This study investigated various chemical and antioxidant properties of Anatolian royal jelly samples. Moisture, pH, total protein, 10-hydroxy-2-decenoic acid (10-HDA) and sugars were analyzed from 18 samples. Total phenolic contents, ferric reducing antioxidant capacity and 2,2-diphenyl-1-picryhydrazyl (DPPH) free radical scavenging activity were measured as antioxidant determinants. 10-HDA contents and total protein content of fresh weight ranged between 1.0% and 3.9%, and 11.4% and 15.8%, respectively. The main sugars detected were glucose and fructose. Maltose, trehalose, and melibiose were detected at less than 1.0% in all samples. Lactose, a milk sugar, was detected in only 3 samples, at values between 0.8% and 1.4%. Total henolic content ranged from 91.0 to 301.0 mg gallic acid equivalents/kg fresh weight. Antioxidant activity is due to both to the total phenolic content, proteins and fatty acids of royal jelly. Anatolian royal jelly samples were not different from other royal jelly samples from across the world.

Introduction: Climate change threatens human health by exacerbating existing health inequities, increasing climate-related illnesses, and disrupting healthcare systems. Preparing future physicians to address these challenges is essential for resilient healthcare systems. While climate health education in medical schools is gaining traction globally, its integration remains inconsistent, with limited consensus on core competencies. Methods: A systematic search of peer-reviewed and gray literature was conducted across databases including PubMed, ERIC, EMBASE, and CINAHL. Inclusion criteria required frameworks to address climate or planetary health in medical education and to reflect consensus-level guidance from national or regional bodies. Each framework was thematically assessed for competencies and domains. Results: 12 frameworks met inclusion criteria. Key competencies identified varied among the frameworks and included medical knowledge of climate change’s health impacts, skills in climate-informed clinical practice, advocacy for sustainable healthcare, and addressing health equity. Unique aspects of climate health, such as Indigenous knowledge and environmental justice, appeared in a few frameworks. While foundational knowledge was universally emphasized, domains such as health system sustainability and interprofessional skills were less consistently integrated. Conclusion: Our findings underscore the paucity of globally aligned, evidence-based competency frameworks, especially in the Global South, needed to equip future physicians with the skills to address the health impacts of climate change. Establishing standardized competencies will support consistent education and preparedness among future physicians worldwide. This review reveals a need for standardized frameworks to ensure comprehensive climate-health education across diverse medical education systems. Current frameworks demonstrate progress, yet gaps remain, especially in practical, action-oriented skills and specific competencies for vulnerable populations.

Trauma-informed medical education extends the principles of trauma-informed care into medical training to foster awareness and sensitivity to trauma, aiming to avoid further harm. Trauma-informed care is patient-centered, emphasizes shared decision-making, and promotes safety, empowerment, and healing within physician—patient relationships. Similarly, trauma-informed medical education promotes a safe learning environment in which learners and educators share mutual respect and responsibilities for achieving educational goals. Trauma is a common human experience, with substantial portions of the population experiencing adverse events. Medical students also report high rates of childhood trauma. Medical education itself can exacerbate trauma, affecting learners’ cognitive load, emotional resilience, and capacity to learn. The sensitive nature of obstetrics and gynecology makes it particularly relevant for a trauma-informed approach. Despite this need, trauma-informed training is sparse in medical education. Notably, few trauma-informed care curricula focus on obstetrics and gynecology, especially at the clerkship level. Incorporating trauma-informed medical education in obstetrics and gynecology curricula can enhance understanding of gynecologic and obstetric conditions’ trauma-related pathophysiology. Clinical training should involve trauma-informed patient interactions, sensitive history taking, and examinations. Beyond obstetrics and gynecology, trauma-informed medical education should permeate the entire medical educational continuum, shaping academic and administrative cultures. Developing and studying the impact of trauma-informed medical education will support both learners and the patients they serve.

The explicit purpose of medical education is frequently defined as to educate and train physicians who can serve as leaders in providing high-quality, equitable health care for society. Hidden in this explicit purpose is an implicit premise of extraction: those who become physicians are valuable assets who must be separated from society and assimilated into their roles as leaders. Applying Culturally Sustaining Pedagogies as a lens, the authors use Story Cycle methodology to weave personal and literature-based narratives that illuminate, interrogate, and challenge extraction. Finally, they imagine alternative, non-extractive, possibilities for medical education. In doing so, the authors articulate Culturally Sustaining Pedagogy for medical education.

Art-based observational training in museums has the potential to enhance observational and communicational skills and to augment competences as empathy and tolerance of ambiguity. We developed and implemented art- based observational courses for residents at three central surgical training centers in collaboration with major local museums. Groups of 6–12 residents participated in guided sessions in a museum led by an art historian and an experienced surgeon. The ABCD-method was used to structure layered examination and discussion of an artwork, supported by targeted exercises. Artworks were selected based on visual content and the possibility of depicted medical features for iconodiagnosis. Around 150 surgical residents participated in the program. The process of observing and interpreting artworks, exchanging reflections and debating visual physical abnormalities was highly valued. Works by famous masters such as Rembrandt, Rosselli, Rubens and Vermeer were examined and discussed from medical and art- historical perspectives. Herein, three works by Rosselli, Ket and Rembrandt, respectively, are reviewed in iconodiagnostic detail. Course design and group interaction not only showed educational value but also strengthened team cohesion. The synergy of observational training and iconodiagnosis in art-based settings enhanced the educational program. The courses were highly valued by the participating surgical residents and potentially improved their professional competencies. Our experiences support the integration of visual arts courses in surgical training. This approach may be applied in all medical disciplines.

Introduction: Augmented reality (AR) technology is rapidly evolving and is finding an increasing application in education, including medical training. This feasibility study aimed to explore the usability and didactic potential of AR with the HoloLens2™ for medical students, teaching the primary survey of burn wounds. Methods: This feasibility study was conducted using a prospective observational cohort design. Test groups consisted of participants with limited (n = 18), moderate (n = 10), or high (n = 5) experience in burn care, and f illed in a questionnaire after training with the HoloLens2™. Results: Outcomes of the questionnaires show AR to be a promising technology for educating medical students in the primary survey of burn wounds. Discussion: However promising, there is further need for development in usability and image quality. The ability to simulate realistic scenarios in a safe and scalable environment could pave the way for a new era for medical education, where AR becomes a valuable supplement or even replacement for traditional learning methods.

Purpose: In this meta-analysis, researchers examined the impact of high-fidelity simulation (HFS) and low-fidelity simulation (LFS) on the development of psychomotor skills, cognitive outcomes, and self-efficacy among nursing students, emphasizing pediatric and medical-surgical nursing. Methods: In total, 18 studies involving over 4000 nursing students were systematically reviewed. Studies that focused on simulation-based education were included. The effect size for each simulation type was calculated for psychomotor skills, cognitive outcomes, and self-efficacy using the standardized mean difference. Results: Compared with LFS, which exhibited a moderate effect size of 0.56, HFS significantly improved clinical skills, cognitive outcomes, and self-efficacy, with a pooled effect size of 0.86. Pediatric nursing students demonstrated the highest improvement (effect size, 0.82), followed by medical-surgical nursing students (effect size, 0.65), thereby indicating that HFS simulation was more effective for pediatric and medical-surgical specialties. Conclusion: HFS and LFS instructional techniques can significantly improve the clinical decision-making, skill, and confidence levels of students. These findings provide insights into the incorporation of HFS in the nursing education curriculum, especially in pediatric and medical-surgical nursing, where clinical judgment is vital.

Introduction: Pharmacology is essential for safe medication use in healthcare, yet its role in allied health education, particularly medical radiation science programs, is underexplored. As medical radiation practitioners increasingly administer contrast agents and radiopharmaceuticals, foundational pharmacology knowledge is critical. This study investigates Australian medical radiation science students’ perceptions of pharmacology education and assessment. Method: Across-sectional survey was conducted among second-year medical radiation science students (n = 129) at the University of South Australia before and after completing a foundational pharmacology course. Two anonymous surveys assessed students’ attitudes, confidence, and preferences regarding pharmacology and its academic assessment via assignment versus examination. Results: Survey 1 (n = 77) indicated low initial confidence in pharmaceutical knowledge (72 % not confident), and 50 % viewed pharmacology education as beneficial to practice. Survey 2 (n = 71) demonstrated strong support for assignment-based assessment: 86 % found the assignment effective, 82 % preferred the assignment over exams, and 79 % agreed that the assignment improved their application of pharmacology knowledge. Students also reported gains in research skills (73 %), critical thinking (64 %), and written communication skills (81 %) through undertaking the assignment. Conclusion: Despite initial uncertainty, students recognised the relevance of pharmacology to their future roles. Assignment-based assessment was perceived as more authentic and beneficial than exams, fostering deeper learning and transferable skills. These findings align with broader educational trends favouring contextualised, practice-oriented learning. Medical radiation science students value pharmacology education when it is clinically relevant and assessed through authentic formats. Assignment-based assessments enhance engagement, confidence, and professional preparedness. Curriculum designers should integrate pharmacology with real-world applications. Implications for practice: Embedding clinically relevant pharmacology and authentic assessment into medical radiation science curricula may improve student confidence, engagement, and readiness for safe clinical practice. © 2025 The Author(s). Published by Elsevier Ltd on behalf of The College of Radiographers. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

Objectives: To examine how experienced healthcare educators conceptualize and teach uncertainty tolerance and identify strategies to inform medical education curricula for complex, unpredictable clinical environments. Methods: We conducted a qualitative phenomenological study with 15 healthcare educators during a multiday, high-fidelity prehospital simulation at a United States military-affiliated medical training facility. Participants completed semistructured interviews, a demographic questionnaire, and the Intolerance of Uncertainty Scale–Short Form. Interviews were transcribed and analyzed using iterative coding and constant comparison to identify themes grounded in participants’ lived experiences. This study was reported in accordance with the Standards for Reporting Qualitative Research guidelines. Results: Four themes emerged: (1) confidence through exposure—early, repeated, realistic practice fosters automatic responses under pressure; (2) safety fosters engagement—psychological safety, supportive leadership, and diversity of thought encourage active engagement with uncertainty; (3) growth through insight—structured reflection, constructive feedback, and learning from mistakes promote development; and (4) navigating ambiguity with flexible thinking—cognitive flexibility, probabilistic reasoning, and philosophical reframing support decision-making without paralysis. Conclusion: Uncertainty tolerance is a teachable, multifaceted competency. Curricular strategies should include early and repeated exposure, psychologically safe learning environments, structured reflection, and training in flexible thinking. Integrating these elements, particularly in high-stakes specialties like emergency medicine, may improve clinical reasoning, patient care, and clinician