Purpose To develop and evaluate a large language model (LLM)-based learning tool, featuring virtual patients (VPs) and virtual assessors (VAs), and to assess its impact on medical students’ perceptions of history-taking education compared to conventional learning methods.
Methods A tool using the GPT-4 API was developed to provide seven clinical VP scenarios and a VA that delivered both immediate, reflective dialogue and comprehensive written feedback. First- and second-year medical students participated in a 6-day study. Pre- and post-participation surveys using a 5-point Likert scale assessed perceptions of the LLM tool versus conventional methods across usability, self-efficacy, and feedback quality domains.
Results Twenty-one students completed the study. The LLM-based tool demonstrated statistically significant improvements over conventional methods in all assessed domains. Students reported greater comfort during practice (mean 4.57 vs. 2.95, p=0.0002). Significant gains were seen in six of eight self-efficacy measures, including confidence in handling unfamiliar cases (4.00 vs. 2.90, p=0.0002). All nine feedback quality dimensions improved significantly, with feedback perceived as more specific (4.43 vs. 3.24, p=0.0005) and personalized (4.19 vs. 3.19, p=0.0001).
Conclusion An LLM-based learning tool featuring VPs and VAs can significantly enhance medical students’ perceived learning experience in history-taking education. It offers a scalable, accessible, and cost-effective complementary training method. Future research should validate these subjective improvements with objective performance metrics.
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AI-Assisted Training for Teleconsultation Competencies in Undergraduate Medical Education: A Narrative Review Wojciech Michał Glinkowski, Barbara Jacennik, Aldona Katarzyna Jankowska, Tomasz Cedro, Szymon Wilk, Rafał Doniec Applied Sciences.2026; 16(10): 4858. CrossRef
Purpose Respiratory therapy (RT) has become a vital component of modern healthcare, particularly in managing acute and chronic pulmonary conditions. The rising global burden of respiratory diseases has amplified the demand for skilled RT professionals capable of performing high-risk, low-frequency procedures with precision. Despite the shift toward competency-based education in healthcare, RT training remains fragmented. Disparities in training quality, assessment methodologies, and simulation access result in inconsistent clinical competencies among RT graduates. The absence of a standardized, globally recognized competency framework further compounds these challenges, affecting workforce readiness and patient safety. To date, no global study has systematically quantified competency disparities across RT programs using a standardized framework, leaving a critical gap in comparative evidence needed to guide educational policy and global accreditation.
Methods A cross-sectional survey was conducted targeting RT professionals, educators, and institutional leaders across multiple countries. Quantitative data were analyzed using descriptive statistics, chi-square tests, and gap percentage analysis to identify variations in training practices, competency expectations, and observed deficiencies.
Results Findings revealed significant competency gaps, especially in advanced interventions like extracorporeal membrane oxygenation and lung ultrasound. Inconsistencies in assessment tools, simulation integration, and remediation protocols were noted across institutions. The majority of respondents emphasized the need for competency standardization.
Conclusion The study confirms a pressing global need for a structured, evidence-based competency framework in RT education. Standardization will improve clinical consistency, facilitate workforce mobility, and enhance patient care outcomes worldwide.
Purpose This study explores how immersive simulation-based learning affects nursing students’ engagement, motivation, satisfaction, self-confidence, and knowledge gains in anatomy education.
Methods A quasi-experimental study was carried out from January to February 2025 among nursing students. A total of 76 participants were randomly assigned to one of two groups: an experimental group receiving immersive simulation (n=38) and a control group following traditional instruction (n=38). A pre- and post-intervention test framework was implemented to evaluate changes in student engagement, motivation, satisfaction, self-confidence, and knowledge acquisition. Data analysis was done through non-parametric tests, specifically the Mann-Whitney U and Wilcoxon signed-rank test, with IBM SPSS.
Results The immersive simulation group demonstrated significant improvements in motivation (Z=–4.407, p<0.001), engagement (Z=–3.555, p<0.001), knowledge acquisition (Z=–3.213, p=0.001), and self-confidence (Z=–2.054, p=0.040) compared to the traditional method group. Nevertheless, the difference in learning satisfaction between the two groups was not statistically significant (Z=–1.660, p=0.097).
Conclusion These findings indicate that immersive simulation has a positive effect on nursing students’ motivation, engagement, self-confidence, and knowledge acquisition. While satisfaction levels were comparable between groups, immersive simulation presents a valuable complement to traditional teaching methods and may help address educational challenges in healthcare training.
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Impacto del uso de tecnologías de la información y la comunicación (TICs) en la formación de competencias clínicas en estudiantes de enfermería: una revisión sistemática. Génesis Viviana Solis-Amaguaya , Amanda Cristhina Freres-Salvatierra , Karla Alexandra Sovenis-Goya , Gabriela Elizabeth Poma-Ortega Más Vita.2026; 8(1): 98. CrossRef
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Simulation is an educational approach that promotes the mastery of technical skills while advancing the development of non-technical competencies, both of which are widely acknowledged as essential in clinical practice. This review aimed to synthesize findings on the impact of simulation in enhancing critical thinking and reflection among nursing and medical students. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a systematic review was conducted by searching the following databases: PubMed, Science Direct, and Scopus. The quality of the included studies was assessed using Joanna Briggs Institute critical appraisal tools. The protocol was previously registered in the PROSPERO registry (CRD42022371971). From 1,323 studies identified in primary research, 16 were included in this review, involving a total of 1,283 students. Of the 16 studies, seven investigated the impact of simulation on critical thinking and reported a positive effect compared to traditional teaching methods. For student reflection, only one study addressed this theme and reported a positive effect on nursing students. This review demonstrated that simulation has a positive impact on critical thinking; however, its impact on reflection remains inconclusive. Further research is essential to explore its effects across diverse populations, including those in developing countries, to maximize its educational potential in health professions education.
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Purpose Debriefing after simulation-based healthcare education (SBHE) is challenging. Educators’ debriefing skills are essential to the success of learning. For debriefing skill training, we designed a simulation course with the standardized learner (SL) through video conference. The purpose of this study was to describe the implementation process of the SL simulation course and evaluate its effectiveness on educators’ self-confidence and debriefing skills.
Methods This simulation course involved six trainees and two trainers. After watching a 5-minute sample video of SBHE, each trainee conducted their role as a debriefer in this video and the trainer acted as a learner (SL) in this video. Following each simulation, individual feedback by the trainer was immediately implemented. To evaluate the course’s effectiveness, trainees’ self-confidence questionnaire was collected, and objective structured assessment of debriefing (OSAD) scores were evaluated.
Results After completing five SL simulation sessions in 2 weeks, the trainees’ self-confidence level and OSAD scores improved significantly (estimate=0.114, standard error=0.020, p<0.001, and p=0.006).
Conclusion This debriefer training course using SL simulation via video conference could improve self-confidence and debriefing skills of trainees. This SL simulation can be used as a new and flexible method for training debriefers.
Simulation-based education is gaining attention worldwide as it is recognized as effective in fostering collaborative skills in healthcare students. We conducted a comprehensive review of simulation-based interprofessional education (IPE) to examine the current state of simulation-based IPE. This scoping review systematically analyzed studies on simulation-based IPE in South Korean healthcare education, following established guidelines. Relevant articles were comprehensively searched, and key data on simulation methods, implementations, and educational effectiveness were extracted for analysis. The present study included nine quantitative studies and one mixed-methods study. The majority of participants were undergraduate nursing and medical students. The duration of IPE interventions ranged from 2 hours to 2 weeks. Education methods included standardized patients, high-fidelity simulators, and role-playing. Educational outcomes focused on measuring IPE competencies and satisfaction levels, concentrating on Kirkpatrick levels 1 and 2. While most studies reported high satisfaction levels, there is a need for objective evaluation of educational effectiveness. As simulation-based IPE in Korean healthcare education evolves, there is a need for greater inclusivity of diverse roles, multidisciplinary respect, and scenario development allowing active participation across professions. Establishing institutional frameworks, community linkages, and a deep understanding of IPE’s purpose and essence among practitioners is crucial for its academic maturation.
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Evaluation of the effectiveness of interprofessional education among health professions students: An umbrella review Aiping Wu, Yanyan Hong, Minhui Li, Jianmei Yang, Guiru Lin, Wanyi Ou, Yanfei Ruan, Zumin Chen, Qingran Lin, Chenli Lin, Yinji Liang Nurse Education Today.2026; 156: 106909. CrossRef
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A comparative study of traditional high-fidelity (manikin-based) simulation and virtual high-fidelity simulations concerning their effectiveness and perception Izabela Sałacińska, Patrycja Trojnar, Krisztina Éles Gebriné, Viktória Törő, Attila Sárváry, Paweł Więch Frontiers in Medicine.2025;[Epub] CrossRef
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Purpose Using simulation in continuing professional development (CPD) courses for local practitioners is uncommon in Korea. The aim of our study was to evaluate the responses of the local practitioners for a simulation-based short CPD course.
Methods Following the targeted needs assessment of local practitioners, we developed and implemented a 3-hour simulation-based CPD course for the first 5 minutes of cardiac arrest in the resource-limited local clinics. We evaluated the participant’s responses to the course using a questionnaire.
Results During the 3-year implementation period, 115 practitioners participated in 10 courses, and 113 (98%) responded to the questionnaire. The overall course satisfaction (10-point scale) was very positive (10 in 93 [82.3%], 9 in 19 [16.8%], and 8 in 1 [0.8%]). The level (5-point scale) of recommendation to the others was also high (5 in 103 [91.2%] and 4 in 10 [8.8%]). Many participants positively commented on the authentic practical experience of the uncommon crisis in their contexts.
Conclusion A simulation-based short CPD course for in-hospital cardiac arrest could provide an authentic practical experience for local practitioners working in resource-limited clinics.
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Training without Harm: Rethinking Ethics, Simulation and the Evolving Future of Medical Education in West Africa Nkechi Dike, Jonathan Kajjimu, Maame-Boatemaa Amissah-Arthur Advances in Medical Education and Practice.2026; Volume 17: 1. CrossRef
Prediction of in-hospital mortality risk in cardiac arrest patients using machine learning models: a study based on the MIMIC-IV database with external validation from Yunnan University Affiliated Hospital Ji Jia, Wei Zhang, Hua-lei Dai, Ying-xia Guan, Zhi-gang Yang, Wei Wei, Xin-jin Zhang, Si-ming Tao BMC Medical Informatics and Decision Making.2026;[Epub] CrossRef
The effectiveness and perceived value of feedback used in cardiac arrest simulation education: a mixed-method systematic review Rachael Vella, Elise Baker, Kristin Akerjordet, Liz Thyer Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine.2025;[Epub] CrossRef
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