ArticleBMC medical education2026
Evaluation of professional course teaching behavior and self-reported professional competence in medical students: the effects of professional identity evaluation and campus environment satisfaction.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
objectiveThis study examines the association between professional course teachers' teaching behavior and medical students' self-reported professional competence, with a particular focus on the mediating role of professional identity evaluation and the moderating role of campus environment satisfaction.
methodsA cross-sectional survey design was employed, recruiting 430 full-time undergraduate students from a medical university in Guizhou Province, China. Data were collected via self-reported questionnaires measuring four core variables—evaluation of teaching behavior, professional identity evaluation, campus environment satisfaction, and self-reported professional competence—using 5-point Likert scales. Mediation and moderation analyses were conducted using the PROCESS macro for SPSS.
results(1) Teaching behavior evaluation was significantly and positively associated with self-reported professional competence; (2) Professional identity evaluation partially mediated this relationship; and (3) Campus environment satisfaction significantly moderated the association between professional identity evaluation and self-reported professional competence, such that the positive relationship was stronger at higher levels of campus environment satisfaction.
conclusionsThese findings offer theoretical insights and practical implications for optimizing teaching behaviors and enhancing the cultivation of professional competence among medical students.
Indexed as
Identifiers
What OpenQuestion holds
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.