📄 Category

medical education

27 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

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
📄 medical education

Catalysing Interprofessional Eye Health Education Using the Arclight diagnostic tool and simulation eyes in Rwanda: Outcomes from a Mixed Methods Randomised Trial

A mixed-methods randomized trial in Rwanda demonstrated that an interprofessional eye health education intervention utilizing the Arclight diagnostic tool and simulation eyes significantly improved and sustained knowledge and skills among diverse healthcare students for up to 10 months, highlighting the effectiveness of collaborative pre-qualification training in resource-limited settings.

Kitema, G. F., OCarroll, V., Laidlaw, A., Sagahutu, J. B., Blaikie, A.2026-02-15
📄 medical education

Information Leaflets vs Artificial Intelligence: Comparing Perceptions of Stroke Survivors and Professionals in a Mixed-methods Study

This mixed-methods study reveals that while stroke survivors and researchers generally rate AI-generated stroke information positively and find it comparable to traditional third-sector leaflets, clinicians remain more skeptical, highlighting the need to prioritize the perspectives of those with lived experience in developing future stroke resources.

Tvrda, L., Burton, J. K., McConnell, K., Mavromati, K., Knoche, H., Mikulik, R., Quinn, T. J.2026-02-01
📄 medical education

Volunteering at a Student-Run Clinic and Matching into Primary Care Specialties

This retrospective cohort study demonstrates that medical students who volunteered at the Houston Outreach Medicine Education and Social Services (HOMES) Clinic were significantly more likely to match into primary care specialties and less likely to pursue surgical fields compared to non-volunteers, suggesting that student-run clinic experiences positively influence specialty choice and professional development.

Brock, D. C., Kumar, A., Engebretson, H., Grant, S., Khan, Z., Kontoyiannis, P. D., DiLeo, M. J., Kamepalli, S., Joe, M. (…)2026-01-24