Social Learning Theory and Social Cognitive Theory in Healthcare Simulation - A Narrative Review [0.03%]
Faisal Ismail,Michelle Brown
Faisal Ismail
Background: Social learning theory (SLT) and social cognitive theory (SCT) are frequently invoked in simulation-based education (SBE), particularly when explaining observational learning and the educational value of obser...
Sahana Venkatesh,Ronald Markert,Brian Elliott et al.
Sahana Venkatesh et al.
Background: Effective communication is crucial for medical residents, especially during foundational didactic sessions where residents present complex medical information. Despite the widespread use of multimedia tools su...
Applying the Nedelsky Defensible Standard Setting Method in Undergraduate Obstetrics and Gynecology Assessment: A Cross-Sectional Study in a Resource-Limited Context [0.03%]
Hieu Anh Bui,Vu Xuan Nguyen,Vy Thanh Thi Tran et al.
Hieu Anh Bui et al.
Background: Defensible standard setting is a cornerstone of competency-based medical education. However, many institutions still use arbitrary pass marks such as 50% without empirical justification. This study aimed to ap...
Osteopathic Student Matriculation Trends in Surgical Subspecialties (2016-2024): A Systematic Review [0.03%]
Bridgette Kielhack,Selena K Cholak,Virgil K DeMario et al.
Bridgette Kielhack et al.
Background: There is a paucity of data on trends of osteopathic medical students (OMS) matriculating into surgical specialties since the installation of the single U.S. graduate medical education (GME) accreditation syste...
Demonstration of Competence in the Bachelor of Physiotherapy Degree - Qualitative Study of Physiotherapy Students' Experiences of a Competence-Based Assessment [0.03%]
Tuomainen Paula,Äijö Marja,Nieminen Heidi et al.
Tuomainen Paula et al.
Background: Practical skill assessment is essential in health and social care education to ensure students are prepared for real-world clinical situations. Competency-based assessments (CBA) offer a structured way to eval...
Attitudes, Experiences, and Barriers Toward Research Among Undergraduate Medical Students at the University of Dongola, Sudan [0.03%]
Ahmed H Arbab,Fatima A Fadul,Hajer Mohamed Elyas et al.
Ahmed H Arbab et al.
Background: Medical research is crucial for developing skilled physicians and improving healthcare outcomes. There is a lack of data regarding the factors that influence medical students' engagement in research, particula...
Assessment of Undergraduate Research Experience in Term of Benefits, Barriers and Mentorship from Medical Student's Perspectives: A Mixed Quantitative-Qualitative Approach [0.03%]
Hayat A Ahmed
Hayat A Ahmed
Objectives: This study aimed to assess the potential benefits, barriers and mentorship process of undergraduate research experience at the Faculty of Medicine, University of Khartoum. ...
Preparing Medical Students to Address Food Insecurity in Their Patients Through a Service-Learning and Community Engagement Project [0.03%]
Jo Marie Reilly,Ilana Simon Greenberg
Jo Marie Reilly
Background and objectives: Food insecurity (FI) in the United States is 13.5% and is increasing. FI impacts a person's ability to manage their chronic diseases and overall health. Limited studies explore the impacts of FI...
Developing Tomorrow's Obstetrics and Gynecology Physicians: A Holistic Approach to Undergraduate Curriculum Transformation [0.03%]
培养未来的妇产科医师：本科课程改革的全面方法
Lateefa Othman Aldhakil,Salwa Neyazi,Malak M Alhakeem et al.
Lateefa Othman Aldhakil et al.
Introduction: Competency-based medical education (CBME) requires structured and contextually relevant curriculum reform. In obstetrics and gynecology (OBGYN), aligning undergraduate training with clinical competencies and...
Transitioning from National Institutes of Health Career Development Awards to R01-Equivalent Awards in Clinical Departments [0.03%]
从国立卫生研究院职业发展奖过渡到临床部门的R01相当奖项
Daniel M Markowitz,Kelly M Gillen,Patricia Long et al.
Daniel M Markowitz et al.
There are 15 research career development awards from the NIH, but 70% of funding is allocated to just four awards: K01, K08, K23, and K99. We analyzed K01, K08, K23, and K25 mentored career development awardees and quantified if they receiv...