Journal of Advances in Medical Education & Professionalism

Editorial

A Continued Commitment toward Excellence in Medical Education

JAVAD KOJURI; MITRA AMINI; RITA REZAEE; PARISA NABEIEI

Volume 14, Issue 3 , July 2026, Pages 205-206

https://doi.org/10.30476/jamp.2026.111318.2410

Abstract

The Journal of Advances in Medical Education and Professionalism (JAMP) is celebrating its 14th anniversary now. In this journal, we propose several steps to dissociate the appraisal ... Read More

Review article

Medical Education in the Gulf Cooperation Council: A Saudi Arabia Anchored Analysis from Expansion to System Alignment

MOHAMMAD MUZAFFAR MIR; AHMAD HAMOUD AL-HAZMI; ALSALEEM MOHAMMED ABADI; ABDULLAH M. AL-SHAHRANI; MUSHABAB ALGHAMDI; MOHANNAD MOHAMMAD S. ALAMRI; AHMED YAHIA AL AMEER; SABA MUZAFFAR MIR; MOHAMMED JEELANI; JUNAID AHMAD; MOHAMMED OHAJ

Volume 14, Issue 3 , July 2026, Pages 207-219

https://doi.org/10.30476/jamp.2026.110680.2374

Abstract

Introduction: Medical education in the Gulf Cooperation Council (GCC) has undergone substantial transformation over the past two decades, driven by health system reform, workforce localization,and ... Read More Introduction: Medical education in the Gulf Cooperation Council (GCC) has undergone substantial transformation over the past two decades, driven by health system reform, workforce localization,and increasing demand for quality and accountability. Saudi Arabia serves as a central analytical anchor due to its scale and regulatory maturity. This study provides a structured, policyorientedsynthesis of medical education across the GCC and examines its transition from expansion toward system alignment.Methods: A narrative review with structured thematic analysis was conducted. A search of PubMed, Scopus, and Web of Science, supplemented by policy documents and institutional reports, was performed for 2010–2025. Sources were selected based on relevance to GCC medical education. Data were organized across domains, including governance and accreditation, undergraduate education, assessment and licensing, postgraduate training and workforce alignment, and faculty development.Results: Substantial progress is evident in regulatory consolidation, competency-based education, simulation-based learning, and national licensure examinations. However, implementation remains variable across institutions and countries. Key challenges include faculty capacity constraints, limited clinical training infrastructure, an imbalance in assessment practices, and misalignment between educational output and workforce needs. The literature remains largely descriptive, withlimited standardized data on the outcomes and workforce impact.Conclusion: Medical education in the GCC is transitioning from expansion toward system alignment, where integration of educational design, regulation, and workforce planning is critical. Strengthening assessment systems, investing in faculty development, expanding community-based training, and improving outcome measurements are essential. A coordinated, data-drivenapproach with regional collaboration is required to advance a responsive and globally competitive medical education system.

Review article

Mapping Personalized Learning in Medical Education: A Meta-Synthesis of Artificial Intelligence Applications

AVA TAGHAVI MONFARED; MARYAM HOJATI; ZOHREH FARAHMANDPOUR; AHMAD KEYKHA

Volume 14, Issue 3 , July 2026, Pages 220-237

https://doi.org/10.30476/jamp.2026.108229.2243

Abstract

Introduction: The rapid advancement of Artificial Intelligence (AI) in medical education is driving a shift from traditional instructional design methods toward personalized and adaptive ... Read More Introduction: The rapid advancement of Artificial Intelligence (AI) in medical education is driving a shift from traditional instructional design methods toward personalized and adaptive learning models. Despite numerous promising applications, the available evidence remains limited and fragmented; therefore, a comprehensive synthesis of the evidence is needed to support robust conclusions.Methods: This study employed the four-phase meta-synthesis framework proposed by Sandelowski and Barroso. A systematic search was conducted across Medline, Embase, CINAHL, PsycINFO, PubMed, Web of Science, ScienceDirect, Wiley Online Library, SpringerLink, Taylor & Francis Online, SAGE Journals, and Scopus, covering publications from 2010 to 2025. Studies were screened according to predefined inclusion and exclusion criteria, and their methodological quality was evaluated using the Critical Appraisal Skills Programme (CASP). Coding reliability was assessed through a test–retest procedure, resulting in a reliability coefficient of 0.81.Results: A total of 273 records were identified, of which 16 studies met the inclusion criteria and obtained CASP scores exceeding the threshold of 30. Content analysis revealed five principal domains: faculty-related applications (21%), student-related applications (28%), applications in the learning process (15%), curriculum development (13%), and assessment mechanisms (23%). Student-related applications constituted the largest proportion, highlighting the pivotal role of learner-centered personalization in AI-driven medical education.Conclusion: The integration of Artificial Intelligence (AI) into individualized educational experiences represents a transformative model for medical education. AI enables adaptive learning pathways, dynamic assessment methods, and data-driven instructional environments, thereby enhancing student engagement, fostering faculty innovation, and promoting equity in learning outcomes. This synthesis proposes an overarching conceptual framework to inform policy, research, and implementation in the context of AI-supported personalized medical education.

Original Article

Assessing Progress, Shaping Futures: A Qualitative Exploration of Final-Year Medical Students’ Perspectives on the Clinical Assessment for Progression Examination (Clinical APEx): A Novel Competency-Based Exam

HOSSAIN MD NASSIF; YEW WEI PING; KUMAR ARUNAZ; BARTON J. M. PETER; KARIM MD NAZMUL; LEECH MICHELLE; ILIC DRAGAN

Volume 14, Issue 3 , July 2026, Pages 238-248

https://doi.org/10.30476/jamp.2026.109580.2311

Abstract

Introduction: Traditional OSCEs, while reliable, are criticized for limited authenticity, delayed feedback, and high stress. The Clinical Assessment for Progression Examination (Clinical ... Read More

Original Article

The FUSION Model: Smart Integration of Tradition and Innovation in Medical Education

MORTEZA REZAEI-ZADEH; AILEEN PATTERSON

Volume 14, Issue 3 , July 2026, Pages 249-262

https://doi.org/10.30476/jamp.2026.109780.2321

Abstract

Introduction: The tension between tradition and innovation is a defining challenge in medical education, yet the literature lacks a strategic framework to guide educators through this ... Read More

Original Article

Surgical Professionalism: Development and Educational Suitability Assessment of a Combined Situational Judgment Test and Guided Reflection among General Surgery Residents in Indonesia

DANIEL ARDIAN SOESELO; RENNIE YOLANDA; PATRICIA WINONA; YUNISA ASTIARANI; TOAR JEAN MAURICE LALISANG; RETNO ASTI WERDHANI; AGUS PURWADIANTO; WIRSMA ARIF HARAHAP; THEDDEUS OCTAVIANUS HARI PRASETYONO; DIANTHA SOEMANTRI; ARDI FINDYARTINI

Volume 14, Issue 3 , July 2026, Pages 263-271

https://doi.org/10.30476/jamp.2026.109158.2298

Abstract

Introduction: Assessing professionalism in a valid, objective, and costeffective manner remains a persistent challenge in clinical education. In Indonesia, this issue is particularly ... Read More Introduction: Assessing professionalism in a valid, objective, and costeffective manner remains a persistent challenge in clinical education. In Indonesia, this issue is particularly relevant in surgical training, where residents must integrate technical competence with professional behaviour in high-stakes, resource-limited settings. This study aimed to develop and evaluate the educational suitability of a Situational Judgement Test (SJT) combined with guided written reflection to assessand promote professionalism among general surgery residents.Methods: A mixed-methods sequential design was used. An SJT was developed through blueprinting, item writing, and expert validation, resulting in 26 scenarios across six professionalism domains. Residents (n=64 at baseline; n=44 completers) completed a proctored pre-test SJT, participated in an 8-week guided reflection program (four submissions), and completed an asynchronous post-test SJT. Educational suitability evidence was examined through content validity (CVI) and internal consistency (Kendall’s W). No construct or criterion validity testing was performed. Reflections were scored using Kember’s four-level reflective framework by three independent assessors with Fleiss’ Kappa for inter-rater agreement. Changes in SJT and reflection depth were analysed using paired tests and correlation analysis. Data were analysedusing SPSS version 23.Results: The mean CVI across items was 0.97 (range 0.90–1.00). The mean SJT score increased significantly from 386.59±19.31 to 420.45±12.56 among completers, with a mean difference of 33.86±16.03 (p<0.001). Reliability improved from Kendall’s W=0.38 to 0.52. Sensitivity analysis comparing baseline pre-test scores between completers (386.6±19.3) and dropouts (391.0±15.5) showed no significant difference (Mann–Whitney U, p=0.258), indicating limited attrition bias. Reflective depth progressed from median level 1 to 4 across four submissions (median Δ=+3, p<0.001), with substantial inter-rater agreement (κ=0.68). There was no significant correlation between Δ reflection and Δ SJT (r=0.059, p=0.703).Conclusions: Integrating SJT with guided reflection demonstrated strong content validity, internal consistency, and educational benefit, supporting its suitability for formative educational use in surgical professionalism training.

Original Article

Which Active Learning Method is More Effective? A Comparison of Crossword Puzzles and Mind Mapping in Teaching Emergency Trolley Medications to Anesthesia Students

MAHDI NAZARI; SHAHNAM SEDIGHMAROUFI; JAMILEH ABOLGHASEMI; PARISA MORADIMAJD

Volume 14, Issue 3 , July 2026, Pages 272-280

https://doi.org/10.30476/jamp.2026.108927.2280

Abstract

Introduction: Effective education on emergency trolley medications is vital for the patient safety. Traditional methods often fall short of promoting deep and lasting learning. This ... Read More Introduction: Effective education on emergency trolley medications is vital for the patient safety. Traditional methods often fall short of promoting deep and lasting learning. This study compared two active learning strategies, crossword puzzles and mind mapping, for teaching emergency trolley medications to anesthesia students.Methods: This quasi-experimental study was conducted on 40 undergraduate anesthesia students of Iran University of Medical Sciences (IUMS) and Tehran University of Medical Sciences (TUMS) selected by census sampling. The same instructor delivered both groups personally. Simple individual randomization was used to randomly divide the participants into the mind mapping group (n = 20) and the crossword puzzle group (n = 20), through a coin toss procedure Two training sessions on emergency trolley medication-related concepts were attended by each group. To examine the efficacy of the intervention, we administeredthree tests: a pre-test, a post-test, and an unexpected retention test (after 3 weeks). Independent t-test and repeated measures ANOVA were used to analyze the data. The tests were constructed following the Bloom’s taxonomy Table, and the reliability and validity of both tests were validated using standard procedures.Results: Demographic factors such as age, GPA, and gender did not impact the results significantly either (P0.05). Independent t-test indicated that there was no significant difference in the two groups at pre-test levels (mind mapping: 5.58 ± 0.47; crossword puzzle: 5.60 ± 0.47; P = 0.985). Both of the methods led to a significant improvement in post-test learning metrics compared with pre-test results (map: 12.87 ± 0.53; puzzle: 13.25 ± 0.59; P = 0.641; repeated measures ANOVA: P < 0.001). However, in the retention test, students in the crossword puzzle group outperformed those in the mind map group (9.36 ± 0.66 vs. 6.52 ± 0.65; P = 0.004), indicating better long-term retention.Conclusion: Although both methods enhanced short-term learning, crossword puzzles were more effective for long-term retention. These findings underscore the need to tailor instructional strategies to achieve desired learning outcomes.

Original Article

Benchmarking Large Language Models for Scientific Writing: A Mixed‑methods Evaluation of ChatGPT, DeepSeek, and Human Authors

KULYASH R. ZHILISBAYEVA; NASRIN SHOKRPOUR; MOHAMMAD MEHDI PARVIZI

Volume 14, Issue 3 , July 2026, Pages 281-290

https://doi.org/10.30476/jamp.2026.109761.2366

Abstract

Introduction: Modern large language models (LLMs) like ChatGPT (based on the GPT4 architecture) and DeepSeek offer unprecedented capabilities for generating scientific text. However, ... Read More

Original Article

Resilience and its Effects on Internet Addiction and Academic Performance: The Mediating Role of Life Satisfaction among Medical Students

KARIM SHATERI; MASUME BAGHERI; MOHAMMAD HASAN KESHAVARZI; MANA MOGHADAMI; ALI ASGHAR HAYAT

Volume 14, Issue 3 , July 2026, Pages 291-304

https://doi.org/10.30476/jamp.2026.108664.2264

Abstract

Introduction: Resilience, as an important psychological resource for adaptation, has been associated with lower levels of Internet addiction and better academic outcomes. This research ... Read More Introduction: Resilience, as an important psychological resource for adaptation, has been associated with lower levels of Internet addiction and better academic outcomes. This research sought to determine how life satisfaction functions as a mediator in the relationship betweenresilience, academic performance, and Internet addiction among medical students. A deeper understanding of these relationships may contribute to the design of evidence-based interventions to improve academic performance and reduce Internet addiction among medical students.Methods: This quantitative correlational study with a cross-sectional design was conducted among medical students at Ahvaz University of Medical Sciences during the 2023–2024 academic year. A total of 239 participants were recruited using convenience sampling. Data were collected using the Connor–Davidson Resilience Scale (CD-RISC-10), the Short Form of Young’s Internet Addiction Test (s-IAT), and the Satisfaction with Life Scale (SWLS). Data were analyzed using descriptive statistics and partial least squares structural equation modeling (PLSSEM) in Smart-PLS 3. Confirmatory factor analysis (CFA) was conducted to assess the measurement model through factor loadings, Cronbach’s alpha, composite reliability, and convergent and discriminant validity. The structural model was evaluated through path coefficient analysis, while bootstrapping with 5,000 resamples was applied to examine the significance of the hypothesized direct and indirect effects. Results: In the proposed model, resilience was expected to influence Internet addiction and academic performance both directly and indirectly through life satisfaction as a mediating variable. The results showed that resilience had a direct negative effect on Internet addiction (β = -0.24, t = 3.35, p < 0.001) and a positive effect on life satisfaction (β = 0.36, t = 5.87, p < 0.001), while life satisfaction negatively predicted Internet addiction (β = -0.30, t = 4.64, p < 0.001) and positively predicted academic performance (β = 0.16, t = 2.36, p = 0.018). However, the direct effect of resilience on academic p erformance was not significant β = 0.11, t = 1.44, p = 0.15).Indirect effects confirmed that resilience influenced both Internet addiction (β = -0.11, t = 3.69, p < 0.001) and academic performance (β = 0.06, t = 2.18, p = 0.030) through life satisfaction, supporting the mediating role of life satisfaction in the model. The model also demonstrated acceptable explanatory and predictive power (R², Q², f²) and good fit (SRMR = 0.074), indicating robustness of the proposed theoretical model.Conclusion: The findings support the proposed mediation model and highlight that resilience reduces Internet addiction mainly through increasing life satisfaction. In practice, strengthening both resilience and life satisfaction can be an effective approach to lowering problematicInternet use and supporting academic functioning among medical students. These results provide useful guidance for designing targeted mental health interventions in academic settings.

Letter to Editor

Entrustable Medical Teacher: Can We Confidently Entrust Our Loved Ones to Their Guidance in Health Professions Education?

SIAVASH MORADI

Volume 14, Issue 3 , July 2026, Pages 305-306

https://doi.org/10.30476/jamp.2025.108495.2254

Abstract

.Entrustable Professional Activities (EPAs) have transformed health professions education by focusing on learners’ readiness to perform clinical tasks independently. However, ... Read More .Entrustable Professional Activities (EPAs) have transformed health professions education by focusing on learners’ readiness to perform clinical tasks independently. However, as much emphasis is placed on entrusting learners, the equally critical question arises: can we confidently entrust medical teachers—the mentors of future health professionals—with fostering competence, professionalism, and ethical practice? This paper explores the emerging concept of “Entrustable Medical Teachers” (EMT), advocating for systematic frameworks to assess and certify medical teachers’ educational competencies beyond clinical expertise.Teaching in health professions requires specialized skills such as curriculum design, learner assessment, feedback delivery, and educational leadership. Without clear standards and ongoing evaluation, the quality and effectiveness of mentorship may be compromised, potentially impacting learner progression and patient safety. Recent developments in EPAs frameworks tailored for medical educators identify core teaching activities that institutions can use to ensure faculty competence and accountability.Embedding entrustability in faculty development represents a paradigm shift from traditional informal teaching models towards rigorous, competency-based preparation and continuous professional growth. This approach aligns with modern educational trends emphasizing transparency, quality assurance, and cultural accountability in training environments.EMT is not only about clinical knowledge transmission but also about cultivating ethical, professional role models who guide learners safely and effectively. Recognizing and validating the entrustability of medical teachers provides a foundation to enhance educational outcomes and, ultimately, patient care.This paper calls for the integration of EMT frameworks into faculty development, ensuring that those who educate future health professionals are as rigorously prepared and trusted as the learners they supervise.

Analyzing the Trends and Drivers Influencing Future Leadership in Medical Education in Iran

Volume 13, Issue 2 , April 2025, , Pages 134-148

https://doi.org/10.30476/jamp.2025.103897.2029

Abstract

Introduction: A key challenge for policymakers in medical education lies in grasping the future landscape of leadership. Without insights into emerging trends, they may face unforeseen ... Read More Introduction: A key challenge for policymakers in medical education lies in grasping the future landscape of leadership. Without insights into emerging trends, they may face unforeseen issues, leading to expensive and inefficient decision-making. This study aimed at analyzing the trends and drivers influencing future leadership in medical education in Iran.Methods: In this research, we employed a descriptiveexploratory approach This study consists of systematic reviews and interviews that have been analyzed using Structural Equation Modeling with the help of MicMac software (version 6.1.2, 2003/2004: 3IE/EPITA, France). We conducted a systematic review according to PRISMA. A literature search was performed using databases including Medline, Web of Science, ProQuest Dissertation & Theses, Scopus Embase, and Persian studies from SID, and Magiran. The inclusion criteria for the study were the articles which needed to contain one or more listed keywords, were published in a scientific journal, were written in English or Persian, were published between 2004 and 2024, had the full text available, and focused on educational leadership in medical schools. Additionally, interviews were conducted with 14 Iranian experts to pinpoint influential components. To be included, experts possessed relevant education in medical education, health policy, or higher education management; occupied an executive or managerial position in higher health education or health policy; had more than 15 years of work experience, and were willing to participate in the study. Afterward, the codes were presented in a focus group discussion of experts to define how extracted drivers would affect leadership in medical education in Iran.Results: We identified 6081 articles in the initial literature search; 17 met inclusion criteria for final review. The study identified 37 drivers in medical education management and leadership. Thesedrivers were categorized into four types: effective drivers (3), impressionable drivers (3), autonomous drivers (16), and bimodal drivers (15). Among these, the components of meritocracyin selecting managers and international relations within the education sector had the most significant impact.Conclusion: By understanding and planning around these influential and susceptible components, managers, and policymakers can gain foresight. This foresight can enhance the effectiveness of current decisions and activities, enabling a more desirable future. This can be achieved by systematically improving decision-making processes, revising procedures, and developing appropriate strategies in medical education leadership.

Integrating Artificial Intelligence in Medical Education: A Meta-Synthesis of Potentials and Pitfalls of ChatGPT

Volume 13, Issue 3 , July 2025, , Pages 155-172

https://doi.org/10.30476/jamp.2024.104617.2071

Abstract

Introduction: ChatGPT serves as a double-edged sword in education, offering either constructive information or potential challenges. Its impact ranges from being a transformative tool ... Read More Introduction: ChatGPT serves as a double-edged sword in education, offering either constructive information or potential challenges. Its impact ranges from being a transformative tool to a disruptive force, making it difficult to evaluate its educational efficacy comprehensively. In light of this complexity, the primary aim of this research was to investigate the opportunities and challenges associated with the integration of ChatGPT into the domain of medical education.Methods: The study utilized the Interaction Equivalency Theorem as its conceptual framework to guide the investigation. To achieve the research objectives, a meta-synthesis of the literature wasconducted to systematically integrate the findings of selected studies. Data collection involved comprehensive searches across specialized academic databases, including Science Direct, Springer, ERIC, Emerald, SAGE, Wiley Online Library, PubMed, and Google Scholar, focusing on publications from 2022 to 2024. 88 articles were meticulously selected based on their relevanceto the research topic. The data were then subjected to thematic analysis, facilitating the extraction of key insights and patterns to address the study objectives.Results: The findings were organized into four primary subthemes highlighting the opportunities presented by ChatGPT in medical education. These sub-themes encompassed benefits for educators, learners, curriculum development, and the learning process. Similarly, the challenges related to the integration of ChatGPT were categorized into four primary sub-themes: addressing the difficulties experienced by educators, learners, curriculum development, and the learning process. Together, these challenges were further delineated into 11 secondary sub-themes,offering a comprehensive analysis of the complexities involved.Conclusion: The findings suggest that improving educational efficiency, assisting with self-development, enhancing communication skills, creating and expanding curriculum, and improving the learning environment are opportunities for utilizing ChatGPT. The study outcomes also reveal that lack of technological knowledge, negative attitudes, reduction in education quality, diminishing students’ capabilities, reducing learning quality, flaws in learning development, difficulties in designing educational content, and bias in learning evaluation are challenges of applying ChatGPT in medical education.

Intelligent Assessment Systems in Medical Education: A Systematic Review

Volume 13, Issue 3 , July 2025, , Pages 173-190

https://doi.org/10.30476/jamp.2024.104560.2068

Abstract

Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. ... Read More Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. These systems leverage advanced algorithms to rapidly assess the students’ performance and learning progress. This systematic review aimed to examine the role and impact of Intelligent Assessment Systems in improving educational processes, academic evaluation, and learning progress in medical students compared to traditional assessment methods.Methods: This study was conducted using the PRISMA framework for reporting systematic review articles. Databases such as Embase, PubMed, ProQuest, Web of Science, and Scopus up to March 2024 were reviewed using relevant keywords. Eligible articles were selected and evaluated based on predefined inclusion and exclusion criteria.Results: Out of 2741 articles identified, 10 studies were selected for final analysis. This systematic review analyzed 10 studies, demonstrating that interactive assessment systems (IAS) can enhance learning outcomes by up to 40% in certain settings. The findings emphasized the benefits of immediate feedback and reduced instructor workload. The significant role of IAS in enhancing student performance, providing immediate feedback and reducing the workload of instructors was indicated. These systems, through the use of machine learning algorithms and virtual reality simulators, enable more accurate and comprehensive assessment of students’ clinical and cognitive skills.Conclusion: Intelligent Assessment Systems (IAS) significantly improve educational processes and academic evaluation by providing immediate and precise feedback, enhancing student self-efficacy and self-awareness and reducing the training time and costs. The successful implementation of IAS requires careful system design, user training, and continuous technical support. Further studies are recommended to explore the advantages and challenges of these systems and to optimize their implementation in medical education. The long-term impacts of IAS and scalability across educational contexts require further studies. In conclusion, IAS offers transformative potential in medical education globally, provided that challenges are addressed.

Nursing Students’ Perspectives on the Relationship between Virtual Reality Simulation and Clinical Decision-Making, Confidence, and Anxiety: A Cross-Sectional Study

Volume 13, Issue 3 , July 2025, , Pages 191-197

https://doi.org/10.30476/jamp.2025.105619.2115

Abstract

Introduction: This study addresses this gap by assessing the relationship of VR simulation with improving clinical decisionmaking, confidence, and anxiety reduction among nursing students. ... Read More Introduction: This study addresses this gap by assessing the relationship of VR simulation with improving clinical decisionmaking, confidence, and anxiety reduction among nursing students. The aim of this study is the relationship between virtual reality simulation and their clinical decision-making, confidence, and anxiety reduction using a cross-sectional study from the perspectives of nursing students.Methods: This cross-sectional study surveyed 200 nursing students enrolled in clinical courses utilizing virtual reality (VR) simulation for educational purposes. A structured questionnairewas used to assess their clinical decision-making, confidence, and anxiety reduction following the VR simulation course. The survey included scales validated through a panel of experts andquestionnaire validation methodologies, using a 5-point Likert scale. Descriptive statistics were used to summarize the data, and inferential statistical tests, including Pearson’s correlation and independent-sample t-tests, were conducted to examine the associations. Multiple linear regression analysis was performed to assess the predictive value of confidence and anxiety on clinical decision-making while controlling demographic variables.Results: A total of 200 nursing students participated in the study. The mean (SD) clinical decision-making score was 3.16 (1.23) out of 5, while confidence and anxiety reduction scores were 2.64 (1.34) and 2.49 (1.32), respectively. No significant correlation was found between decision-making and confidence (r=-0.079, p=0.264) or anxiety scores (r=0.121, p=0.088), but confidence and anxiety scores showed a weak direct correlation (r=0.180, p=0.011). Multiple linear regression analysis revealed that confidence and anxiety were not significant predictors of decision-making, but gender was a significant predictor, with males scoring higher (β=0.19, p=0.041).Conclusions: While VR directly influences decision-making, it has a limited association with changes in nursing students’ confidence and anxiety levels. These findings suggest that VRsimulation alone may not be sufficient for enhancing confidence and reducing anxiety and should be integrated with other instructional strategies to maximize its effectiveness in nursing education. Future studies should explore complementary training methods to improve clinical preparedness.

The Role of AI in Shaping Medical Education: Insights from an Umbrella Review of Review Studies

Volume 13, Issue 4 , October 2025, , Pages 270-293

https://doi.org/10.30476/jamp.2025.105625.2116

Abstract

Introduction: Artificial intelligence (AI) has become integral to various fields, including medical education. This study explores AI applications in medical education through a review ... Read More