I. INTRODUCTION

Health professions education is facing a crisis. Workforce shortages are widening across medicine, nursing, dentistry and allied health. This inequity is reflected not only in absolute shortages, but also in the maldistribution of resources, with urban centres often better served than rural and underserved communities. The World Health Organization estimates a projected shortfall of 10 million health workers by 2030, concentrated largely in low- and middle-income countries and in rural regions of wealthier nations (World Health Organization, 2016, 2026). These projections are not confined to a single discipline or geography.

Abstract

Introduction: Pathology is fundamental to patient care but is often perceived by medical students as a background, laboratory-based specialty. Limited early exposure may contribute to misconceptions about the role of pathologists and reduced interest in pathology as a career, particularly in Asia-Pacific medical education contexts.

Methods: This paper reports an institutional educational development initiative at Chiang Mai University, Thailand. A voluntary four-day Pathology Open House was offered to first-year medical students, providing early experiential exposure to authentic pathology practice through observation, limited hands-on activities, and informal interaction with faculty, residents, and laboratory staff. A post-program questionnaire incorporating retrospective pre-program ratings was used to assess students’ self-reported perceptions.

Results: Participants reported higher self-assessed scores following the program in their understanding of the professional role of pathologists and awareness of pathology’s contribution to patient care. Patient-facing activities, particularly observation of fine needle aspiration procedures, were perceived as the most impactful. Highly technical laboratory activities were viewed as less engaging unless explicitly linked to clinical outcomes.

Conclusion: An open-house–style program represents a feasible, low-resource approach to addressing professional invisibility and supporting early specialty exploration in pathology. This institutional report may inform similar initiatives in other medical schools across the Asia-Pacific region and beyond.

Abstract

Introduction: The integration of artificial intelligence (AI) into healthcare is an inevitable global trend. Healthcare students’ perceptions and attitudes are critical in shaping future AI adoption and informing educational reform. This study aimed to examine students’ perceptions and attitudes towards AI in healthcare and to assess the relationship between these constructs.

Methods: A cross-sectional study was conducted among 967 healthcare students from December 2024 to January 2025. Data were collected using a structured questionnaire assessing perceptions and attitudes towards AI. Statistical analyses were performed using SPSS version 26.0. Descriptive statistics summarised the data, while Pearson’s correlation and multivariate linear regression were used to examine associations (p < .05).

Results: Participants demonstrated moderate perceptions (3.43 ± .64) and attitudes (3.45 ± .64) towards AI. Most students recognised AI’s potential in preventive health (65.0%), patient documentation (65.4%), and population health surveillance (54.5%). Additionally, 64.9% of participants reported that AI makes medicine more engaging, and over 61% believed it enhances healthcare delivery and supports career development. A strong positive correlation was observed between perceptions and attitudes (r=.724; p<.001). In the regression analysis, perception remained a strong independent predictor of attitude (β = .718, p < .001) after adjustment.

Conclusion: Healthcare students exhibited moderate readiness for AI adoption, with perceptions strongly influencing attitudes. These findings underscore the importance of integrating AI into healthcare curricula, with emphasis on practical exposure and discipline-specific training. Future research should incorporate perspectives from educators, and healthcare organisations to provide a more comprehensive understanding.

Keywords:           Attitudes, Artificial Intelligence (AI), Perceptions, Healthcare Students

Abstract

Introduction: ChatGPT, a large language model, has considerable potential in higher education. However, its academic use and associated factors among Vietnamese postgraduate healthcare students remain underexplored. This study aimed to examine the academic use of ChatGPT and identify factors associated with its use.

Methods: A cross-sectional study was conducted among 301 postgraduate students at a public healthcare university in Central Vietnam between August 2024 and August 2025. Data were collected using a self-administered questionnaire assessing demographic characteristics, ChatGPT-related knowledge, attitudes, and academic use. Descriptive statistics and non-parametric analyses, including point-biserial and Spearman’s rank-order correlations, were performed.

Results: The mean academic use score was 4.32 out of 10 (SD = 4.00). More than half of participants reported using ChatGPT to clarify unclear content (57.5%) and to develop writing outlines (53.2%). Academic use was positively correlated with ChatGPT knowledge (r = 0.373, p < 0.001) and with attitudes toward technology and social influence (r = 0.282, p < 0.001), but was not associated with gender, age, or working position.

Conclusion: Vietnamese postgraduate healthcare students demonstrated moderate academic use of ChatGPT. Greater knowledge and more favourable attitudes toward technology and social influence were associated with higher levels of use. Structured training and clear institutional guidance may therefore support more effective and responsible integration of ChatGPT in postgraduate education.

Keywords:           Academic Use, Artificial Intelligence, ChatGPT, Health Education, Postgraduate Students

Abstract

Introduction: Peer-assisted learning (PAL) is widely used to support collaborative clinical skill development. In Japan, PAL is often organised through student-led extracurricular groups known as circles or “bukatsudō”. This descriptive study examined the educational characteristics of a student-led ultrasound circle, the Hamamatsu Emergency Room Ultrasound (HERUS), and explored students’ learning experiences.

Methods: We conducted a retrospective survey of sixth-year medical students who completed their clinical clerkships. The duration and extent of HERUS members’ and non-members’ ultrasound learning were compared. Additionally, all 14 HERUS members were surveyed to examine factors associated with learning frequency and faculty recognition. Qualitative open-ended responses about perceived educational benefits were analysed using content analysis.

Results: HERUS members gained earlier ultrasound experience in the cardiac, abdominal, and neck regions, and were more likely to have performed cardiac ultrasound on patients during clerkship, than non-members. HERUS members with ≥30 months of participation reported more departments where HERUS was discussed with faculty.  Half of the HERUS members practiced ultrasound with peers at least weekly. Content analysis indicated that wearing scrubs helped faculty identify HERUS members and provide them with opportunities for ultrasound practices on real patients. Self-motivating factors were collaborative PAL, perceived competence in ultrasound examinations in clinical settings, and self-paced, repetitive practice.

Conclusion: HERUS provided a culturally grounded, practical environment for student-led ultrasound learning. Qualitative patterns reflected factors corresponding to relatedness, competence, and autonomy in self-determination theory. These preliminary insights may help refine student-led PAL initiatives.

Keywords:           Peer-Assisted Learning, Extracurricular Activities, Student-Led Ultrasound Circle, Japanese Student Circles

Abstract

Introduction: The multiple mini-interview (MMI) is widely used in residency selection to assess non-cognitive competencies, whilst Key Feature Questions (KFQs) evaluate clinical reasoning at critical decision points. Understanding associations between these tools may enhance candidate evaluation.

Methods: This retrospective study included 122 anaesthesiology residency candidates from three consecutive cohorts (2023–2025). MMI scores across five domains (motivation, crisis management, stress/mood management, situational awareness and decision-making, and growth mindset), grade point average (GPA), multiple-choice question (MCQ) scores, and KFQ scores were analysed. Spearman’s correlation examined associations with KFQ performance, and multiple linear regression identified independent contributors.

Results: The mean candidate age was 27.9 years (±1.98); 76.2% were female. Moderately strong positive correlations were observed between KFQ scores and MMI domains of motivation (r = 0.577, p < 0.001), crisis management (r = 0.511, p < 0.001), and situational awareness and decision-making (r = 0.658, p < 0.001). GPA and MCQ scores showed no significant associations with KFQ performance. Regression analysis explained 56.8% of the variance in KFQ scores (R² = 0.568, p < 0.001), with motivation (B = 0.361, p < 0.001), crisis management (B = 0.300, p = 0.016), and decision-making (B = 0.621, p < 0.001) as significant contributors.

Conclusion: Key MMI domains – motivation, crisis management, and situational awareness and decision-making – were significantly associated with clinical reasoning performance as measured by KFQs, whilst GPA and MCQ scores were not. These findings support integrating structured non-cognitive assessments alongside cognitive measures in anaesthesia residency selection, highlighting the value of a multi-dimensional approach to candidate evaluation.

Keywords:           Multiple Mini-Interview (MMI); Clinical Reasoning; Key Feature Questions (KFQ); Residency Selection; Anaesthesiology Education; Non-cognitive Competencies; Situational Awareness; Decision-making; Crisis Management; Academic Performance

Abstract

Introduction: COVID-19 pandemic has underscored critical deficits in global health preparedness. Traditional lecture-based teaching is frequently criticised for its limited effectiveness in practical skills required for real-world crisis response, creating significant “readiness gap”. Hence, this study was done to evaluate perceived necessity and importance of innovative teaching-learning methods for the pandemic module amongst medical undergraduates.

Methods: Qualitative needs assessment was conducted using an interpretive description approach to explore stakeholder perspectives regarding the existing pandemic management teaching module and public health preparedness training within the undergraduate Community Medicine curriculum. Three focus group discussions were held with 28 purposively sampled participants at tertiary care teaching hospital, comprising faculty from Community Medicine (n=10), medical students who had completed pandemic training (n=10), and students awaiting training (n=8). Data were audio-recorded, transcribed verbatim, and analysed using manual thematic analysis.

Results: Analysis identified four central themes. First, profound theory-practice gap in existing teaching, inadequately preparing students for real-world scenarios. Second, simulation and gamification were widely endorsed as promising, engaging solutions for teaching complex skills like outbreak investigation. Third, significant implementation barriers were anticipated, including resource limitations (time, technology), faculty capacity gaps, and need for cultural contextualisation. Fourth, stakeholders advocated for fundamental shift in assessment strategy towards practical, formative methods like OSCEs and peer feedback to align with innovative teaching.

Conclusion: This study provides clear, stakeholder-driven mandate for transforming pandemic module through experiential learning. While simulation and gamification are seen as viable solutions, successful integration requires structured approach addressing faculty development, resource allocation, co-design with stakeholders and realigned assessment framework.

Keywords:           Needs Assessment, Medical Education, Pandemic Preparedness, Simulation, Gamification, Qualitative Research, Competency-Based Education

Abstract

Introduction: The burden of the costs of medical training remains unclear for strategically important cohorts of students. We therefore explored concern with educational costs in Māori, Pasifika and New Zealand European medical school graduates.

Methods: Using data from the Medical Schools Outcomes Database (MSOD) in the years 2011 to 2023, we followed a national combined cohort of 2621 graduates at three time points until postgraduate year 3 (PGY3). We compared the proportions of graduates indicating concern with the costs of medical school education and vocational training (4 or 5 on Likert scale) with those indicating little or no concern (1-3 on Likert scale).

Results: At exit from medical school, the cohort of Pasifika graduates showed a significantly higher proportion of concerned individuals regarding vocational training costs (16 (8.9%) of 179 vs 17 (3.9%) of 434 for Māori and 65 (3.2%) of 2008 for New Zealand European, c²=14.9, p=0.0006). In addition, Māori medical school graduates were significantly more concerned with the cost of medical school education at PGY1 (24 (10.9%) of 220 vs 2 (3.1%) of 64 for Pasifika and 74 (6.2%) of 1188 for New Zealand European, c²=7.8, p=0.019). No significant effects were seen at the PGY3 time point suggesting that concerns may reduce over time.

Conclusions: With increasing numbers of Māori and Pasifika medical graduates, concern with educational costs may increase in future. However, our results are reassuring in that concern with educational costs in New Zealand remains low overall, even in strategically important cohorts of medical graduates.

Keywords:           Medical Education, Career Choice, Career Influences, Medical Graduates, National Longitudinal Study, Costs

I. INTRODUCTION

Learning theories explain how learners acquire, organise, retain, and apply new information. In health professions education, they provide the conceptual foundation for evidence-based teaching by helping educators in defining learning objectives, selecting suitable instructional strategies, and designing effective assessments and evaluations. When appropriately aligned with subject content and learners’ characteristics, learning theories enhance the quality and depth of student learning (Mukhalalati & Taylor, 2019).

During a recent University of Auckland workshop aimed at developing a simulation strategy for our five health professional programmes, Interprofessional Education (IPE) and team-based healthcare was a recurring theme. Faculty consistently underscored the significance of IPE and collaborative healthcare practices, emphasising the necessity of fostering learning environments that support multidisciplinary teaching teams and collaborative approaches to educating health professionals.