Trial reportMedical education online2025
A cluster randomised crossover trial of single resilience and professionalism tutorials among undergraduate medical students.
Trial report in Medical education online, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Professional identity formation, professionalism, leadership and resilience: a longitudinal assessment in medical students.BMC medical education · 2026Article
- Transcultural validation and factorial invariance assessment of the EEA Resilience Scale in health sciences students from eight Latin American countries.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEvidence suggests that targeted interventions can improve medical students' perceptions of professionalism and professional identity formation, resilience and coping skills. However, it is unclear how many educational sessions are required for a meaningful impact. We aimed to determine the impact of single resilience/professionalism tutorials on Year 1 medical students' coping self-efficacy and resilience and perceptions of professionalism and professional identity formation. We also conducted a qualitative process evaluation.
methodsA cluster crossover design was used to evaluate tutorials. Student groups were randomly allocated to 'resilience first' and 'professionalism first' classes, followed immediately by the alternative tutorial. Students (
resultsWithin-group effects showed significant increases in scores for CSES and PSCOM, but irrespective of original group allocation. Qualitative results suggested three themes: positive aspects, limitations, and improving training. Several logistical issues were identified that may have inhibited tutorial efficacy.
conclusionWhile we found increased self-efficacy and professionalism scores, these could not be related to the efficacy of respective single tutorials, suggesting that multiple tutorials are required to impact these outcomes. While cross-over designs are feasible to implement, logistical issues may detract from their efficacy. Tutorials could potentially be improved by introducing more interactive learning methods.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.