Teaching & Learning in Medical Education: How theory can inform practice.

In this article, we consider an emergent theory of human emotion. The overarching purpose of the article is to introduce medical education researchers to the notion of achievement emotions and provide a brief overview of how this work can inform the theory, research, and practice of medical education. First, we define achievement emotions and describe one of the leading contemporary theories of achievement emotions, control-value theory (Pekrun R. 2006. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev 18:315–341.). Next, we distinguish between different types of achievement emotions, their proximal causes, and their consequences for motivation, learning, and performance, and we discuss several implications for educational practice. Finally, we end with a call for more research on achievement emotions in medical education to facilitate our understanding of emotions and their impact on important educational outcomes.

In this AMEE Guide, we consider the emergent theoretical and empirical work on human emotion and how this work can inform the theory, research, and practice of medical education. In the Guide, we define emotion, in general, and achievement emotions, more specifically. We describe one of the leading contemporary theories of achievement emotions, control‐value theory (Pekrun ), and we distinguish between different types of achievement emotions, their proximal antecedents, and their consequences for motivation, learning, and performance. Next, we review the empirical support for control‐value theory from non‐medical fields and suggest several important implications for educational practice. In this section, we highlight the importance of designing learning environments that foster a high degree of control and value for students. Finally, we end with a discussion of the need for more research on achievement emotions in medical education, and we propose several key research questions we believe will facilitate our understanding of achievement emotions and their impact on important educational outcomes.

The volatile and changing healthcare landscape, heavily influenced by the COVID-19 pandemic and other contemporary crises, poses challenges to the sustainable development of medical education, and integrating innovation and entrepreneurship into medical education is the avenue by which to address the current and future medical challenges. Medical student entrepreneurship education (MSEE) contributes to the individual and social sustainable development of students in terms of their future careers. To investigate the effect of teacher entrepreneurship on MSEE, a hypothesis model of MSEE that includes teachers’ entrepreneurial competence (TEC), teachers’ entrepreneurial behaviors (TEB), and co-creation strategy (CCS) was constructed on the basis of symbolic interactionism. A total of 714 samples were collected from entrepreneurial teachers in Chinese medical universities for quantitative analysis. This study confirmed our hypothesis that TEC and TEB have a positive and statistically significant direct impact on MSEE. As demonstrated in the mediation effect test, when CCS was added as the mediating variable, TEC and TEB had a statistically significant indirect effect on MSEE. With empirical evidence from China, the study provided a new perspective for deepening the research on MSEE and laid the foundation for interdisciplinary research on medical education and entrepreneurship education. The findings contribute to entrepreneurial learning and pedagogical practices in medical education for the sustainable development of medical students.

Aim: The rapid change in many fields in the global sense and the need for transformation due to this change has also affected the field of medical sciences; therefore, revisions have been required in medical education practices. For this reason, medical education is considered as one of the fields where change occurs fast. This study aims to examine the Grand Rounds model in terms of continuing medical education and lifelong learning through the analysis of its planning, implementation, and evaluation process. Methods: This traditional literature review, in the context of continuing medical education and lifelong learning, was conducted to examine the planning, implementation and evaluation processes of grand rounds, especially in the United States. In Pubmed, Scopus and Google Scholar search engines, the keywords "Clinical Rounds", "Medical Rounds", "Bedside Teaching Rounds", "Medicine Rounds" and "Ward Rounds", which are called "classical clinical learning cycle", were searched. Then, the studies that included the term “Grand Rounds” model were examined.Results: The grand rounds are designed to follow up-to-date diagnosis and treatment methods, to encourage knowledge sharing among faculty members, to contribute to the lifelong learning skills of students and faculty members, to create an active learning environment for assistants and students, and to share the faculty’s experiences with other stakeholders. It has been observed that the Grand Rounds, which was created in the context of adult learning theory and lifelong learning, has a more comprehensive process than traditional clinical rounds, is applied both in pre-graduate and postgraduate medical education and with the participation of health professionals from various disciplines. The most important stage of the Grand Rounds is planning. Therefore, there are some key elements that should be considered by the organizing committee that will carry out the planning process. These elements include shaping the content around the themes that will meet the needs of the participants, determining the appropriate learning outcomes, and deciding on the presentations that will contribute to the development of students' skills such as clinical reasoning, problem solving and decision making. During the implementation process, sufficient time should be allowed for the participants to discuss, interact, and share information about the subject. After Grand rounds, both the content in the learning cycles and the presenters should be evaluated with valid and reliable tools.Conclusions: Integration of Grand rounds into continuous medical education in Turkey is strongly recommended in terms of providing broader lifelong learning opportunities for medical students, resident physicians and medical educators.

The purpose of this study is to perform a review to account for currently published studies on team-based learning (TBL) in medical education by accredited researchers. In doing so, our two goals included seeking information and critical appraisal. First, the literature was scanned by means of manual and computerized methods to identify pertinent documents. Selected works were then critically appraised to identify the most prevalent themes in the applications and effects of TBL in medical education. After considerable data reduction strategies, six major themes are discussed; 1) experimental TBL approaches; 2) student experiences and perceptions of TBL; 3) student examination performance; 4) faculty impressions; 5) peer evaluations in TBL; 6) TBL in gross anatomy. Although TBL is just beginning to be implemented in medicine, usage of this teaching method is thriving. Students and faculty appear to view TBL favourably and to be highly satisfied with it.

Transformative learning is educational theory and practice that aims to transform learners, frame of references influencing thoughts, acts, communication and behaviours of learners. Jack Mezirow, an educationalist and sociologist, developed this theory and practice in 1990 and, thereafter, transformative learning has been applied worldwide in educational institutes. It becomes well-known soon after being cited in The Lancet in an article titled “Health professionals for a new century: transforming education to strenghthen health systems in an interdependent world” in 2010. However, the articledoes not provide sufficient detail theory and practices of transformative learning for medical education. Moreover, evidence supporting transformative learning in medical education is of limit, particularly in Thailand,s context. This article addresses the concern by discussing 1) a principle of transformative learning, 2) transformative learning in medical teaching, and 3) examples of application of transformative learning in medical school. Key words: Transformative learning, Medical education, Thailand, Literature review

BackgroundThe acquisition of in-depth medical knowledge, skills, and competencies is of utmost importance when training future medical professionals. This systematic literature review delves into the empirical connection between gamified learning in medical education and the Structure of Observed Learning Outcomes (SOLO) taxonomy.MethodsFollowing PRISMA guidelines, a systematic literature review was conducted in seven databases to identify empirical studies related to gamification and medical education. The literature search was limited to peer-reviewed articles published between January 2012 and December 2022. Articles focusing on games or learning technologies in a broader sense as well as research focusing on nursing or pharmacy education were excluded.ResultsUpon reviewing 23 qualified empirical studies that applied gamified learning strategies in medical education, 18 (78%) studies are associated with the second lowest level (uni-structural) of the SOLO taxonomy. The mid-level (multi-structural) learning outcomes are associated with three (13%) of the reviewed studies. There are five (22%) studies focusing on the second highest (relational) level of the SOLO. Only one study (4%) is associated with the highest SOLO level (extended-abstract). Finally, three (13%) studies were identified with multiple levels of the SOLO. In addition to the SOLO levels, the review found six (26%) studies emphasizing motivational and engagement support of gamified learning strategies in facilitating intended learning outcome attainment. A total of three (13%) studies, across three SOLO levels, suggested that gamified learning strategies can improve students’ soft skills in medical education programs.ConclusionThese findings collectively emphasize the need for future research and development to design gamified learning experiences capable of fostering higher SOLO taxonomy attainment in medical education. Moreover, there is potential to extend the SOLO framework to encompass motivational and affective learning outcomes, providing a comprehensive understanding of the impact of gamified learning on medical students.

Purpose: Medical teachers in India perform multiple duties which include clinical care, teaching-learning activities and research. While research publications are considered for recruitment and promotion, teaching-learning activities are hardly acknowledged. The purpose of presenting this perspective is to emphasize the importance and value of the scholarship of teaching and learning in medical education Methodology: We describe the Scholarship of Teaching and Learning (SoTL), what exactly does it involve and its unique attributes such as deep reflection, committed engagement in action and making the work public for peer review. We also describe the importance of student involvement in SoTL work. We present some examples of SoTL work and ponder upon how this could be incorporated in medical education Results: SoTL could be incorporated by sensitising all the stakeholders, creating an atmosphere in the medical colleges that is conducive to the development of such a scholarship, and rewarding it appropriately. Mechanisms to document SoTL work and assess it shall have to be developed. Conclusion: Incorporating SoTL in medical education would give new meaning and purpose to a career in medical education. The quality of medical education would improve, benefitting the students, and ultimately the society.

Simulation-based learning (SBL) has become a key tool in medical education for developing practical skills and clinical decision-making. Despite the widespread use of this method, there remains a lack of comprehensive reviews of quasi-experimental studies in this area. Therefore, this study aimed to survey the trends and insights from quasi-experimental studies conducted over the past decade on simulation-based learning in medical education. This scoping review was conducted using the framework outlined by Arksey and O'Malley, involving 5 key stages: (1) defining the research questions; (2) identifying relevant studies; (3) selecting studies; (4) extracting relevant data; and (5) summarizing and synthesizing the extracted data. Several databases were used to search for articles. These databases include PubMed, Scopus, Web of Science (WOS), ERIC, and Emerald. The search period spanned from January 1, 2014, to December 31, 2024. In this scoping review, 3052 articles were retrieved. After screening and applying the inclusion and exclusion criteria, 95 quasi-experimental articles were selected for final analysis. Basic medical education dominates research focus, and surgical training and obstetric care had the lowest concentration of studies. Simulation effectiveness is measured via Kirkpatrick's hierarchy, showing improvements in clinical skills and confidence. This scoping review demonstrated that simulation-based learning is a growing educational method in medical education, contributing to the development of practical and clinical skills. The findings of this study can be beneficial for policymakers, educators, and researchers in medical education to enhance educational programs and utilize this method more effectively. It is recommended that adequate resources and proper training be allocated to maximize the effectiveness of simulation-based learning for both educators and students.

Flipped learning has emerged as an innovative instructional approach in medical education, transforming traditional teacher-centered models into dynamic, learner-centered environments. This pedagogical strategy involves students engaging with instructional content outside the classroom, followed by interactive activities during class time, thereby enhancing student engagement and promoting active learning. Grounded in educational theories such as Constructivism and Adult Learning Theory, flipped learning facilitates knowledge construction through pre-class engagement and fosters self-directed learning, particularly relevant for adult learners in medical fields. Successful implementation requires meticulous design of instructional strategies, high-quality pre-class materials, and engaging in-class activities that promote collaboration and critical thinking. Assessment methods must also adapt to this framework, utilizing formative assessments to gauge understanding and encourage continuous improvement. Additionally, faculty development initiatives are essential for equipping educators with the skills necessary to implement this approach effectively. Flipped learning not only improves student performance but also cultivates a supportive learning atmosphere, fostering critical thinking and communication skills. This article advocates for the evaluation of flipped learning programs using the CIPP model to assess their effectiveness and guide future innovations in medical education.

Background: Competence in system-based practice in medical education must include training on functioning as an interprofessional team member to address health-related social needs (HRSN). This pilot targets the existing gap on teaching residents how to leverage interprofessional expertise and larger context of HRSN in patient care.This pilot applied the principles of social simulation to teach residents how to work with interprofessional partners to effectively address patients’ HRSN. Methods: We developed simulation cases on HRSN commonly encountered in our Emergency Department. A 9-item instrument using a Likert 5-level scale assessed participants’ knowledge and skills on HRSN before and after the simulation implemented in 2021. Unmatched data largely from missing ID in responses were omitted. The Wilcoxon signed-rank test was used to assess for significant changes pre- and post-intervention. Results: Thirty-three of forty eligible Emergency Medicine (EM) residents (82.5%) participated in the study. Eighteen of thirty-three participants (response rate 54.5%) were included when matching data based on ID. We found significant differences in self-reported ability to identify patients’ HRSN (p=.0014), differentiate between the roles of interdisciplinary team members (p=.0007), and ability to identify hospital resources patients could be referred to (p=.0018). There was no difference in self-reported sense of empowerment in response to perceived ability in addressing a patient’s HRSN. Conclusions: Findings from this pilot suggest that social simulation can be an effective tool for teaching residents how to function in interprofessional teams and navigate the dynamic larger healthcare context of social determinants of health (SDOH) in addressing a patient’s HRSN. Competence in system-based practice in multidisciplinary medical education must include training on functioning as an interprofessional team member to address SDOH. This pilot targets the existing gap in teaching residents how to leverage interprofessional expertise and the larger context of SDOH in patient care.

Artificial intelligence is rapidly reshaping medical research, education, and clinical practice. This brief communication reviews new AI applications—from personalized learning and immersive simulations in medical education to AI-assisted diagnostics in clinical settings—and examines the accompanying ethical and practical challenges. Drawing on insights from last November’s editorial in the Bratislava Medical Journal, the paper argues that while AI offers powerful new tools, human oversight remains essential. Future efforts must establish clear governance frameworks and update educational curricula to foster effective human–machine collaboration, ensuring that the uniquely human elements of science and creativity endure.

Communication skills training is a routine practice in medical education designed to instruct and evaluate future physicians in matters of patient-provider interaction. Based on the United States Medical Licensing Examination Step 2 Clinical Skills (CS), medical schools across the United States hire and train standardized patients (SPs) to act as patients in and evaluators of simulated interactions with medical students (MSs). Using discourse analysis, I examine how a computerized assessment form creates a particularized version of communication skills with implications for future practice. The 39-item checklist is completed by SPs following a simulated interaction designed to prepare third-year MSs for the Step 2 CS. Specifically, I analyze how the form is structured to make recognizable specific communication skills tasks, who should complete said tasks, and what varying degrees of communication skills competency are within the realm of task completion. By analyzing the form, I consider the agency of texts in medical education, the implications of technologizing communication as an institutional skill, and the limitations of enlisting SPs to evaluate communication skills competency under the guise of a patient perspective.

This case study reflects on the concept of student's-as-partners in a project that took place during the Summer 2020, during the COVID-19 pandemic, involving nine students from two medical schools in Ireland (University College Dublin (UCD) and the Royal College of Surgeons in Ireland (RCSI) and makes a pedagogical case for partnership in learning and teaching in medical education. This virtual partnership project lasted three weeks under the supervision of practitioners from the National Maternity Hospital (NMH). The focus of this paper on one output from the project: designing and developing Multiple Choice Questions (MCQ) bank. This bank of MCQ questions were written by the students, based on national and international guidelines, then peer reviewed by the students before final review by academic staff and then integrated into the online teaching for the next iteration of the Obstetrics and Gynaecology module in September 2020. The reflections on this MCQ development work provides valuable insights on challenges and opportunities for medical students at both undergraduate and graduate level who are planning for collaborative partnerships as a component of their medical education, as well as academic-practitioners in medical education who are initiating student-staff partnerships

The purpose of this chapter is to provide some practical guidance and theoretical basis on designing simulated learning environments to researchers and instructional designers, medical educators, instructional design students, and others who are committed to improving learning and instruction in medical education. This chapter will benefit those who are interested in designing simulated learning environments and facilitating simulated learning experiences in instructional settings. The chapter first defines various types of simulations and their cognitive functions in support of students' authentic learning experiences. Following this, the chapter highlights critical components for designing simulated learning environments, including identifying learning objectives, developing problem scenarios, and facilitating students' learning experiences. It is hoped that this chapter will be a useful tool and resource for medical educators, researchers and instructional designers, and graduate students who are pursuing an advanced degree in instructional design and technology.