Journal of Advances in Medical Education & Professionalism

Abstract In recent years, artificial intelligence has rapidly become one of the main actors in the process of producing and disseminating scientific knowledge. This transformation, alongside its remarkable opportunities, has also brought serious ethical and professional concerns for scientific editors and publishers. The JAMP journal is committed to keeping pace with global developments in scientific publishing and, while making informed use of new technologies, to safeguarding the fundamental principles of research ethics, transparency, and scientific integrity. As the editor-in-chief of this journal, I would like to discuss existing concerns regarding ethical challenges and risks, as well as methods of oversight—particularly originality and credibility of manuscripts.

Abstract Introduction: In recent years, the emphasis on leveraging technological innovations within educational frameworks has grown significantly. Among these innovations, the metaverse—
an emerging digital environment—presents vast potential for revolutionizing medical education. This qualitative study set out to explore and delineate the specific ways in which the metaverse
can be utilized within this context.
Methods: A comprehensive literature review was conducted across several major English-language databases, including MEDLINE, CINAHL, Web of Science, Cochrane Library, Science Direct,
Springer, ERIC, Emerald, Sage Journals, Wiley Online Library, Scopus, PubMed, and Google Scholar. The search encompassed records from their inception through September 2000 to March
2025. Data synthesis followed the meta-aggregation methodology outlined by the Joanna Briggs Institute (JBI), centering on qualitative studies focused on the role of metaverse in medical
education.
Results: Of the 194 studies reviewed, only 27 met the inclusion criteria and were included in the final analysis. The qualitative synthesis of these studies led to the identification and categorization
of seven main themes: the use of emerging technologies in medical education, virtual learning environments, intelligent teaching methods, personalized learning, expansion of interactive spaces
in medical education, intelligent student assessment mechanisms, and the development of medical strategies and foresight.
Conclusion: Integrating emerging technologies such as the metaverse and artificial intelligence is fundamentally reshaping the landscape of medical education, offering immersive, personalized,
and competency-based learning experiences. These innovations enhance engagement, collaboration, and decision-making and promote meaningful assessment and continuous professional development. Strategic implementation and evidence-based evaluation will be essential as the field advances to fully realizes its transformative potential in preparing future-ready healthcare professionals.

Abstract Introduction: Despite the growing reliance on e-learning and the paradigm-shifting impact of the COVID-19 pandemic on educational systems, there is a lack of up-to-date evidence on the
specific challenges that healthcare students confront in practical courses. Thus, this scoping review aims to address the challenges of E-learning among healthcare students post-pandemic and to
provide possible solutions.
Methods: This study was undertaken using the PRISMA Extension for Scoping Reviews (PRISMA-ScR) checklist. A search of English-language materials and peer-reviewed articles was performed from January 2020 to November 18, 2023, across five databases: PubMed, Web of Science, Scopus, ERIC, and EMBASE. Quality appraisal was done using JBI checklists.
Results: Of the 4,559 potential records, 95 articles were included in this study. Using thematic analysis, 12 themes were identified, including Rapid progression and obligatory shift, Physical and
mental problems of learners, Low digital literacy, Technical problems, Financial burden, Challenges of designing a practical course, Omission of learners’ feedback in Designing, Learning contents and adopted strategy challenges, Unpreparedness of users, Lack of engagement and distracting learning environment, Lack of users’ security and support, and Summative evaluation challenges.
Conclusion: Although a vast majority of literature highlights the effectiveness of E-learning courses, weaknesses such as engagement, interaction, development of practical skills, and
evaluation of challenges are mentioned in literature. Thus, the use of blended learning in the LMICs in conjunction with instructional models, like the ADDIE model, is strongly recommended
throughout the entire learning process to forecast upcoming challenges and prevent them, thereby boosting the quality of an E-learning course.

Abstract Introduction: The digital transformation of healthcare has amplified the importance of digital self-representation and professional branding. Understanding how these factors influence lifelong learning motivation is essential for fostering continuous professional development in an evolving clinical landscape. This study aimed to examine the relationship between digital selfrepresentation,
professional branding, and motivation for lifelong learning among health professionals, and to identify demographic, disciplinary, and regional factors influencing these dynamics.
Methods: A descriptive cross-sectional study was conducted among 340 health professionals using the Jefferson Scale of Lifelong Learning (JeffSLL) and a validated Digital Identity
Scale. Statistical analysis assessed the correlations between digital identity engagement and lifelong learning motivation, and examined group differences by age, discipline, region, and gender.
Results: Participants demonstrated high lifelong learning motivation (JeffSLL mean=3.33±0.65) and moderate-to-high digital engagement (Digital Identity Scale mean=3.19±0.57). A strong positive correlation was observed between digital identity engagement and learning motivation (r=0.635, p<0.001). The highest engagement was reported among mid-career professionals (aged 36–45 years) and those with 11–15 years of experience. Participants from dentistry and European regions showed the highest motivation for lifelong learning (p=0.005). No significant gender differences were noted.
Conclusions: Digital identity is a significant predictor of lifelong learning motivation among health professionals. Engagement with digital self-representation and professional branding is especially pronounced among mid-career professionals and in regions with robust digital infrastructure and continuing professional development mandates. However, emotional and ethical complexities persist, underscoring the need for contextsensitive, institutionally supported strategies to foster digital professionalism and equitable lifelong learning opportunities.

Abstract Introduction: This study aimed to conduct a SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis of the faculty mentorship program at Aga Khan University Medical College (AKU-MC) Karachi, Pakistan, to assess and enhance its effectiveness.
Methods: A qualitative exploratory study was conducted, purposive sampling was used to enroll participants, and their consent was obtained before conducting interviews and focus group discussions (FGDs). Program manager and senior leader involved in the program for minimum of one year were also included.
Results: Seventeen individuals from AKU-MC participated; informal mentorship, transition to formal mentorship, and voluntary research mentorship, as well as a supportive ecosystem, mentor-mentee matching, training for skills development, and the role model were identified as the strengths of the program. Weaknesses included infrequent mentor-mentee interactions and resource limitations. Opportunities included the development of connections and future development. Challenges identified included low-frequency meetings and inadequate time for mentor-mentee meetings.
Conclusion: The faculty mentorship program at AKU-MC significantly contributed to the professional development of the faculty. However, to enhance mentor-mentee dynamics, the study identified a clear need for more frequent meetings and better overall mentor-mentee interactions, likely by addressing the identified resource and scheduling limitations. The study recommends establishing a structured framework to strengthen faculty mentorship practices. This includes formal mentor training programs focused on communication, feedback, and ethical practice; institutional policies that define the roles and integrate mentorship outcomes into faculty evaluation; and the adoption of flexible formats, such as virtual or group mentoring, to enhance accessibility. Regular monitoring and feedback mechanisms should be implemented to ensure sustainability and continuous improvement of the mentoring culture.

Abstract Introduction: Interprofessional education is essential for preparing health professionals to collaborate effectively. Community-based interprofessional education (CBIPE) is an applied model where interdisciplinary teams engage in field based learning within community settings. This study examined how participation in a CBIPE program influenced the students’interprofessional socialization and shared values.
Methods: A convergent parallel mixed-methods design was used in this study. Quantitative data were collected online using the 19-item Interprofessional Socialization and Valuing Scale,
supplemented by three open-ended questions for qualitative responses. A total of 290 students from nine health-related study programs participated following a 30-day CBIPE placement.
Statistical analyses included confirmatory model fit testing, and qualitative data were analysed using content analysis in MAXQDA.
Results: Of 290 participants, most demonstrated high interprofessional socialization scores, with significant differences observed across study programs (p=0.03) and educational levels (p=0.04), but not by gender (p=0.86). Students reported greater willingness to collaborate with peers from Medicine, Dentistry, and Nursing, while others were less preferred by them. Qualitative analysis identified three key themes: effective collaborative practices (coordination, role clarity, solidarity), challenges to collaboration (communication barriers, unclear roles, interpersonal differences), and the needed support (pre-program preparation, improved communication, and strengthened collaborative awareness). Integrated findings demonstrated strong convergence
between quantitative patterns and qualitative insights.
Conclusion: Participation in the community-based interprofessional placements can significantly enhance interprofessional Socialization, particularly on items reflecting teamwork, role clarity, communication, and collaborative action. Enhancing preparatory training, strengthening communication processes, and clarifying role expectations may help improve the consistency and effectiveness of future CBIPE implementation.

Abstract Introduction: Professionalism is a crucial yet challenging competency to teach, learn, and assess in undergraduate and postgraduate education. Many institutions, especially in the low-middle income countries, lack formal teaching and assessment of this competency. The aim of this study was to determine the effect of a case-based workshop on perceptions and attitudes towards professionalism of pathology residents.
Methods: A quasi-experimental study including a census sample of all 30 pathology residents, included through in-person convenience sampling, was conducted. A case-based workshop on professionalism in pathology residents was organized as an intervention. Cases were adapted and developed by content experts and medical educationists, and consensus of responses was achieved via Nominal Group Technique consisting of Pathology residency program leadership and faculty. Data from the residents was collected using the Penn State College of Medicine (PSCOM) professionalism questionnaire, as a pre- and post-test with intervention in August 2021. Residents’ responses were determined regarding appropriate course of action in managing unprofessional behavior of the resident in given case scenarios. Feedback on the workshop was also obtained. Data were analyzed using IBM SPSS version 19 to compare the pre- and post-assessment scores of the participants via paired t-test.
Results: A total of 30 residents’ responses were included in the study. The mean pre-test score was 148.53±18.11 and post-test score was 155.10±17.72 (p=0.003). Residents’ responses for appropriate course of action to address professionalism lapses were similar to predetermined responses from the faculty in half of the given scenarios (5/10). As per resident feedback, the case-based interactive discussion was highly appreciated and the need for a formal curriculum for professionalism in the residency program was recommended by the residents.
Conclusion: Authentic, real-life, and contextual case scenarios in a case-based workshop significantly improved the knowledge and perception of residents towards professionalism, its issues, and management of lapses.

Abstract Introduction: This study is novel in that it is one of the first efforts in Iran to develop and validate a culturally relevant assessment tool tailored to evaluate the professional competencies of emergency managers. The study provides a foundation for evidence-based training of managers, competency development, and improved disaster preparedness and response in Iran by addressing this unmet need.
Methods: This methodological exploratory study which aimed to design and validate a competency assessment tool for the education of emergency managers was conducted in 2022. First, an item pool was collected from the literature review (previously designed questionnaires and existing models of reflection) and experts’ and researchers’ perspectives. After that, 40 experts were shown the first draft of the questionnaire to assess its face and content validity. To assess the construct validity, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were done. 288 participants consciously completed the questionnaire. The data were analyzed using IBM SPSS version 26.0 (Statistical Package for the Social Sciences) Statistics and AMOS 26.0 software.
Results: The study yielded a structured questionnaire with 36 items across eight competency areas, including Critical thinking, Strategic thinking, Knowledge and experience, Skill management, Effective Communication, Ethical, Resiliency, and Personality. The content validity index (CVI), content validity ratio (CVR), and impact score (IS) for the questionnaire were 0.97, 0.62, and 4.61, respectively. This tool demonstrated strong reliability (Cronbach’s alpha=0.74) and robust convergent and discriminant validity. EFA identified eight key factors that, taken together, explained 51.9 percent of the overall variation. CFA revealed that there was a positive and significant correlation.
Conclusion: The findings confirmed that the assessment tool is a valid and reliable instrument for evaluating professional competencies in Iranian emergency managers. Beyond assessment, it offers a foundation for developing competency-based training strategies that enhance the effectiveness and resilience of emergency response teams. This tool was designed with cultural adaptation to address current limitations and can potentially significantly influence Iran’s emergency management procedures in the future.