We report the design and implementation of generative AI (GenAI) -mediated formative feedback activities in undergraduate medical education, motivated by the rapidly increasing use of GenAI among university students worldwide and growing concerns about AI-generated submissions. This practical report describes an approach in which GenAI provides comments on student-written work, with the aim of supporting self-reflection rather than replacing learner effort. The intervention was introduced in two compulsory courses at a Japanese medical school: Professionalism 1a (first year) and Hygiene (third year) .　At course orientation, students received a brief GenAI literacy session outlining appropriate use, common risks, and explicit prohibitions, including the entry of identifiable information. During early implementation in the first-year course, substantial variation was observed in students' GenAI usage skills. To ensure a more consistent experience, instructors provided standardized prompts for students to use when requesting feedback on their draft reports. Students then submitted both their original drafts and the GenAI-generated feedback. Across both courses, the GenAI comments were generally appropriate and aligned with the intended purposes of the assignments, suggesting that standardized prompts can help scaffold students' formative use of GenAI. At the same time, the experience highlighted important challenges. In particular, ethical guidance regarding sensitive or clinical information will become increasingly essential as students begin to use GenAI in more authentic clinical and experiential settings. Strengthening early curricula that address GenAI literacy, responsible use, and privacy protection will therefore be a critical component of future medical education.

Cognitive apprenticeship and reflective practice are fundamental educational theories supporting postgraduate clinical training. Community hospital rotations provide ideal opportunities to apply these theories. However, community hospitals face challenges in securing educational time due to faculty shortages and heavy clinical workloads, leading to on-the-job training becoming the primary educational approach. Consequently, opportunities for structured instruction and reflection may be limited, potentially hindering the implementation of cognitive apprenticeship and reflective practice. To address this mismatch between educational needs and available resources, we implemented a remote educational conference focused on clinical questions (CQs) arising from residents' clinical experiences. Unlike traditional clinical conferences that focus on determining patient management, this initiative centers on reflective dialogue based on CQs formulated by residents themselves. By integrating experiential learning theory and reflective practice theory and focusing specifically on the latter three steps of cognitive apprenticeship, we successfully constructed an effective educational model for remote learning environments. This practice enables high-quality medical education that transcends geographical constraints and is considered valuable for future community-based medical education.

This report describes the design and implementation of a 90-minute flipped classroom workshop for physician career development. Based on Merrill’s First Principles of Instruction, the “Scientific Approach to Career Success” workshop integrates pre-learning and in-person sessions to foster deep reflection and autonomous career planning. The instructional model employs a five-stage structure -Problem-Centered, Activation, Demonstration, Application, and Integration- designed to enable learners to visualize values, analyze decision-making styles, and evaluate social networks. These activities were developed in alignment with eight career competencies based on the National Career Development Guidelines framework. Participants progressed from building a value-based career vision to formulating a realistic action plan informed by evidence and ethical considerations. The approach emphasizes the role of educators as facilitators, promoting learner autonomy and sustained development beyond the session. This model offers a systematic framework for bridging educational theory and practice, providing a promising approach for integrating structured career support into medical education.

Background: The processes through which healthcare professionals learn interprofessional communication and develop related perceptions remain insufficiently understood.　Methods: Semi-structured interviews were conducted with eight healthcare professionals with over 10 years of experience. Transcripts were analyzed thematically, and changes in learning and perception were examined using the framework of communities of practice.　Results: Four themes emerged regarding learning processes: (1) observing colleagues, (2) engaging in conversations to learn patient care from other professions, (3) collaborating while mutually understanding professional roles, and (4) practicing collaborative care while maintaining professional responsibilities. Regarding perceptions, four themes were identified: (5) tools for accurate information sharing, (6) tools for fostering mutual understanding, (7) tools for enabling teams to achieve common goals, and (8) competencies essential for healthcare professionals.　Conclusion: Findings suggest that as experienced professionals deepen their participation in communities of practice, interprofessional communication evolves through a process of reinterpreting prior experiences and understandings, leading to gradual transformation and reconstruction of learning and perceptions.

Purpose: Despite growing recognition of the critical importance of physician leadership in delivering safe healthcare, especially in light of the 2023 medical crisis and professional resistance in Korea, existing studies on leadership education have focused predominantly on countries with long-established leadership curricula. This study aims to assess the curricular content of Korean medical schools to provide a quantitative and qualitative baseline of medical leadership training in the undergraduate curriculum. Methods: We conducted a content analysis of undergraduate medical curricula from 19 Korean medical schools using the Medical Leadership Competency Framework (MLCF) as a guiding framework. Survey questionnaires were distributed to designated faculty at each institution, and 270 courses were analyzed, yielding 504 leadership-related codes that were categorized thematically across the five MLCF domains and by academic year. Results: Our analysis revealed that 228 codes (45.2%) fell within “Demonstrating personal qualities” and 75 codes (14.8%) within “Setting direction,” with predominant emphasis on medical ethics and law. Training in systems-based practice, self-awareness, emotional intelligence, and team-based approaches was relatively limited. Substantial institutional variation existed, with only eight of 19 schools offering curricula covering all five MLCF domains. Most leadership content was delivered through isolated, single- semester courses rather than longitudinally integrated programs. Conclusion While Korean medical schools recognize certain leadership competencies, there is a need for more comprehensive and consistent integration of leadership development, particularly in teamwork and systems-based practice. We recommend longitudinal integration of leadership education across pre-clinical and clinical years to address evolving competencies at different training stages.

Longitudinal interprofessional education (IPE) is vital for developing collaborative practice-ready health professionals, yet its implementation and impact remain underexplored. This scoping review maps the current evidence on longitudinal IPE, examining implementation models, evaluated outcomes, and key facilitators and barriers. Following the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, a systematic search of five databases from 2016 to March 2024 was conducted. Data from 45 included studies were thematically analyzed. Findings reveal that most longitudinal IPE programs are short-term and partially integrated, constrained primarily by meso-level administrative barriers such as scheduling conflicts and time constraints, rather than being truly longitudinal. Based on the interprofessional socialization framework, a significant “measurement gap” exists; evaluations predominantly focus on self-assessed interprofessional competencies and readiness for interprofessional learning, while largely overlooking interprofessional identity development and behavioral readiness for collaborative practice. Furthermore, an “interprofessional socialization paradox” suggests that longitudinal IPE must be intentionally designed to provide high-quality, repeated, and meaningful interprofessional experiences across the entire curriculum. This review also advocates the use of spiral curriculum equipped with authenticity of the learning context, particularly clinical exposure, to support dual identity development. The current longitudinal IPE landscape is fragmented, revealing a chasm between pedagogical goals and implementation reality. Progress requires a deliberate shift towards evidence-based models like spiral curricula grounded in authentic clinical contexts, supported by robust faculty development, the alignment of macro-level accreditation standards, and a research agenda focused on dual identity development and higher-level behavioral outcomes.

Purpose: This study aims to determine the mediating role of trust in the physician in the effect of the physician’s open communication on patients’ adherence to treatment. Methods: This cross-sectional study included 594 patients who applied to a public hospital in Turkey for healthcare services. Participants completed scales for physicians’ open communication, trust in physicians, and treatment adherence. Data were analyzed using descriptive statistics, Pearson correlation, and structural equation modeling. SPSS and AMOS programs were used to analyze the research data. Results: Open communication of physicians was significantly associated with trust in physicians (r=0.752, p<0.01) and treatment adherence (r=0.612, p<0.01). Trust in physicians and treatment adherence were also significantly associated (r=0.671, p<0.01). Structural Equation Model and bootstrap analysis showed that trust in physicians fully mediated the relationship between open communication and treatment adherence (β=0.529; 95% confidence interval, 0.390–0.712). Conclusion This study found that open communication and trust increased patient adherence to treatment and confirmed that trust fully mediated adherence to treatment. Physicians’ open communication with patients increases patients’ trust in their physicians, thereby improving their treatment adherence. These findings demonstrate the importance of both physicians and medical students gaining competence beyond their technical competence to communicate effectively and build trust. In medical education, students should be given importance in acquiring behavioral skills.