Over 1% of the world’s population have been forcibly displaced. Asylum seekers and refugees (ASR) are at higher risk of serious mental illnesses. Despite a high need for care, little is known about the attitudes, knowledge and competencies of psychiatrists who may treat ASR subjects.

The study aimed to identify perceived gaps in psychiatric training that could help guide medical education and policymaking related to treating ASR mental health.

We conducted the first national survey of UK-based psychiatrists to assess attitudes, knowledge and competencies around treating ASR subjects. The online survey was sent to all psychiatrists (N = 18 182) and registered trainees (N = 4700) on the Royal College of Psychiatrists databases in 2022. We used exploratory and confirmatory factor analyses to identify the optimal factor structure underlying the questionnaire. Variations in scores on extracted latent constructs by sociodemographic and clinical variables were explored using linear regression.

Data from 609 psychiatrists (77%) and trainees (22%) were included in the final analysis. We identified four latent constructs concerning perceived knowledge, positive attitudes, negative attitudes and perceived distress. Only 42% of respondents felt they had sufficient knowledge to work competently with ASR subjects, and 34.7% found the work emotionally distressing. Greater knowledge predicted both more positive (β = 0.26, 95% CI: 0.20–0.33) and more negative (β = 0.17, 95% CI: 0.09–0.26) attitudes, and was associated with less self-reported distress among psychiatrists (β = –0.34, 95% CI: –0.43 to –0.21). Female psychiatrists reported more distress related to treating ASR subjects (β = 0.29, 95% CI: 0.14–0.44).

Less than half of psychiatrists in this survey believed they possessed adequate knowledge to treat ASR subjects, and some found working with such individuals distressing. Our results suggest that these issues could be mitigated by improving knowledge related to treating ASR subjects.

Clinical placements are essential in healthcare education, offering practical experience and skill development under experienced supervision. However, little research has explored the characteristics of effective psychiatry placements. Understanding the factors considered vital by psychiatry core trainees for a successful placement is crucial amid concerns about trainee attrition in psychiatry programmes.

This study aims to identify key elements that contribute to a successful psychiatric placement, as perceived by final-year core trainees.

This qualitative study uses one-hour, semi-structured interviews with 15 core trainees in their final placement within the South London and Maudsley Training Programme. Interviews were guided by appreciative inquiry principles, and two independent researchers employed a classic thematic analysis method while maintaining appropriate reflexivity throughout.

A central theme emerges regarding the importance of a well-designed learning environment, which includes a robust training infrastructure, psychological safety, active learning opportunities, access to role models and structured feedback. The supervisor–supervisee relationship is emphasised, with the ideal supervisor being both knowledgeable and empathetic and offering mentorship and pastoral support. These factors are key to professional growth, well-being and job satisfaction, and they are strongly linked to retention in the field.

Core trainees value placements that address foundational training needs and cultivate psychological safety while facilitating experiential learning. Addressing these aspects in training programmes enhances the educational experience and improves retention. Future research should explore supervisors’ perspectives and examine how to balance ideal and practical supervisory roles.

This pilot randomised controlled trial evaluated virtual reality as a supplementary teaching tool for peritonsillar abscess drainage among third year medical students.

Twenty students were randomised to virtual reality-based or traditional teaching, each receiving a 90-minute session followed by an objective structured clinical examination and pre-/post-session knowledge tests. The virtual reality group used HTC Vive Focus 3 headsets with Virti, 3D Organon and EXR platforms.

The virtual reality group scored higher in objective structured clinical examinations (26.9 vs. 21.5; p = 0.005) and reported greater procedural confidence (p = 0.008) and engagement (p = 0.003). Both groups improved knowledge (p < 0.001) without significant difference post-session (p = 0.701). Virtual reality was rated highly for effectiveness (9.6/10) and immersion (8.5/10) and had minimal cybersickness (1.8/10).

Virtual reality significantly enhances procedural confidence and performance. Its immersive format supports integration into surgical education, warranting further validation in larger studies.

Motivational interviewing is a patient-centred communication approach designed to facilitate behavioural change by enhancing intrinsic motivation. Despite its widespread global utility, research on the training and applications of motivational interviewing among resident physicians in Oman remains untapped.

To examine the awareness, training experiences and clinical implementation of motivational interviewing among psychiatry and family medicine residents enrolled with the Oman Medical Specialty Board (OMSB).

A qualitative study was conducted using semi-structured interviews and focus group discussions with 22 resident physicians from psychiatry and family medicine programmes. Data were analysed using thematic analysis to identify key themes regarding motivational interviewing training and its application in clinical settings.

Three primary themes emerged: (a) residents’ understanding and application of motivational interviewing principles, (b) barriers to the integration of motivational interviewing into clinical practice, such as time constraints and insufficient training, and (c) the need for culturally adapted approaches to motivational interviewing tailored to Omani patients. Although participants appreciated the utility of motivational interviewing to improve patient engagement, they reported inconsistent training and limited opportunities to practise the technique in clinical settings.

The study highlights significant gaps in motivational interviewing training and practice within Oman’s residency programmes. It underscores the necessity for comprehensive, structured motivational interviewing curricula that are sensitive to the local context. Enhancing practical training opportunities may improve the integration of motivational interviewing into patient care, particularly in managing chronic diseases and addiction.

Neurosurgery is a demanding specialty, and a trainee’s exposure to its tenets is usually achieved through residency. Medical students only access neurosurgical knowledge via brief stints in clerkships/electives and often lack mentorship and early exposure. This study sought to investigate the varying expectations about neurosurgical training held by Canadian medical students, with the goal of determining the impact of early exposure through educational opportunities and mentorship in developing interest and familiarity in the field.

A cross-sectional study across Canada was conducted where students were provided with a 35-point questionnaire pertaining to mentorship, educational opportunities and interests regarding neurosurgery through REDcap. Questions were open-ended, closed-ended (single choice) or five-point Likert scale (matrix format). Interest in pursuing neurosurgery was selected as the primary outcome of this study and was dichotomized into high or low interest. Predictors of interest were determined using multivariable logistic regressions.

A total of 136 students from 14 accredited Canadian medical schools responded to the study. Most (55.9%) had prior exposure, and the most commonly reported deterring factors were work–life balance (94.5%) and family (84.6%). Predictors of interest included participation in relevant case-based discussion (OR = 2.644, 95% CI [1.221–5.847], p = 0.015) and involvement in neurosurgical research encouraged by home institution (OR = 1.619, 95% CI [1.124–2.396], p = 0.012).

Future efforts to improve student interest should focus on early exposure to the field such as developing pre-clerkship neurosurgical electives or medical student groups focused on neurosurgery.

To evaluate the experiences and perspectives of otolaryngology residents regarding current parental leave (PL) practices, incorporating insights from both male and female trainees to assess institutional policies and support mechanisms.

A 43-item anonymous survey was distributed to 125 ACGME-accredited otolaryngology residency programs, yielding responses from 105 residents (response rate: 29%). Data were analyzed using descriptive statistics and thematic analysis to evaluate perceptions of PL policies, barriers to leave, and postpartum support.

Most respondents were female (57%) and married (77%), with an average age of 30 years. Only 26% were aware of the American Board of Otolaryngology’s 8-week PL policy. Female residents typically took 4-6 weeks of leave, while male residents took none. Concerns about program strain (29%) and lack of lactation support (60%) were significant barriers. Despite this, most respondents felt supported by co-residents and faculty.

Otolaryngology residents reported dissatisfaction with PL policies, inadequate lactation support, and poor awareness of institutional guidelines. Addressing these issues is critical to fostering a supportive environment for residents pursuing parenthood during training.

To create a simple simulated tonsil-tying model to help trainees gain surgical skills during limited training opportunities.

A tonsil-tying trainer was constructed using basic hospital items that are easily attainable in a basic hospital setting. Feedback was obtained from consultants, registrars and senior house officers.

A simple, low-cost and effective low-fidelity model for deep knot tying in tonsillectomy is presented. The model is modifiable for the progressing trainee and allows a degree of objective feedback with the potential for subjective feedback from a trainer. The model is easy to prepare using typical basic hospital ward equipment.

This model provides practice of placing a Boyle–Davis gag, and the use of tools and a head light. It is adjustable for tonsil-tying practice at a variety of depths with different vessel sizes and conditions (e.g. bleeding). Lastly, basic objective feedback without significant technical challenges is possible.

While nutrition plays a major role in health, medical students have generally not received adequate nutritional education, lack confidence in their nutritional knowledge and feel unqualified to offer nutrition advice to future patients. Culinary medicine programmes have been developed to address this gap and employ an active learning approach that integrates medical and nutritional learning with the acquisition of culinary competencies and skills. This study aimed to qualitatively evaluate the Université Laval culinary medicine course based on students’ experiences of the course structure, active learning approach and its influence on their lifestyle, clinical practice and future approach to nutrition as physicians.

Discussion groups were conducted. Thematic content analysis of discussion group data was performed.

A first French-language culinary medicine course was developed and pilot tested at Université Laval. The curriculum of this course combined online training videos on medical and nutritional concepts, hands-on cooking sessions and the realisation of a collaborative project.

Pre-clerkship medical students enrolled in the elective culinary medicine course at each pilot project semesters (fall 2022: n 12, winter 2023: n 12).

Students valued the course’s innovative active learning approach, noting improvements in their diet, nutrition and cooking knowledge, skills, self-efficacy and confidence. They also developed greater critical thinking regarding nutrition and recognised their role in collaborating with dietitians.

The culinary medicine course demonstrated prospective benefits for medical students, potentially improving their personal and future patients’ health and the integration of nutrition into medical education and practice.

Palliative care services are unavailable for the vast majority of children in Bhutan. Children’s palliative care has not been incorporated into training programs for health professions, leading to limited knowledge and awareness of how best to support children facing serious or life-threatening conditions.

To describe the impact of the Project ECHO children’s palliative care course on participants’ knowledge, comfort, and attitudes and to evaluate the overall acceptability of an online training to support palliative care training in Bhutan.

Before-and-after surveys of program participants were conducted, assessing changes in knowledge, comfort, and attitudes. Participants’ overall experiences and acceptability of the learning program were assessed through an end-of-program survey.

Participants were primarily nurses (49%) or physicians (34%). Most participants (68%) worked in pediatric and/or neonatal care. Participants’ knowledge of core palliative care concepts improved significantly between the beginning and end of the course. Participants’ comfort and attitudes toward palliative care also improved, with significance effect sizes in most domains (11/18). Satisfaction with the program was high, with 100% of participants agreeing that the training was applicable to their clinical practice. Although most participants (56%) identified a personal need for additional clinical training to support practice change.

Project ECHO can be used to deliver palliative care education, with improved palliative care knowledge, comfort, and attitudes among program participants. A short online training program can generate interest in palliative care, which can be leveraged to further develop palliative care services in settings where palliative care is currently unavailable.

This study aimed to describe medical students’ perceptions and experiences with health policy and advocacy training and practice and define motivations and barriers for engagement.

This was a mixed-methods study of medical students from May to October 2022. Students were invited to participate in a web-based survey and optional follow-up phone interview. Surveys were analyzed using descriptive statistics. Phone interviews were audio-recorded, transcribed, and de-identified. Interviews were coded inductively using a coding dictionary. Themes were identified using thematic analysis.

35/580 survey responses (6% response rate) and 15 interviews were completed. 100% rated social factors as related to overall health. 65.7% of participants felt “very confident” or “extremely confident” in identifying social needs but only 11.4% felt “very confident” in addressing these needs. From interviews, six themes were identified: (1) participants recognized that involvement in health policy and/or advocacy is a duty of physicians; (2) participants acknowledged physicians’ voices as well respected; (3) participants were comfortable identifying social determinants of health but felt unprepared to address needs; (4) barriers to future involvement included intimidation, self-doubt, and skepticism of impact; (5) past exposures and awareness of advocacy topics motivated participants to engage in health policy and/or advocacy during medical school; and (6) participants identified areas where the training on these topics excelled and offered recommendations for improvement, including simulation, earlier integration, and teaching on health-related laws and policies.

This study highlights the importance of involvement in health policy and advocacy among medical students and the need for enhanced education and exposure.

Test educational interventions to increase the quality of care in telemedicine.

Telemedicine (TM) has become an essential tool to practise medicine around the world. However, education to address clinical skills in TM remains an area of need globally across the health professions. We aim to evaluate the impact of a pilot online learning platform (OLP) and standardized coaching programme on the quality of medical student TM clinical skills.

A randomized pilot study was conducted with fourth-year medical students (n = 12). All participants engaged in video-recorded standardized patient (SP) simulated encounters to assess TM clinical skills before and after the intervention. Participants were randomized to either the OLP or OLP + Virtual Coaching Institute (VCI) intervention cohort. Quantitative and qualitative data were collected to address self-reported skills, attitudes, and self-efficacy before the 1st SP encounter and after the 2nd SP encounter. SP encounter recordings were scored by two blinded non-investigator raters based on a standardized rubric to measure the change in TM care delivered pre- and post-intervention. Statistical analysis of quantitative data included descriptive statistics and mixed effects ANOVA.

Recruitment and retention of participants exceeded expectations, pointing to significant enthusiasm for this educational opportunity. Self-reported skills and scored simulation skills demonstrated significant improvements for all participants receiving the interventions. Both OLP and VCI interventions were well received, feasible, and demonstrated statistically significant efficacy in improving TM clinical skills. Participants who received coaching described more improvements in self-efficacy, confidence, and overall virtual clinical skills. This study provides evidence that virtualized clinical learning environments can positively impact the development of TM clinical skills among medical students. As TM continues to evolve, the implementation of innovative training approaches will be crucial in preparing the next generation of healthcare professionals for the demands of modern healthcare delivery.