. Following a sensitization session on research methodology, students engaged in a group research activity. One hundred twenty-three students voluntarily submitted written feedback in response to three open-ended questions about their learning experiences, identified gaps, and suggested improvements. Two coders independently performed a thematic analysis of the reactions, with themes and categories finalized collaboratively. The analysis identified four central themes that reflected the learning outcomes: development of teamwork skills, improvement of research and problem-solving skills, personal development and flexibility, and intellectual and academic growth. Students gained an understanding of research methods and teamwork; challenges included formulating questions and managing time effectively. Solutions involved stronger mentorship, more precise guidance, and better group coordination. In conclusion, integrating early research training into the medical curriculum from the first year of the medical program improved students' research competencies and team-building skills. Institutional support and structured mentorship can further optimize these learning experiences.NEW & NOTEWORTHY The research highlights the importance of early research training in a Physiology course in the Competency-Based Medical Education (CBME) curriculum, in India, for students' teamwork, critical thinking, academic, and research development. It also highlights gaps in research question development and time management, and proposes solutions like improved mentorship and topic direction.

As artificial intelligence (AI) is becoming more integrated into the field of healthcare, medical students need to learn foundational AI literacy. Yet, traditional, descriptive teaching methods of AI topics are often ineffective in engaging the learners. This article introduces a new application of cinema to teaching AI concepts in medical education. With meticulously chosen movie clips from "Enthiran (Tamil)/Robot (Hindi)/Robo (Telugu)" movie, the students were introduced to the primary differences between artificial narrow intelligence (ANI), artificial general intelligence (AGI), and artificial super intelligence (ASI). This method triggered encouraging responses from students, with learners indicating greater conceptual clarity and heightened interest. Film as an emotive and visual medium not only makes difficult concepts easy to understand but also encourages curiosity, ethical consideration, and higher order thought. This pedagogic intervention demonstrates how narrative-based learning can make abstract AI systems more relatable and clinically relevant for future physicians. Beyond technical content, the method can offer opportunities to cultivate critical engagement with ethical and practical dimensions of AI in healthcare. Integrating film into AI instruction could bridge the gap between theoretical knowledge and clinical application, offering a compelling pathway to enrich medical education in a rapidly evolving digital age.NEW & NOTEWORTHY This article introduces a new learning strategy that employs film to instruct artificial intelligence (AI) principles in medical education. By introducing clips the from "Enthiran (Tamil)/Robot (Hindi)/Robo (Telugu)" movie to clarify artificial narrow intelligence (ANI), artificial general intelligence (AGI), and artificial super intelligence (ASI), the approach converted passive learning into an emotionally evocative and intellectually stimulating experience. Students experienced enhanced comprehension and increased interest in artificial intelligence. This narrative-driven, visually oriented process promises to incorporate technical and ethical AI literacy into medical curricula with enduring relevance and impact.

Introduction: Medical education continuously explores innovative teaching methods to enhance student engagement, critical thinking, and knowledge retention. Problem-based Learning (PBL) and Limerick-based Learning (LBL) are two distinctive approaches aimed at fostering these skills. PBL emphasises real-world problem solving and critical thinking, while LBL uses creative mnemonic techniques to improve memory retention. Aim: To assess medical students’ perceptions of both PBL and LBL approaches after undergoing sessions of both methods. Materials and Methods: The present mixed-method study was conducted at Mata Gujri Memorial Medical College, Kishanganj, Bihar, India, from June 2024 to September 2024. The study included 66 medical students who participated in three PBL and three LBL sessions. The students provided feedback on various aspects of the sessions using a Likertscale questionnaire and in open-ended feedback. Since the data were non parametric, the Mann–Whitney U test was applied to compare the two samples. Alongside, a thematic analysis of student feedback was performed to identify common themes and insights. Results: There were 66 medical students: 39 males and 27 females, with a mean age of 21.75±1.49 years. PBL was found to be more effective in improving critical thinking skills and applying theoretical knowledge to practical scenarios (p&lt;0.0001). Students found LBL to be more enjoyable and creative, fostering better memory retention of medical concepts (p&lt;0.0001). Both methods were perceived as equally beneficial in enhancing collaboration (p=0.09), but LBL received higher satisfaction in terms of time and resource adequacy (p&lt;0.0001). Qualitative feedback highlighted PBL’s strength in critical thinking, while LBL was appreciated for simplifying difficult concepts and making learning more enjoyable. Conclusion: Both PBL and LBL provide valuable learning experiences. A blended approach that combines the strengths of both methods may optimise medical education by fostering deep, critical thinking and efficient recall of essential medical concepts. Further research is needed to explore how these methods can be integrated effectively into medical curricula.

Given the common use of Food and Drug Administration (FDA)-regulated drugs and medical devices, clinicians need to understand FDA regulation and clinical trial interpretation to provide optimal and informed patient care. Medical and pharmacy school curriculum guidelines recommend education on these topics, but no studies have assessed health professional student knowledge of FDA approvals. This study assessed knowledge about FDA regulation and clinical research evidence interpretation among final-year health professional students. The authors designed a 24-item survey questionnaire that asked trainees to self-report (1) exposure to learning about FDA drug and medical device approval processes, (2) understanding of FDA approval evidence requirements, and (3) ability to critically interpret trial design and evidence. After pretesting, all 333 final-year students in the medical, pharmacy, and family nurse practitioner schools at the University of California, San Francisco were invited to complete the survey between January and April 2024. Of 175 respondents (91 medical, 62 pharmacy, and 22 family nurse practitioner; response rate, 53%), 124 (71%) reported receiving teaching about FDA drug approvals, although 107 (90%) of these respondents described it as basic or cursory and 69 (58%) desired more teaching. Only 23 (14%) reported receiving teaching about medical device approvals. Despite 62 students (38%) rating their understanding of FDA drug approvals as moderately or extremely well, 5 (3%) correctly answered that drug approval requires neither statistically nor clinically significant results. Regarding clinical trial interpretation, only 25 students (17%) recognized the superiority of all-cause mortality end point data over surrogate measures and other end points. Health professional students have limited understanding of the FDA approval process and the quality of evidence in studies of new medical products. Improving education about regulatory topics may strengthen how these future clinicians make decisions and communicate with patients about drugs and medical devices.

From Bainbridge to bedside: applying automation insights to medical curriculum and assignment design in the artificial intelligence era.

Background: Empirical evidence demonstrating the influence of sex and gender on health has increased dramatically over the last two decades. Yet, the integration of this knowledge into medical school curricula remains limited. To address this gap, we used artificial intelligence (AI) to assess whether clinically relevant sex- and gender-based data were included in a pre-clerkship medical curriculum and develop recommendations for including such data in teaching materials. Methods: Utilizing the AI tool Humata.ai, we mapped the content of 26 clinical disciplines within the 2023-2024 Yale School of Medicine pre-clerkship curriculum. We gave the tool two commands: first, identify existing discussions related to sex as a biological variable (SABV) and gender as a social determinant of health, and second, find content areas that could benefit from including such material. Results: Based on a comprehensive analysis of educational materials, we successfully identified that SABV was discussed in 12 of the 26 clinical disciplines. The AI tool also identified significant gaps where data could be included on the influence of SABV on pathophysiology, pharmacology, diagnosis, and treatment. Although our AI commands evaluated both sex and gender content, the tool's output centered on SABV. Conclusions: This study provides one of the first empirical demonstrations of a scalable AI framework for streamlining curricular review and enhancing the integration of clinically relevant content on SABV in medical education. AI-assisted review offers a pathway to transform clinical care by ensuring that future physicians are provided with evidence-based data showing the influence of sex on health.

This cross-sectional quantitative study investigates the implementation challenges of national quality assurance (QA) in Vietnam’s higher medical education system, with a focus on faculty engagement and educator perception during medical curriculum redesign. Conducted at Pham Ngoc Thach University of Medicine, a public institution dedicated to professional healthcare qualifications, the study applies the Ministry of Education and Training (MOET) quality assessment framework, which defines 11 standards central to quality assessment implementation in various domains. Results reveal that standard 4 (teaching and learning approach) received the lowest average score, highlighting significant barriers to implementation. Standards 1, 3, and 5 also emerged as areas of concern. Difficulty in applying quality assessment criteria varied by educator characteristics: younger, less experienced faculty with limited academic credentials, and no prior quality assessment training reported greater difficulty, while senior educators with quality assessment training demonstrated higher compliance and ease in application. To strengthen educator compliance and enable effective QA implementation, the study recommends targeted training programs and support resources for faculty, particularly for early-career educators. These findings offer practical guidance for policymakers, administrators, and academic leaders involved in medical curriculum redesign and QA reforms within Vietnam’s higher education landscape.

ABSTRACTMedication errors, often linked to inadequate numeracy skills, pose significant risks to patient safety. To address this, Kent and Medway Medical School (KMMS) became the first UK medical school to integrate safeMedicate, a validated e‐learning platform, into its Year 1 undergraduate medical curriculum. This study aimed to evaluate its impact on student engagement, numeracy competence, and confidence. The entire cohort of 111 first‐year medical students (2024 intake) was introduced to the safeMedicate Essential Skills module within the Year 1 module titled Professional Development and Person‐Centred Practice. Engagement was assessed via platform analytics (logins, time, completion), numeracy competence through a formative online test, and perceptions via an anonymous survey. Engagement was high, with students averaging 9.1 logins and 124.2 min on the platform. Completion rates were near universal (95%). The average test score was 85.4%, with 75% of students achieving ≥ 85%. Competency analysis showed strong performance in conceptual, calculation, and technical measurement skills. Survey responses indicated that 89% found safeMedicate helpful for test preparation and 83% reported increased confidence in numeracy. Students valued the clarity, usability, and practice‐based learning approach. Early integration of safeMedicate demonstrated improved engagement, numeracy performance, and student confidence. Although limited to one institution and formative assessment, findings support continued use of structured digital tools to strengthen medication safety education. Embedding safeMedicate into undergraduate curricula may reduce prescribing errors and better prepare future doctors for safe clinical practice.

Rare diseases, despite affecting a relatively small percentage of the population, impose significant health and economic burdens globally. India, with its vast genetic diversity and socio-cultural practices like consanguinity, faces unique challenges in managing rare diseases. The National Policy for Rare Diseases (NPRD) 2021 was introduced to streamline care, but major gaps persist in awareness, diagnosis, financing, and access. A scoping review was conducted using peer-reviewed literature, government reports, policy documents, and grey literature. Sources included Ministry of Health and Family Welfare, Indian Council of Medical Research, and advocacy organizations like Organization for Rare Diseases India. Data were analysed thematically across five domains: awareness, primary care, financial risk, health technology assessment, and policy responses. The review revealed significant deficits in rare diseases awareness among healthcare professionals and the public, with limited training and delayed diagnoses being common. Primary care lacks the resources for early genetic screening or effective referral systems. Financial burden remains high; treatments often exceed ₹1 crore, while financial aid caps at ₹50 lakhs. Health technology assessment methods are not adequately adapted for rare diseases, and orphan drug availability is hindered by regulatory and pricing barriers. While India has taken steps to improve rare disease care through the NPRD and policy reforms, critical barriers remain. Enhancing early diagnosis, revising health technology assessment frameworks for rare diseases, expanding local drug production, and integrating rare disease education into medical curricula are essential to achieving equitable and sustainable care for rare disease patients.

Human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS) remains a significant global public health challenge, with the African region bearing the highest burden. In Sudan, rising HIV incidence is exacerbated by widespread poverty, limited awareness, and ongoing civil conflict. Health science students play a crucial role in HIV prevention and management, making their knowledge and education essential. This study aimed to assess the knowledge of Sudanese health science students regarding HIV/AIDS transmission, infection control, sources of information, and the need for further education. A cross-sectional study was conducted from 8 Sudanese universities and included 1463 health science students from various faculties (Medicine, Dentistry, Pharmacy, Nursing, and Laboratory Sciences) in Sudan during the period from July to October 2024. Data were collected via an online questionnaire and analyzed using descriptive statistics and chi-square tests to identify knowledge gaps and educational needs. The majority of participants (1059; 72%) were above 21 years old, with a female predominance (1015; 69%). Academic lectures (616; 42.1%) and the internet (524; 35.8%) were the primary sources of HIV/AIDS knowledge. However, significant gaps were identified, with 939 (64%) students expressing a need for further education, particularly in clinical management (1231; 84%) and referral guidelines (1102; 75%). Commonly identified high-risk groups included healthcare workers (1048; 71.6%) and barbers (1039; 71%). Barriers to HIV prevention included socioeconomic factors (932; 63%) and limited healthcare facilities (789; 53%). There is an urgent need to enhance HIV education among Sudanese health science students. Integrating structured HIV/AIDS training into medical curricula and expanding public health awareness initiatives could improve knowledge, reduce stigma, and ultimately strengthen HIV prevention and management efforts in Sudan.

Abstract Electronic flashcards (EFs) have rapidly ascended in popularity as an active learning resource among medical learners. Despite their significant popularity, no unifying terminologies exist to support clear practices and communication about the design of EFs between learners, educators, and researchers. This study proposes a framework extending The New Taxonomy of Educational Objectives ( NT ) to offer a robust terminology for describing EF design. Thirteen hundred EFs from six popular undergraduate medical education decks were sampled and qualitatively analyzed using a multi-phase design and flexible approach to thematic analysis. Through an iterative process of induction, deduction, and reconciliation, general design dimensions (“categories”) and specific design elements (“codes”) of EFs were identified. These categories and codes were organized into a unifying framework with accompanying definitions, examples, and possible implications for student-centered design. The Design Elements of Anki for Medical Education (DEAME) Framework contains seven categories and 48 codes that provide a robust foundation for conceptualizing EF design. Two categories describe the multimedia and metadata elements in EFs. Three categories describe how EFs formulate questions and answers. Two categories extend the NT to describe the types of knowledge and ways of thinking EFs can elicit. The DEAME Framework provides a much-needed terminology to describe the significant design variety in EFs for medical education. This terminology enables future educators, researchers, and learners to better develop and communicate best practices for creating high-quality EFs that align with medical curricula.

Nepal's elderly population constitutes 10.2% of the total, reflecting a rapid demographic transition, with projections estimating this will approach 14% by 2030. This scoping review systematically maps and examines gerontological and geriatric issues within Nepal by analyzing peer-reviewed literature and government reports published between 2000 and 2025. Six major thematic areas emerge: demographic transitions, policy inadequacies, rural-urban disparities, geriatric education, social security, and lessons from international models. Critical findings highlight limited access to specialist geriatric services (only 12% coverage), significant rural-urban differences, insufficient policy implementation, and minimal geriatric training in medical education (&lt;10 hours). Traditional family-based caregiving structures are deteriorating, exposing the majority of older adults to financial insecurity and social isolation. Despite policies such as the Senior Citizens Act (2006), only 18% of the elderly population benefit from government-sponsored healthcare. Drawing on international best practices, including Japan’s Elderly Welfare Act and long-term care insurance, and the UK’s community-based eldercare and integrated training approaches, Nepal could reform its systems substantially. Urgent reforms are needed to integrate gerontology into medical curricula, expand services to rural areas, and enhance social security mechanisms. Leveraging these global experiences, Nepal can establish comprehensive coverage that safeguards the dignity and well-being of its aging population.