📄 Category

medical education

25 papers

This category explores how we train the next generation of healthcare professionals and improve the teaching methods used in medical schools. From new strategies for clinical skills to the integration of technology in classrooms, these studies examine what actually helps future doctors and nurses learn effectively. Because medical education evolves rapidly, staying current with fresh research is vital for educators and administrators alike.

Every new preprint in this collection is sourced directly from medRxiv. At Gist.Science, we process each incoming study to provide both a plain-language overview for general readers and a detailed technical summary for experts. This dual approach ensures that critical insights into pedagogy and curriculum design are accessible to everyone, regardless of their background.

Below are the latest papers in medical education, featuring the most recent findings on how we teach and learn in the health sciences.

📄 medical education

Beyond skills: The impact of personality traits, empathy and stress mindset on OSCE outcomes

This study of 99 fifth-year medical students found that while personality traits, empathy, and stress mindsets generally do not predict overall OSCE performance, conscientiousness specifically predicts success in non-interactive stations and neuroticism is associated with performance improvement between sessions, whereas written exam scores, prior OSCE results, and female gender were the strongest overall predictors of success.

Henderson, D., Lignier, B., Moxham, B., Plaisant, O., OSCEs study group, U. P. C., Buffel du Vaure, C., Faye, A., Bouzid (…)2026-04-16
📄 medical education

Randomized trials of "personalized", "individualized" and "precision" interventions are very diverse and have low transparency and high bias

A systematic review of 262 randomized controlled trials reveals that the terms "personalized," "individualized," and "precision" are applied interchangeably to predominantly non-genomic interventions that suffer from high methodological bias and low transparency, highlighting an urgent need for greater conceptual clarity and rigorous standards in clinical research.

Russo, L., Lentini, N., Soru, L., Pastorino, R., Boccia, S., Ioannidis, J.2026-04-13
📄 medical education

Moving Beyond Duty Hours: Understanding the Contributors to Internal Medicine Resident Workload and Experience

Through focus groups with internal medicine residents, this study identified 297 distinct workload metrics across 28 domains—ranging from autonomy and communication to emotional burden—to establish a comprehensive framework for understanding and measuring the trainee work experience beyond traditional duty hours.

Bianchina, N., Fischer, C., Rai, K., Clawson, J., McBeth, L., Gottenborg, E., Keniston, A., Burden, M.2026-04-11
📄 medical education

Predictors of Physician Awareness of the Periodontal Disease-Diabetes Association: A Cross-Sectional Study in Ghana

This cross-sectional study of 146 physicians in Ghana reveals that while awareness of the periodontal disease-diabetes link is generally high, it is driven by professional experience and specific disease knowledge rather than formal undergraduate oral health education, highlighting a gap between curricular exposure and clinical competency.

Fiifi-Yankson, G. A. M., Ohene-Marfo, E., Glozah, F. N., Nordjo, E., Mantey, D. A., Tormeti, D., Garner, R., Sackeyfio (…)2026-04-11
📄 medical education

Improving Knowledge and Practices on Genital Chlamydia among Youths aged 15-24 Years Old in Bamako: Evaluation of a 5-Day Hybrid Workshop

A 2025 study in Bamako, Mali, found that a five-day hybrid educational workshop significantly improved knowledge of male complications and screening acceptability among 174 youths aged 15–24 regarding genital chlamydia, though persistent stigma and limited partner communication highlight the need for sustained interventions.

Sangare, M., Coulibaly, b., NDiaye, K. A., Doumbia, F., Konate, D., Traore, K., Diakite, S. A., Sogodogo, D., Dembele, K (…)2026-03-10
📄 medical education

Predicting Graduation in Undergraduate Medical Education: A Machine Learning Analysis Across Diverse High School Curricula

This retrospective machine learning study of 661 medical students in the UAE reveals that while high school curriculum type is not a strong predictor of graduation success, cumulative GPA is the most influential factor, suggesting that targeted academic support and advanced predictive modeling are more effective for improving student outcomes than relying on prior educational backgrounds.

Mohamadeya, J., Khamis, A., Alsuwaidi, L., Azar, A.2026-03-09
📄 medical education

Can AI Match Human Experts? Evaluating LLM-Generated Feedback on Resident Scholarly Projects

This study demonstrates that an open-weight LLM (LLaMA-3.1) can generate rubric-aligned formative feedback for resident scholarly projects that approaches expert human quality overall, particularly excelling in safety assessments and specific project types, though human evaluators generally maintain a slight edge in reasoning and trust.

van Allen, Z., Forgues-Martel, S., Venables, M. J., Ghanney, Y., Villeneuve, A., Dongmo, J., Ahmed, M., Archibald, D., J (…)2026-03-05
📄 medical education

Enhancing competency in clinical trials management: Findings from a multicountry trial coordinators interventional training program

This study demonstrates that a 10-week, internationally-accredited, online training program significantly enhances the core competencies of clinical trial coordinators across 19 African countries, particularly in operational and administrative domains, thereby addressing critical gaps in structured capacity building for clinical research in the region.

Ejigu, D. A., Fekadu, A., Makonnen, E., Conradie, A., Okech, B., Lehrman, J., Birhane, R., Vahedi, M., Manyazewal, T.2026-03-04
📄 medical education

Programmatic assessments implementation in a physiotherapy education curriculum - a study protocol for a randomized feasibility-controlled study

This study protocol outlines a randomized feasibility-controlled trial at a Swiss University of Applied Sciences to evaluate the implementation and impact of programmatic assessment, comparing individual and group coaching against a control group, within an undergraduate physiotherapy curriculum aimed at shifting from behaviorist to competence-based education.

Rogan, S., Swaminathan, N., Voegelin, J., Cantieni, R., Wassmer, P., Zingg, S., Luijkcx, E.2026-03-03