JMIR Medical Education

Emergency obstetric simulation-based training has increasingly been used to improve emergency obstetric care provision in sub-Saharan Africa. For determining the optimal methodology for effective training sessions in resource-constrained settings, it is crucial to conduct high-quality research.

Studies confirm a relationship between learning style and medical career choice in the learning style patterns observed in distinct types of residency programs. Such patterns can also be applied to general surgery, from medical school to the latest stages of training. Aligning teaching strategies with the predominant learning styles in surgical residency programs has the potential to make training more effective.

During the COVID-19 lockdown, it was difficult for residency training programs to conduct on-site, hands-on training. Distance learning, as an alternative to in-person training, could serve as a viable option during this challenging period, but few studies have assessed its role. This study aims to investigate the impact of distance learning during the lockdown on residents’ self-assessed competency development and to explore the moderating effect of poor mental health on the associations.

Medical education challenges students to manage vast amounts of complex information. Traditional mnemonic resources often follow a standardized approach, which may not accommodate diverse learning styles.

Knowledge of virtual simulation and its uses in training health professionals and students is still growing rapidly.

Approximately 4000 preventable surgical errors occur per year in the US operating rooms (ORs), many due to suboptimal teamwork and safety behaviors. Such errors can result in temporary or permanent harm to patients, including physical injury, emotional distress, or even death, and can also adversely affect care providers, often referred to as the "second victim."

Palestinian higher education institutions face limitations in providing interactive practical training for medical education. Extended reality (XR), which encompasses virtual reality and augmented reality, is increasingly recognized for addressing these challenges by offering immersive learning experiences.

As health care moves to a more digital environment, there is a growing need to train future family doctors on the clinical uses of artificial intelligence (AI). However, family medicine training in AI has often been inconsistent or lacking.

Basic Life Support improves survival prognosis after out-of-hospital cardiac arrest (OHCA) but is too rarely provided before the arrival of professional rescue services. To decrease the delay between collapse and initiation of resuscitation maneuvers, first responder networks have been developed in many regions of the world. Their efficiency depends on the number of first responders available and many networks lack potential rescuers. Medical, dental and biomedical students represent an almost untapped source of potential first responders, and a first study, carried out during the COVID-19 pandemic, led to the recruitment of many of these future professionals even though many restrictions were still in effect.

Nursing students’ motivation in clinical learning is very important not only for their academic and professional achievement but also for making timely, informed, and appropriate decisions in providing quality and cost-effective care to people. However, the increased number of students and the scarcity of medical supplies, equipment, and patients, just to mention a few, have posed a challenge to educators in identifying and navigating the best approaches to motivate nursing students to learn during their clinical placements.

As artificial intelligence and machine learning become increasingly influential in clinical practice, it is critical for future physicians to understand how such novel technologies will impact the delivery of patient care.

Medical education has undergone professionalisation during the last decades and internationally educators are trained in specific medical education courses also known as “train the trainer” courses. As these courses have developed organically based on local needs, lack of a general structure and terminology can confuse and hinder educators’ information and development. The first aim of this study was to conduct a national search, analyse the findings, and provide a presentation of medical education courses based on international theoretical frameworks to support Swiss course providers and educators searching for courses. The second aim was to provide a blueprint for such a procedure to be used by the international audience.