Abstract

Introduction: Medical education increasingly values experiential learning, yet the profound pedagogical potential of humanitarian deployments remains underexplored. This narrative review, based on a clinician-educator’s first-hand field experiences, argues that humanitarian fieldwork in conflict and resource-limited settings serves as a powerful catalyst for innovation in medical education, offering unique lessons that can transform teaching and learning.

Methods: Drawing on the author’s humanitarian missions in Bangladesh, Myanmar, Afghanistan, and Lebanon, this paper employs a reflective, practice-based analysis from a clinician-educator’s perspective. Key experiences are examined and systematically aligned with established educational theories, including transformative and experiential learning, to extract transferable educational principles and pedagogical strategies.

Results: The analysis identifies four critical themes from humanitarian fieldwork: ethics-in-action, cultural humility, resilience, and clinical improvisation. These themes were translated into concrete educational strategies–low-resource simulation, narrative medicine, case-based ethics, and train-the-trainer models–when integrated into formal curricula, significantly enrich student learning. They foster not only clinical competence but also empathy, ethical reasoning, and a sense of global citizenship.

Conclusion: Humanitarian medicine represents a powerful form of transformative professional development, where discomfort becomes a catalyst for growth. Integrating these field-derived lessons enhances teaching effectiveness, deepens reflective practice, and strengthens institutional capacity for global health education. These insights highlight the educational value of humanitarian experiences in cultivating resilient, ethical, and compassionate educators–qualities essential for preparing future-ready healthcare professionals.

Abstract

Introduction: Game-based learning (GBL) is a well-known method for enhanced learning. However, literature suggests varying engagement and outcomes with various types of GBL. Therefore, we aimed to evaluate the effectiveness of a Japanese-style role-playing game (JRPG) on improving the learning of fifth-year medical students.

Methods: We conducted a mixed method explanatory study using a quasi-experimental study with a historical control as the quantitative component. A JRPG was introduced to fifth-year medical students in 2023 and compared with the 2022 cohort using MCQ and MEQ scores. Student experiences were assessed through a Likert-scale questionnaire and focus group interviews analysed by thematic analysis.

Results: We recruited 57 participants. The demographic data, and overall test scores of the participants did not differ from those of their counterparts in the previous year. The mean score for the paediatric orthopaedics MCQ (five questions) test did not differ between the two groups (3.2 ± 0.9 for the 2023 class vs. 3.5 ± 0.8 for the 2022 class, p = 0.477). The 2023 class had slightly higher mean paediatric orthopaedics MEQ test scores than did the 2022 class (66.8 ± 8.8 vs. 62.8 ± 8.7, p = 0.06), with no statistically significant difference. Most students reported good experiences while playing the game, mainly saying that it was fun and interesting and helped motivate them to study more about the subject.

Conclusion: While JRPG did not significantly affect student performance, it is one of the approach that can provide good engagement, motivation, and learning experiences.

Keywords:       Game-based Learning, Japanese-style Role-playing Game, Medical Education, Paediatric Orthopaedics, Medical Learning, Academic Knowledge

Abstract

Introduction: Speech and Language Therapy (SLT) plays a critical role in supporting individuals with communication and swallowing difficulties. While well-established in developed countries, SLT remains a nascent discipline in Vietnam with low student enrolment. While studies in other contexts have explored motivations for pursuing SLT major, little is known about the determinants influencing students’ choice of SLT in Vietnam. This study explored the determinants influencing students’ decision to choose SLT as their undergraduate major in Vietnam.

Methods: A phenomenological approach using Focus group discussions (FGDs) was applied with 39 SLT-major students from year 1 to year 3 at University of Medicine and Pharmacy at Ho Chi Minh City (UMP).  Students were divided into 5 groups. Data was collected from September 2024 to February 2025. Thematic analysis was conducted.

Results: Five thematic domains emerged: Personal – Curriculum fit, Personal – Vocational fit, Personal – Institutional fit, A gateway to new opportunities, Social and familial factors. In the FGDs, students were asked to identify the strongest factor influencing their choice. Of the 39 participants, 26 described factors that aligned with theme “A gateway to new opportunities”. This recurring emphasis supports the interpretation that “A gateway to new opportunities” was the most decisive factor in shaping their decisions.

Conclusion: “A gateway to new opportunities” emerged as the most decisive factor, with Social and familial influences shaping other themes. The findings highlight the need for structured career guidance and national strategies to strengthen recruitment, curriculum development, and workforce planning for a sustainable SLT workforce in Vietnam.

Keywords:           Undergraduate Major Selection, Speech and Language Therapy, Major Decision-Making, Focus Group Discussion, Phenomenology

Abstract

Introduction: Mentoring plays a crucial role in pre-clinical medical education, providing academic, emotional, personal, and professional support to students during early medical training. Although established in 2015, the impact of the pre-clinical undergraduate mentor-mentee programme at the Kulliyyah of Medicine, International Islamic University Malaysia (KOM, IIUM), has yet to be studied. This study aimed to explore the experiences and perceptions of pre-clinical students participating in the programme to assess its effectiveness and identify areas for improvement.

Methods: A cross-sectional study was conducted using a self-administered online questionnaire distributed to all Year 1 and Year 2 students. The survey included 5-point Likert-scale items measuring satisfaction and perceived helpfulness, alongside open-ended questions for qualitative insights. Quantitative data were analysed using descriptive statistics, while qualitative responses underwent thematic synthesis, involving open, axial, and selective coding.

Results: Results showed high satisfaction (mean score: 4.74 ± 0.74) and perceived helpfulness (mean score: 4.69 ± 0.81), with students praising the programme for fostering academic improvement, mental health support, peer collaboration, and holistic development. Thematic analysis revealed four categories: benefits of sessions, characteristics of effective sessions, challenges, and suggestions for improvement. Key themes included a safe and supportive environment, motivational reassurance, Islamic ethical guidance, and challenges such as infrequent interactions and emotional barriers. Strengthening frequency of interactions, mentor training, and feedback mechanisms was suggested for improvement.

Conclusion: This study highlights the holistic value of the structured mentor-mentee programme at KOM, IIUM in enhancing students’ academic and personal growth, providing valuable feedback for improvement.

Keywords:           Feedback, Medical Student, Mentoring, Qualitative Research

Abstract

Introduction: Simulated patients (SPs) are individuals trained to portray patients in medical education. With the adoption of Objective Structured Clinical Examinations (OSCEs) in Japan, high-quality SP training is increasingly important. The Socially Shared Regulation of Learning (SSRL) model is useful to enhance SP collaboration and reflection during OSCE preparation. This study uses the SSRL framework to examine SPs’ learning processes and perceptions of their collaborative roles.

Methods: A qualitative study was conducted with 14 SPs from a Japanese medical university. Semi-structured interviews (approximately 30–60 minutes, in-person or online) explored participants’ experiences and roles. We conducted a thematic analysis for the interview transcripts guided by the SSRL model. Two researchers independently coded the data and resolved discrepancies through discussion. Ethical approval and informed consent were obtained.

Results: Analysis yielded four main themes. 1) Clear goals from educators: SPs valued learning goals and felt anxious when objectives were ambiguous. 2) Educator-facilitated shared regulation: Debriefing and feedback from educators supported SPs’ reflection and collaboration. 3) Support from Senior SPs for Junior SPs: Seniors provided role modelling, emotional support, and motivation for novice SPs. 4) Co-regulation among SPs: SPs respected peers’ roles and learned collaboratively.

Conclusion: SP learning was enhanced through socially shared regulation when supported by clear goals, peer collaboration, and educator guidance. Educators play a key role in setting objectives and facilitating reflection to deepen collaborative learning. Challenges in self- and peer-assessment highlight the need for structured support. These insights can inform the design of SP educator development programs emphasising facilitation of collaborative learning.

Keywords:         Simulated Patient, Communication, Socially Shared Regulation of Learning, Medical Education, Educator Role

Abstract

Introduction: Workplace social capital (WSC), a workplace resource focusing on employees’ perceptions of trust, reciprocity, and network interactions among colleagues and individuals of different hierarchical levels or organisations, has recently gained substantial attention in the field of medical education. The Japanese ikyoku system, a traditional unique postgraduate educational system that governs education, research, and patient care, could plausibly shape these relational climates; however, its association with WSC among medical residents remains unclear. In this study, we focused on the ikyoku system and aimed to elucidate the association between affiliation with ikyoku and WSC among residents of postgraduate year 3–6.

Methods: We conducted this cross-sectional study in December 2024 using an anonymous online self-administered survey in Japan. The survey was distributed to senior residents in 25 hospitals via their training directors. We assessed WSC using the Japanese medical resident version of the WSC Scale (score range: 1–5), which has previously demonstrated good validity and reliability. To investigate the association between affiliation with an ikyoku and WSC, we performed multivariable linear regression analysis, with adjustment for possible confounders.

Results: Sixty-one residents (response rate: 13.0%) were included in the final analysis. The majority were male (41, 67.2%) and in postgraduate years 3–4 (36, 59.0%). The results showed that there was no significant association between affiliation with an ikyoku and WSC score. The low response rate may limit generalisability.

Conclusion: The findings of this study will provide in-depth understanding of WSC. However, further larger-scale studies to confirm these findings are required.

Keywords:           Workplace Social Capital, Ikyoku System, Japan, Medical Education

Dear Editor,

Concept mapping is a recognised active learning strategy that promotes meaningful learning by enabling students to organise and integrate complex information (Al Rashid & Rahman, 2023; Al Rashid et al., 2024). With the increasing integration of digital technologies into medical education, concept maps are created in both handwritten and digital formats. However, comparative evidence regarding students’ perceptions of these modalities remains limited. We report findings from a preliminary cross-sectional study comparing undergraduate medical students’ perceptions of handwritten versus digital concept maps.

Dear Editor,

As an early-career dental educator navigating the formative years of an academic journey, I write to share reflections on what it means to grow within health professions education today. Across Asia and beyond, rapid shifts in healthcare delivery, digital innovation, and interprofessional practice are reshaping educational expectations. Amidst these changes, the sustainability of our educational systems depends significantly on how we support and empower educators at the beginning of their academic journeys. The transition from clinician to academician is challenging. Many early-career educators enter academia with strong clinical expertise, only to realise that effective teaching, curriculum design, assessment, research, and leadership demand additional competencies. Clinical excellence does not automatically translate into educational effectiveness, and thus, structured faculty development becomes a strategic investment in educational excellence and institutional sustainability.

I. INTRODUCTION

Wilderness and remote medicine have evolved into a recognised subspecialty addressing healthcare in resource-limited, austere, and geographically isolated settings. Globally, its relevance is growing due to environmental emergencies, adventure travel incidents, and humanitarian missions (Wilderness Medical Society, 2024). Training in this field cultivates competencies beyond conventional hospital-based education – such as trauma care in low-resource environments, environmental physiology, medical improvisation, and decision-making under delayed access to definitive care.

In Malaysia, the need is acute. The country’s diverse geography – from Mount Kinabalu’s high-altitude terrain to Sarawak’s remote riverine communities and Peninsular Malaysia’s marine zones – poses unique challenges (Wilderness and Austere Medicine Society Malaysia, 2024). Clinicians often face floods, forest injuries, marine envenomation, and logistical barriers in rural healthcare.

Professional identity formation (PIF) denotes the ‘who’ of medical training, complementing the ‘what’ articulated in competency frameworks (Cruess et al., 2019; Monrouxe, 2010). It integrates knowledge, skills, values and self-understanding into a dependable professional self. When values are internalised within an identity oriented to the public good, they are more likely to guide behaviour in practice. However, recent disruptions – most notably COVID-19 – have reshaped the pace and content of identity work, heightening attention to social responsibility, advocacy and wellbeing (Moula et al., 2022).