Introduction: Limited resources have caused many challenges in health care. Health workers faced dilemmas that potentially cause burnout. Medical students must be strengthened with resilience when facing dilemmas. This study aimed to investigate Indonesian students’ strategies for strengthening resilience after participating in a bioethics workshop based on reflective and collaborative principles. Methods: A bioethics workshop based on reflective and collaborative principles without didactic elements was conducted with 30 medical students. We collected quantitative data from the Adapted Version of the Adult Personal Resilience Questionnaire and qualitative data from the students’ reflections on strategies to strengthen resilience. Descriptive statistics and thematic analysis were used to analyse the quantitative and qualitative data, respectively. Results: Thirty students participated in the study. The total score of the resilience questionnaire was 4.28 (SD 0.39), indicating that the students perceived themselves as having a moderate-to-high level of resilience for all items. The following four themes from the qualitative analysis were identified: faith, adaptation, self-management, and relationships. Conclusion: Indonesian students’ strategies for strengthening resilience are related to faith, adaptation, self-management, and relationships. Although without a didactic approach, the reflective and collaborative learning in this workshop can raise medical students’ awareness of strategies for building resilience and provided an opportunity for students to reflect on their resilience level. Keywords: Resilience, Reflective Learning, Collaborative Learning, Self-Management, Relationships, Faith, Mixed-Method Approach

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: 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

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.

The secrets of medical students' psychological resilience: a dual perspective of machine learning and path analysis.

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

The Use of Immersive Virtual Reality Surgical Simulation to Increase Medical Student Confidence and Surgical Knowledge in Orthopedics.

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

Introduction: Academic stress can inhibit and suppress learning, a phenomenon referred to as “unfavorable stress,” which is associated with diminished academic performance. It is a proven fact that medical students experience this stress from the moment they enter the profession, and it continues throughout their lives. Therefore, the association between stress and cardiac autonomic functions has been studied. Exposure to various stressors stimulates multiple stresscontrolling mechanisms in the body. The primary focus of the present study was to measure stress and its effects on the cardiovascular system, as well as its subsequent impact on academic performance. Aim: To measure stress in medical students using Heart Rate Variability (HRV) and Perceived Stress Scale (PSS) scores, and to relate these measurements to their academic achievements. Materials and Methods: The present cross-sectional observational study was conducted on 60 healthy medical students at Faculty of Medicine and Health Sciences (FMHS) SGT Medical College, Gurugram, Haryana, India, after obtaining approval from the Institutional Ethics Committee. The study lasted for two months, from June 2022 to July 2022. All enrolled students who provided consent and were studying during the study period were selected through a random allocation technique. One week before the sessional examinations, PSS scores, 15 minutes of HRV data, and scores from Multiple-Choice Questions (MCQs) were obtained. Statistical analysis was performed using Analysis of Variance (ANOVA), which showed significant results with p<0.005. Out of 150 students, a total of 60 were included in the study. Demographic parameters were not considered, and ANOVA and t-tests were used with a confidence interval of 95%. A p-value less than 0.05 was considered significant. Results: A total of 44 (73.33%) students reported moderate stress one week before the first internal examination, while only 24 (40%) students reported moderate stress one week before the second internal examination. This highlights that coping strategies help individuals tackle stressful situations. Conclusion: Stress can be beneficial to some extent for the academic achievement of students, but not always. Additionally, the present study provides insights into understanding the stress levels of students from the onset, which can assist them in managing schoolwork and academic achievements.

Sustainability of the "Name, Ask, Thank" Method to Improve Student Mattering in the Operating Room.

Effectiveness of Rapid Cycle Deliberate Practice (RCDP) on Technical and Non-Technical Skills in Chest Tube Insertion and Fixation: A Pilot Study.

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.

Too Loud to Learn? Communication Barriers, Psychological Safety, and Learning in the Operating Room.

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

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

Trust your gut? Evaluating non-expert gastric ultrasound performance - A prospective observational cohort study.

Musical Talent and Surgical Skills: Does Playing an Instrument Help With Surgical Ability?

Comparing Virtual Reality Trauma Training Across Diverse Clinical Backgrounds: A Mixed-Methods Study in Canada And India.

Assessing the Impact of Different Feedback Mechanisms on Suture Skills Acquisition: A Mixed Methods Study Using Phenomenological and Quantitative Analysis.

Safely Debriefing Unexpected Simulation Death: How We Did It.