Introduction: Through collaborative pedagogical initiatives, the medical humanities (MH) have the potential to support healthcare professionals in developing various competencies in medical education (ME). However, there is a lack of data on faculty development programmes specific to this field. Methods: Based on our experience in designing a medical humanities workshop for medical students, we conducted two faculty development (FD) workshops that adopted an interdisciplinary approach towards faculty training. These FD workshops served to train fellow clinician educators in the integration of the MH in ME. Results: A total of 17 participants completed two workshops over two years, with seven participants in 2023 and 6 in 2024 completing pre- and post-workshop surveys that evaluated their experience, knowledge and skills. The survey consisted of six self-rated questions based on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree) with an open-ended question embedded in the post-workshop survey. A paired t-test evaluation of the results suggests that there was an increase in awareness, knowledge, and confidence. Conclusion: Our MH-based FD programme is limited by the lack of qualitative data and further studies are needed. Similar programmes should include an introduction to the medical humanities and its methodologies so that a train-the-trainers approach is adopted. Programmes should also look beyond teaching effectiveness to include developing systemic awareness and support, assess outcomes such as professional identity formation, and build communities of practice for faculty members. Keywords: Faculty Development, Medical Humanities, Medical Education, Health Professions Education

Integrating personal development programs into medical education: A path to holistic healthcare training

Introduction: Reflection offers many benefits for medical students, improving self-awareness and integration of theory into real situations. However, like any skill, reflection must be learned and practiced. Reflective learning is also influenced by the workplace, particularly in students’ clinical training years. This study explored the factors perceived by educators to influence reflective learning amongst medical students undertaking a rural longitudinal integrated clerkship (LIC). Methods: All educators within the LIC program were invited to participate. Educators come from both a medical and nursing background. Two focus groups (FG) were conducted. FG were facilitated by experienced researchers. Transcripts were analysed by two researchers using Braun and Clark’s approach to thematic analysis. Results: Eleven educators participated in two focus groups (six medical educators; five nursing educators). Educators perceived that reflective learning was influenced at three levels: student, educator and institution. These findings aligned with workplace learning theory. Educator and institutional influences were identified as “affordances” which support or hinder reflection. Supportive affordances included labelling of reflection, multidisciplinary collaborative learning, and the longitudinal nature of the rural model. Hindering affordances included using artificial reflective assessments. Educators also identified characteristics of the individual student which may contribute to student decision-making about reflection. Conclusion: This study provides a deeper understanding about educator experiences of reflective learning within LIC settings. The findings provide insights into the ways in which educators, educational institutions and student workplace settings may support or hinder reflective practice. This study also highlighted the potential for the LIC model to support reflective practice.

Introduction: The growing prevalence of burnout among healthcare professionals has emerged as a global crisis, adversely affecting individual well-being, patient care, and healthcare systems while imposing significant economic burdens. Addressing this systemic problem requires innovative, scalable interventions that target the root causes of burnout. Mindful Practice in Medicine (MPIM), developed at the University of Rochester School of Medicine and Dentistry, represents a promising approach. MPIM fosters self-awareness, emotional intelligence, teamwork, and compassion. With over 20 years of evidence-based implementation, MPIM has demonstrated substantial improvements in clinician well-being, burnout, empathy, teamwork, and patient-centered care. Methods: This global perspective highlights the program’s global impact through case studies of MPIM-trained facilitators who have embeded these programs into undergraduate, graduate, and postgraduate medical education as well as into institutional healthcare systems. Results: Examples from Switzerland, the United States, the United Kingdom, Australia, and Canada illustrate MPIM’s adaptability and effectiveness for fostering systemic cultural changes, restoring joy in medicine, and promoting organisational resilience. Conclusion: These efforts underscore the potential of MPIM to catalyse a global paradigm shift in healthcare, improving outcomes for both professionals and patients. Further research and strategic scaling are necessary to maximise MPIM’s reach and sustainability and to address the intertwined crises of professional burnout and healthcare quality.

Modern medical education operates under conditions of intensive transformation driven by the globalization of healthcare standards, the rapid development of digital technologies, and the need to respond to wartime, epidemiological, and social challenges. This highlights the necessity of reorienting the educational process toward a competency-based approach, which defines professional competence as an integrative learning outcome that combines knowledge, practical skills, clinical reasoning, communication culture, ethical attitudes, and the autonomy of the future physician. The aim of the study is to analyze the organizational and pedagogical factors that ensure the effective development of professional competencies among medical students in the context of current transformations in the educational process. The study considers the key tools of competency-based learning, including interactive teaching methods, simulation technologies, immersion in the clinical environment, digital learning platforms, reflective practices, and mentoring. It has been demonstrated that simulation-based training, VR/AR technologies, standardized patients, and the OSCE system provide safe conditions for developing clinical skills, decision-making abilities, and critical thinking in an environment closely resembling real clinical practice. The scientific novelty of the study lies in the development of a comprehensive approach to the formation of professional competencies that integrates cognitive, communicative, ethical, and technological components of professional activity. For the first time, a pedagogical model has been substantiated that combines simulation technologies, clinical practice, digital literacy, and entrustable professional activities (EPAs) as a mechanism for the gradual transition from education to autonomous clinical practice. This approach establishes a foundation for evaluating professional readiness based on real actions and the level of responsibility demonstrated by the future physician. In conclusion, the combination of theoretical preparation, simulation-based training, clinical practice, digital tools, and mentoring ensures the systematic formation of professional readiness in accordance with international standards of medical education. It has been proven that the competency-based approach enhances the quality of professional training, the ability to make evidence-based clinical decisions, and the capacity to act effectively under conditions of uncertainty. Future research should focus on improving competency assessment models, expanding simulation infrastructure, integrating artificial intelligence into the educational process, and developing personalized learning pathways for medical students.

"Teaching the "Art" of Surgical Communication: What Novel Approaches to Faculty Development Can Bridge the Gap Between Knowing and Doing?"

Assessment methods used in medical education serve as an impetus for teachers and students alike; in microbiology, however, traditional examination may sometimes be invalid in terms of content or of lacking uniformity. To explore blueprinting in undergraduate microbiology education and how it enhances the quality of assessment. A scoping review under Arksey and O’Malley’s framework using databases from 2000 to 2024, including guidelines by the National Medical Commission (NMC) and peer-reviewed literature. The topics were fed into three categories: strategies of implementation, mapping to the cognitive domain, and influence upon learning outcomes. Blueprinting allows for a balanced representation of the content, enhanced promotion of higher-order thinking, and alignment of examination with the curriculum. Several institutions have reported greater student satisfaction and fairer-minded assessment processes since blueprints were adopted. The evolution of blueprinting has transformed assessment from farce, subjectivity, and manipulation to a structured, objective, and fair undertaking. Thus, the blueprinting ensures that the curriculum is in line with teaching and evaluation in microbiology and, in turn, follows the tenets of Competency-Based Medical Education (CBME)-The Principles. Although some implementation issues may arise, a systemic training of faculty and an unwavering support of the institution would establish blueprinting as a routine academic tool. Its widespread use would guarantee evaluation systems that are authentic, reliable, and learner-centred, which, in turn, nurture competent and confident practitioners.

The Application of a Protocol for Virtual Certifying Examinations: Five-Year Results (2020-2024).

Medical education in fetal echocardiography for OB/GYN residents.

Introduction: Translational medicine seeks to bridge the gap between scientific discoveries and clinical practice, yet its integration in undergraduate medical education remains limited. Understanding students’ perceptions of this field is key to designing curricula that foster translational competencies. Methods: A descriptive, cross-sectional study with a quantitative approach was conducted among 108 medical students from the Universidad María Auxiliadora (Paraguay, 2024 cohort). A validated 25-item questionnaire assessed three dimensions: understanding of translational medicine, perceived importance of including it in the curriculum, and expectations of its future applicability. Descriptive and bivariate analyses were performed. Results: Only 15% of students reported good or complete understanding of translational medicine (mean self-perceived comprehension = 2.4/5), while 85% agreed that it should be formally included in medical education. Most participants (≈80%) anticipated that such training would enhance clinical reasoning, scientific updating, and professional innovation. The main barriers identified were lack of time (61%), mentorship (52%), and methodological knowledge (48%). Nearly all students (93%) expressed willingness to participate in translational research if supported institutionally. Conclusions: Although students’ conceptual knowledge of translational medicine is limited, they recognize its relevance and express motivation to learn and apply it. Integrating translational content and mentorship programs into the curriculum could strengthen research culture and prepare future physicians to bridge science and clinical practice.

Introduction: During the COVID-19 pandemic, medical education faced a rapid transition to virtual modalities that impacted clinical and theoretical learning. Health restrictions limited access to hospitals and practices, affecting student training. This study analyzes medical students' perceptions of virtual teaching during the pandemic, their main difficulties, and the resources used.Objective: To identify the problems associated with virtual medical education during the COVID-19 pandemic, evaluate the availability of technological resources, and analyze students' perceptions of the effectiveness of distance learning.Methods: An observational, descriptive, cross-sectional study with a quantitative approach was conducted. The population included 134 final-year medical students from a private university in Asunción. Data were obtained through validated surveys and analyzed statistically.Results: Seventy-three percent of participants were women, with an average age of 24.6 years. Ninety-nine percent had internet access, and 88% learned to use new educational platforms. Laptops were the main tool used. Sixty-one percent expressed satisfaction with virtual education, highlighting the availability of materials and the increased time available for studying. However, 54% reported difficulties in maintaining grades, and 60% considered the clinical knowledge acquired to be insufficient.Conclusions: Students recognize advantages in virtual education, such as flexibility and access to resources, but emphasize the need for in-person practice for comprehensive medical learning and adequate clinical preparation

The influence of workplace experience and professional education on enhancing empathy among doctors, nurses and healthcare students: A comparative cross-sectional study.

The human dimension: integrating whole health into a community-engaged medical education curriculum.

How Residents Develop Virtues: A Qualitative Longitudinal Study.

The path to becoming a successful orthopaedic surgeon is long and arduous. It takes dedication, motivation, perseverance, hard work, grit, self-drive, and most importantly, a passion for the field. The training takes 4 years of undergraduate studies, 4 years of medical school education, 5 or 6 years (academic track with a research year) of residency, and another year of specialized training in fellowship. There will be times during training that the trainee will fail and want to give up. There will be both good times and bad times during this long journey, and the trainee will need the support of family, friends, mentors, and colleagues to navigate this path. After 14 or more grueling years of education, residency, and fellowship, the trainee can finally start their career path as an attending orthopaedic surgeon. It is important for faculty and mentors to provide trainees with career and life advice to help them achieve a successful career.

National Trends in Trainee Operative Exposure to Upper Extremity Fasciotomy Support a Multidisciplinary Approach.

Innovative Learning in Anatomy Education: Assessing the Impact of Low-Cost 3D Deep Learning Anatomical Models in Museum-Based Instruction.

Introduction: The postoperative catheter duration after urethroplasty has been less studied, and available literature is variable. The Duration of Catheterisation (DUC) in the literature ranges from as early as three days to as late as 21 days. Aim: To determine the ideal DUC after both anastomotic and Buccal Mucosal Graft (BMG) urethroplasty. Materials and Methods: The present randomised controlled study was done from June 2023 to May 2024 at IPGME&RSSKM hospital (Institute of Postgraduate Medical Education and Research- Seth Sukhlal Karnani Memorial), Kolkata, West Bengal, India. A total of 30 patients of anastomotic and 30 patients of BMG urethroplasty were studied. Thirty patients of anastomotic urethroplasty were divided into group A (Early PUG done on Day 7) (n=15) and group B (Late PUG done on Day 14) (n=15). Thirty patients of BMG urethroplasty were divided into group I (Early PUG on Day 14) (n=15) and group II (Late PUG on Day 21) (n=15). Extravasation was assessed by performing a Pericatheter Urethrogram (PUG) and was compared by a Chi-square test. Patients without extravasation had their catheter removed immediately and patients with extravasation were kept on catheter for seven more days. The Urinary Tract Infection (UTI) and recurrence rates were compared by Fisher’s-Exact test. Results: Anastomotic urethroplasty patients had extravasation in 9/15 patients (60%) on Postoperative Day-7 (POD-7) (group A) and 2/15 patients (13.3%) on POD-14 (group B). BMG Urethroplasty patients had extravasation in 6/15 patients (40%) on POD-14 (group I) and 2/15 patients (13.3%) on POD21 (group II). Among anastomotic urethroplasty, 3/15 patients (20%) had UTI in group A and 2/15 patient (13.3%) had UTI in group B. About 2/15 patients (13.3%) had recurrences in group A and no recurrences in group B. In BMG urethroplasty, UTI occurred in 3/15 patients (20%) in group-I and 2/15 patients (13.3%) in group B. One patient in each group A and group B (6.7%) showed recurrence of stricture. Conclusion: In conclusion, early catheter removal cannot be considered safe in all patients but should be individualised.

Perceptions and the Impact of Early Mentorship of Medical Students in Neurosurgery: A Qualitative Study.

Honing the Cutting Edge of Physician Assistant Surgical Education in the US Military: A Curriculum Update Using Kern's Approach and a Modified Delphi Method.