Aug 2026· Medical Teacher· pp.
1-13
· 0 citations· 51 references
Medicine
TL;DR
The results of this study suggest that medical students' participation in curricular music ensemble performance can serve as a medium for teamwork and collaborative problem-solving, developing 'performance skills' such as adaptability and dealing with nerves in a context of peer support.
Abstract
INTRODUCTION
Many medical students incorporate music in their daily lives, however opportunities to engage with music within the curriculum are rare. This mixed-methods study explores the experiences of medical students who participated in a semester-long, performance-focused 'Music for Health' elective at an Australian University, including benefits and challenges perceived by students.
Methods
Data were collected over a three-year period, from six cohorts (2018-2023) of students who participated in the elective during the second year of their medical degree. Twenty-one (21) students who participated in the elective between 2021 and 2023 completed an online survey, from which data were analysed using descriptive statistics and deductive content analysis. Meanwhile, eleven (11) students who participated between 2018 and 2020 granted access to written reflections, which formed the basis for an Interpretative Phenomenological Analysis (IPA).
Results
Survey data suggested that most students (>80%) perceived benefits to their mental health and communication and teamwork skills from participating in the elective. Content analysis of 'benefits' and 'challenges' described in survey data supported the validity of six themes identified through the IPA: Therapeutic potential of music; Personal well-being and mental health; Emotions and human connection; Transferable skills; My relationship with music; and Camaraderie through musical collaboration. From themes identified two Global Meaning Units were constructed: (1) Music supports personal and social well-being and (2) Emotional connection through music enhances relationships.
Discussion
The results of this study suggest that medical students' participation in curricular music ensemble performance can serve as a medium for teamwork and collaborative problem-solving, developing 'performance skills' such as adaptability and dealing with nerves in a context of peer support. Facilitating student-patient interaction through music can also support students to recognise and value the social and emotional dimensions of medicine practice.
Developing both technical and non-technical competencies is a core goal in physiotherapy education. While traditional clinical placements offer essential hands-on experience, they may not fully prepare students for the complexity and unpredictability of real-world clinical practice. Simulation-based education (SBE) can help bridge this gap by providing a safe, realistic, and structured learning environment.
To explore undergraduate physiotherapy (PT) students’ experiences of curriculum-integrated high-complexity SBE, through the lens of experiential learning theory.
Qualitative descriptive study.
Faculty of Health Sciences and Wellbeing, University of Vic – Central University of Catalonia, Spain.
Twenty-eight undergraduate PT students from the second, third, and fourth academic years (fourth, sixth, and eighth semesters, respectively) participated in six focus groups conducted between June and October 2024. Participants were purposively sampled to ensure diversity in academic year and simulation roles (PT or observer).
High-complexity simulation sessions embedded in the PT curriculum, involving trained simulated patients and structured facilitation.
Students’ experiences of learning processes during SBE. Data were analysed using reflexive thematic analysis and later interpreted in relation to experiential learning theory. ATLAS.ti software was used to support data management. Transcripts were returned to participants for member checking.
Two overarching themes emerged: (1)
Constructing non-technical skills through action
,
observation
,
and reflection
, and (2)
Experiencing safety and immersion
. Students valued both performing and observing roles, reporting that observation fostered reflection, vicarious learning, and reduced performance anxiety. Structured debriefings, progressive exposure, and peer feedback reinforced learning, while facilitators’ guidance and psychological safety promoted confidence. The use of simulated patients enhanced emotional immersion and authenticity, and students highlighted their potential role in feedback.
High-complexity SBE was perceived as a meaningful and situated learning experience that supported reflection, knowledge integration, and application, contributing to the development of non-technical skills and confidence.
NCT06852482 (clinicaltrials.gov).
Mirari Ochandorena-Acha, Anna Escribà-Salvans, Ramon Jolis-Prat et al.· Advances in Simulation· 0 citations
Early clinical placements are a crucial stage in undergraduate medical education, helping students integrate theoretical knowledge with clinical practice while developing confidence and professional identity. This mixed-methods cross-sectional study explored the experiences of 32 third-year medical students at Brunel Medical School during their first clinical placements across five NHS Trusts. Data were collected using an online questionnaire with Likert-scale and open-ended questions and analysed using descriptive statistics and thematic analysis.Most students perceived the clinical environment as welcoming (94%) and supportive (88%), with 78% reporting that clinicians’ teaching enhanced learning. Although students initially experienced uncertainty, a steep learning curve, and challenges balancing academic and clinical responsibilities, these experiences promoted independence and self-directed learning. Early clinical exposure increased confidence in patient interactions (88%), strengthened professional identity (94%), and improved the application of theoretical knowledge to practice (88%). Qualitative findings highlighted the value of supportive supervision, constructive feedback, authentic patient encounters, and an inclusive learning environment. Students recommended more simulation-based training, structured bedside teaching, consistent feedback, better integration of academic and clinical learning, and formal mentorship. Overall, supportive and well-structured early clinical placements are essential for preparing medical students for clinical practice.
Gauravv Anand, Ruchi Anand· Indian Journal of Pharmaceut...· 0 citations
Adaptability is an essential element of professional healthcare practice, yet little is known about how medical students understand and engage with adaptability during their preclinical training. Insight into these early experiences can help uncover the fundamentals of later adaptive expertise. This study explored how preclinical medical students perceive their own adaptability in the context of their academic work. From December 2024 to January 2025, seventeen third-year medical students from three universities in Belgium, the Netherlands, and Portugal participated in semi-structured interviews. We conducted interviews in person or online and recorded, transcribed verbatim, and analyzed them using thematic analysis. A constructivist orientation informed the approach to data collection and interpretation. Coding was iterative and supported by regular team discussions and memo writing. Students described adaptability in two distinct but related ways. The first theme, refining, occurred in situations that were different but came with clear expectations, such as examinations, course structures, or explicit or inferred teacher requirements. In these situations, students described adaptability as adjusting established study strategies and seeking guidance from peers to meet goals they could define clearly. Their actions were cautious and deliberate, influenced by a desire to avoid failure and remain within a context that felt manageable. The second theme, looking for gaps, reflected experiences in situations that were unfamiliar or ambiguous, including early clinical encounters or unexpected challenges. In these situations, students realized their usual strategies were insufficient and described adaptability as stepping back, observing before acting, and asking targeted questions to understand how to proceed. Although these situations often prompted significant learning, students also reported discomfort, uncertainty, and vulnerability, which sometimes led to hesitation or avoidance. These findings highlight the importance of educational environments that acknowledge adaptability as part of learning and provide structured support to help students navigate less predictable situations. Such environments may encourage students to move beyond optimizing familiar strategies and toward the forms of adaptability that underpin the development of adaptive expertise.
M. Theys, E. Brouwer, S. Menéres et al.· Teaching and learning in med...· 0 citations
Background: Electives introduced under the Competency-Based Medical Education (CBME) curriculum in India are intended to promote self-directed learning, broaden clinical and academic exposure, and facilitate informed career decision-making among undergraduate medical students. However, evidence regarding students' elective preferences and their influence on career perspectives remains limited.
Methods: A cross-sectional analytical questionnaire-based study was conducted among 189 MBBS students from three academic cohorts (2019–2020 to 2021–2022 batches) who had completed both elective blocks at a tertiary teaching institution. Data were collected using a validated semi-structured questionnaire (Cronbach's α=0.81). Elective preferences, motivating factors, preference fulfilment, students' perceptions regarding electives, and changes in career interest across five professional domains were analysed using chi-square tests and paired t-tests, with effect sizes estimated using Cramer's V and Cohen's d.
Results: Pathology and Pharmacology were the most preferred disciplines in Block 1, whereas General Medicine and Surgery predominated in Block 2, with no significant variation across academic cohorts. Specialty interest and improved subject understanding were the principal determinants of elective selection (p<0.001). Overall, 47.0% of students received their preferred electives in both blocks, while fulfilment differed significantly across allocation categories (p<0.001). Most participants reported improved understanding of career options (64.5%) and expressed strong support for structured pre-elective counselling (72.5%) and greater autonomy in elective selection (57.1%). Career interest increased significantly across all evaluated domains following elective participation (p<0.001), with the largest improvements observed in research and academic medicine.
Conclusion: CBME electives positively influence career awareness and broaden professional interests among undergraduate medical students. Optimising elective programmes through transparent allocation procedures, structured mentoring, pre-elective counselling, and greater flexibility in elective selection may further enhance educational outcomes and support informed career planning.
Keywords: Competency-based medical education; Career interest; Elective preferences; Motivational factors; Trend analysis; Undergraduate medical education.
Arkamita Chaudhury, Saswati Das, Margareth Khuraijam et al.· International journal of sci...· 0 citations
INTRODUCTION
Medical practice relies on fluency in non-verbal communication, particularly during physician-patient interaction and physical examination. Dance education offers a unique and valuable framework for developing internal and external communication skills. Through dance, physicians can gain a deeper understanding of non-verbal cues, body language, and physical presence, all of which are crucial in patient care. In this study, we evaluated the utility of a dance course offered to first-year medical students attending an allopathic medical school, to understand the skills translatable to medicine.
METHODS
A qualitative questionnaire was designed and administered to students following completion of the course. Reflections and questionnaires from students who completed the course between 2019 to 2024 and 2024, respectively, were collected and analyzed using Braun and Clarke's Thematic Analysis.
RESULTS
Of 73 students, more than half reported improved non-verbal communication (46/73) and kinesthetic awareness (45/73). Students also reported increased connection and belonging (36/73), self-awareness (27/73), and willingness to leave their comfort zone (27/73), and noted the significance of touch (22/73), teamwork (22/73), trust (21/73), multiple perspectives (20/73), and self-care (20/73). Of students who completed the questionnaire, all (7/7) reported a positive attitude towards dance and reduced stress, and 6 reported the course enhanced their ability to empathize with others.
CONCLUSION
Dance-based learning was associated with self-identified improvements in non-verbal communication, kinesthetic awareness, and connection and belonging among medical students. Interdisciplinary collaboration may facilitate connections between dance and medicine and provide opportunities for medical curriculum redesign. Future studies include larger prospective studies.
Julia A Baran, Teresa VanDenend Sorge, J. Chan· Journal of Dance Medicine &...· 0 citations
Applying Occupational Adaptation Theory to support data interpretation highlighted that, in addition to supervisory training, mastering their roles and having actionable strategies to support learners in difficulty, requires adequate resourcing and recognition to ensure CEs are equipped to manage every element of student learning.
Amanda Wray, S. Attrill, L. Lewis· Medical Teacher· 0 citations