Medical Education

The goal of this educational study is to determine whether personalized feedback generated using sensor data and generative artificial intelligence (AI) can improve the learning of standardized Tuina skills among rehabilitation trainees. Tuina is a form of manual therapy that requires learners to control the location, force, rhythm, and consistency of their hand movements. A total of 81 rehabilitation trainees will be randomly assigned to one of three training groups: AI-supported personalized feedback, sensor-based data feedback without AI-generated recommendations, or traditional instructor feedback. All groups will receive the same standardized demonstration, training tasks, practice duration, and number of practice sessions. The main question is whether trainees receiving AI-supported personalized feedback achieve better retention of standardized Tuina skills four weeks after training. The researchers will also compare immediate skill performance, force and rhythm control, transfer of skills to a related task, learning efficiency, self-efficacy, cognitive load, satisfaction, and the safety and acceptability of AI-generated feedback. Skill performance will be assessed using a blinded Objective Structured Clinical Examination (OSCE) and objective sensor-based measurements. The study activities will be conducted using a mechanical simulation model and a pressure-sensing system, rather than on patients.

This study looks at the best way to remotely teach and guide doctors-in-training to perform a bedside ultrasound exam called eFAST (extended Focused Assessment with Sonography for Trauma), which is used to quickly check injured patients for internal bleeding or air around the lungs. The study takes place in a simulation setting, with no real patients. Resident physicians who have completed the basic ultrasound courses each watch the same short instructional video and then perform three eFAST examinations on the same healthy volunteer. Participants are randomly assigned to one of three groups: (1) the instructional video only, with no live help; (2) the video plus real-time audio guidance from a remote expert who can see the live ultrasound image; or (3) the video plus guidance through a head-mounted device that also lets the expert see the participant's own point of view. Afterwards, experts who were not involved in a given exam review the recorded ultrasound images, without knowing which group the participant was in, and rate the image quality and skill. The study also measures how long the exams take, the participants' workload, and the comfort and usability of the system. The goal is to learn whether real-time remote guidance, and in particular guidance through a head-mounted device, helps trainees produce better and faster eFAST examinations than an instructional video alone.

Two-Spirit (2S) Métis individuals often encounter significant barriers and discrimination in healthcare settings. This multisite randomized controlled feasibility trial evaluates a novel artificial intelligence (AI)-assisted Objective Structured Clinical Examination (OSCE) designed to assess and improve Obstetrics and Gynecology (Ob/Gyn) residents' competencies in delivering culturally safe, trauma-informed, and identity-affirming care to 2S Métis patients. Up to 90 Ob/Gyn residents across three Canadian academic sites (University of Alberta, University of Manitoba, and University of Saskatchewan) will be randomized 1:1 to complete either a 2S Métis Academic Half Day paired with AI-assisted OSCE evaluation or standard institutional anti-racism training with AI-assisted OSCE evaluation. The primary focus is to evaluate study feasibility (recruitment, retention, and delivery fidelity) and resident performance on clinical communication, trauma-informed care, and cultural humility evaluated using a 2S Métis co-developed scoring rubric.

Objective To investigate validity of the hysteroscopy assessment tool (HYSAT) for assessment of competence in a clinical environment. Methods Novices and experienced gynecologists are recruited from three hospitals and observed and assessed while performing hysteroscopy. Performances are assessed using the HYSAT tool by two independent raters. Validity evidence is gathered in accordance with Messick's framework: validity evidence for content was ensured in previously published Delphi study, response process is ensured by standardization of written rater instructions. Internal structure is explored using Cronbach's alpha for internal consistency reliability; inter-rater reliability and test-retest reliability are calculated as Pearson's r independently across all ratings. Relationship to other variables is investigated by comparing performances of the participants in each group. Consequences evidence is explored by calculating a pass/fail standard using the contrasting groups' standard setting method.

AI-powered tools that automatically document clinical conversations are being adopted rapidly in outpatient settings but have not been evaluated in hospital wards. Existing tools use audio recording only, which cannot capture physical examination findings, procedural observations, or clinical safety behaviours - elements of a ward round that are visible but not audible. This study evaluates an ambient audio-visual (AV) capture system - BlackFrame - that uses both microphone and camera to generate accurate clinical documentation and structured educational feedback in a real inpatient surgical ward setting. Medical students and doctors in training participate in supervised ward round encounters with consenting adult inpatients. The BlackFrame AI platform generates: (a) a structured draft clinical note for the supervising clinician to review and countersign before any use in the patient record; and (b) formative feedback for the trainee, delivered within 30 minutes, covering clinical communication, examination technique, and documentation quality. The study measures whether AI-generated feedback improves trainee clinical performance over a placement, how much documentation time is saved, and whether the system is acceptable to patients and clinicians. No AI-generated text enters the patient record without explicit clinician review and sign-off. All participation is voluntary.

This randomized, parallel-group, assessor-blinded educational study will evaluate whether one session of AI-assisted structured guidance improves the quality of narrative literature reviews written by medical postgraduate students. A total of 102 students enrolled in an academic writing course will be randomly assigned to either an AI-assisted structured guidance group or a free AI use group. Both groups may use AI tools under academic integrity requirements and will complete a narrative literature review according to the same course requirements. The guidance group will receive one structured guidance session approximately two weeks before final submission. The session will be based on the six dimensions of the Scale for the Assessment of Narrative Review Articles (SANRA). The primary outcome is the final SANRA total score of the submitted narrative literature review.

This is a prospective, single-center, randomized controlled educational trial comparing the effectiveness of PlayStation VR2-based immersive virtual reality (VR) anatomy teaching versus classical (lecture/atlas/3D-model) teaching for wrist anatomy among first-year medical students at Kyrenia University Dr. Suat Gunsel Hospital. Eighty healthy adult students will be randomized 1:1 into a VR Group (30-35-minute PSVR2 wrist anatomy module delivered on PlayStation 5) or a Classical Group (30-35-minute faculty-led standard anatomy education using lecture, atlas, and 3D anatomical models). The primary outcome is immediate post-test knowledge score (multiple-choice questions plus visual labeling; 0-30 scale). Secondary outcomes include a 2-4-week retention test, Likert-type learning satisfaction (15-75), cognitive load (0-10), and incidence and severity of VR-related side effects (dizziness, nausea, eye strain; 0-3 ordinal). Outcome assessors are blinded to allocation. The study aims to evaluate whether immersive VR is non-inferior or superior to classical teaching for initial acquisition and short-term retention of wrist anatomy knowledge, while characterizing tolerability of consumer-grade VR in an educational setting.

This single-center randomized controlled study aims to evaluate the effectiveness of Case-Based Learning (CBL) compared with traditional teaching in clinical training of bedside lung ultrasound (BLUE) for emergency medicine residents and medical students. The hypothesis is that CBL improves theoretical understanding, practical ultrasound skills, and clinical reasoning in emergency settings.

This single-center, prospective, single-arm pilot study will evaluate a simulation-based interprofessional education program for early-career operating room team members at Yongin Severance Hospital. Participants will include postgraduate year 1-2 surgical residents, newly appointed anesthesia nurse practitioners, and newly appointed operating room nurses. Participants will complete two simulation-based interprofessional education sessions, each including scenario-based team training and structured debriefing. Teamwork self-efficacy and readiness for interprofessional learning will be assessed before and after the educational intervention. The study will also assess program completion as a feasibility outcome. Optional semi-structured interviews may be conducted to explore participants' perceptions of the program and suggestions for improvement.

The goal of this interventional study is to evaluate the effectiveness of a Large Language Model (LLM)-based educational AI Agent in graduate students (Masters and PhD) specializing in medicine or nursing who are enrolled in the "Machine Learning and Data Mining" course. The main questions it aims to answer are: Does the use of an educational AI Agent improve students' academic performance and practical skills in machine learning compared to traditional methods? Does the AI intervention enhance students' learning confidence, satisfaction, and cognitive engagement? Researchers will compare students currently using the AI Agent (experimental group) to a historical control group (students from the previous cohort who did not use the AI tool) to see if the AI-assisted learning model leads to significantly higher learning achievements and better educational experiences. Participants will: Utilize the Teaching Agent for real-time answers to theoretical questions, personalized study planning, and knowledge reinforcement. Engage with the Research Agent to assist with literature reviews, research design optimization, and academic writing structure. Use the Practice Innovation Agent for guidance on coding, algorithm debugging, and applying machine learning models to medical data analysis projects.

Intervention Model: Parallel Assignment Model Description: Cluster-randomized by preceptor (30 clusters; 15 OMP/15 control). Outcomes at student level; 15 students per cluster. Adequate OMP exposure is defined a priori as ≥2 structured OMP feedback encounters (≥5 minutes each) delivered across ≥2 separate weeks of the rotation. Masking: Outcomes Assessor

Clinicians will complete a screen-based automated virtual reality training intervention to learn how to counsel caregivers of pediatric patients on secure firearm storage.

Epidural analgesia is the gold standard for labor pain management, widely recommended by the WHO and included in Italy's essential levels of care (LEA) since 2017. Despite its clinical benefits and high maternal satisfaction, the procedure remains technically challenging, particularly for anesthesia residents. In our institution, around 40% of laboring women request epidural analgesia. Successful epidural placement requires mastering a complex skillset. Recent studies highlight that simulation-based training significantly enhances learning for novice practitioners. This single-center, prospective, randomized controlled trial aims to evaluate whether a pre-rotation simulator-based training improves the success rate of epidural catheter placement among anesthesia residents. Participants will be randomly assigned to either the intervention group (simulation training plus anatomy lecture) or the control group (standard in vivo training only). The primary outcome is the number of successful catheter placements (defined as completed procedure without tutor intervention). Secondary outcomes include procedure time, complication rates, and satisfaction scores from the residents. The study will involve anesthesia residents in their 4th or 5th year rotating in the labor ward of the Azienda Ospedaliera di Padova. A sample size of 86 participants (43 per group) is required, and data collection will occur over three years.

This is a prospective, interventional study aiming to develop and validate an ultrasound training program for gynecology and obstetrics residents, focused on the staging of gynecologic cancers, including ovarian, endometrial, and cervical cancer. The program consists of theoretical lectures, practical hands-on sessions, and supervised clinical case evaluations over a six-month period. Residents will perform ultrasound examinations independently, which will be compared to those conducted by expert sonographers. The primary objective is to assess the learning curve of each trainee by evaluating diagnostic concordance with expert findings across specific staging parameters.

The goal of this clinical trial is to assess whether integrating an enhanced Surgical Operating Room (OR) curriculum into the medical student program improves knowledge and proficiency in gynecologic surgical techniques and procedures among medical students at Wayne State University. The main questions it aims to answer are: Does the Surgical Operating Room Enrichment Course increase medical students' knowledge and comfort with gynecologic surgical procedures? Does participation in the course improve students' clinical perceptions and management of gynecologic emergencies? Researchers will compare students who participate in the Surgical Operating Room Enrichment Course (intervention group) to those who complete the standard rotation (control group) to see if the enhanced curriculum leads to greater improvements in knowledge and clinical skills. Participants will: Attend virtual didactic lectures covering gynecologic anatomy, perioperative care, surgical techniques, and management of gynecologic emergencies Complete pre- and post-training surveys assessing knowledge, skills, and perceptions related to gynecologic surgery This study involves approximately 60 medical students, with participation being voluntary and all responses de-identified.

This single-center retrospective study evaluates the effectiveness of the Training Management System (TMS) ultrasound curriculum on the learning outcomes of PGY emergency physicians. By analyzing test scores and course participation data from 2018 to 2025, the study investigates whether blended learning improves PoCUS proficiency and explores its potential role in enhancing ultrasound education for junior physicians.

Cholecystectomy is one the most frequent laparoscopic procedures worldwide. It is a safe and effective operation but intraoperative bile duct injury remains a relevant complication with serious consequences for the patient. Most of the complications occur due to a lack of knowledge of the anatomy or misidentification of the cystic duct. Thus, the study of the anatomy is a cornerstone of a successful procedure and the preoperative magnetic resonance cholangiopancreatography (MRCP) is a way to preoperatively determine relevant structures to avoid intraoperative incidents. This trial has been designed to assess the effect of preoperative virtual reality training based on MRCP on intraoperative performance and outcome.

The team aims to test the effectiveness of an intervention to increase gender-affirming cervical cancer prevention behaviors targeted at medical students studying in Puerto Rico and Florida. The team expects that after exposure to the intervention, relative to the control group, participants in the experimental condition will manifest more favorable changes in knowledge, attitudes, and behaviors of adequate care towards Latinx transmasculine and non-binary people.

The goal of this observational study is to explore the value of eye-tracking technology in perioperative management and teaching. The study aims to understand how eye-tracking can help analyze the attention distribution of clinicians during perioperative procedures and optimize workflows for improved safety and teaching outcomes. The main questions it seeks to answer are: How does eye-tracking technology reveal the focus distribution patterns of experienced and novice clinicians in perioperative scenarios? Can visualizing expert clinicians' eye movement patterns improve the learning outcomes and operational skills of medical students? Participants include anesthesiologists and medical students involved in perioperative management training. Eye-tracking data, such as fixation duration, fixation count, and heatmaps, will be collected during surgical and training scenarios. The study will analyze correlations between attention distribution and operational performance. This research will provide insights into optimizing perioperative safety and revolutionizing medical education using objective attention data.

The investigators compared an in-house developed virtual reality simulator for normal vaginal deliveries with a legacy mannequin-based simulation in a cluster randomised study involving Year 4 medical students undergoing their Ob/Gyn clerkship with aims to compare pre- and post-simulation knowledge questionnaire score. As part of a cross-over component, the investigators will also compare feedback scores for each modality and the preferred modality. Ethical approval and waiver of consent has been obtained from the National University of Singapore Institutional Review Board, Reference Number 2020-606.

This medical education research project aims to evaluate the impact of a directed perceptual learning module (PLM) on spinal sonoanatomy. Following a demographic questionnaire, participants will be exposed to a tutorial explaining the necessary theoretical foundations for the PLM as well as the functioning of the PLM interface. A pre-test involving selecting the best image from a video sequence depicting spinal sonoanatomy will be administered to all participants. Participants will then be randomized into two groups and exposed to video sequences in the same manner as during the pre-test, with immediate feedback in the intervention group and no feedback in the control group. The video sequences presented will be the same between the two groups. Finally, a post-test will be administered immediately and remotely after exposure to the PLM. The time window corresponding to the best image will be predefined by an expert and compared to the resident\'s value. The difference in feedback exposure between the two groups will not be revealed to limit biases.

Endotracheal intubation is a life saving procedure where a tube is placed into a person's windpipe to help them to breathe. This is a study of which shape of tube would lead to improved success in this procedure.

The goal of the randomized educational intervention study is to test whether simulation preceding didactic teaching leads to improved knowledge and performance retention compared to a didactic lecture proceeding simulation for medical students Participants will be randomized to one of two different groups with reverse orders for simulation and lectures. Researchers will compare each group to see which way is better for learning.