Medical Education最新文献

{"title":"\"Don't shut down, these conversations need to happen\": Indigenous health professionals insights for advancing anti-racism in health care.","authors":"Ana K Rame-Montiel, Lynden Crowshoe, Elizabeth Oddone Paolucci, Pamela Roach, Ghazwan Altabbaa, Rita Henderson","doi":"10.1111/medu.70125","DOIUrl":"10.1111/medu.70125","url":null,"abstract":"<p><strong>Background: </strong>Indigenous peoples around the world continue to experience systemic racism and discrimination within health care, as a direct consequence of colonisation. In settler-colonial states, such as Canada, current approaches to tackling anti-Indigenous racism are often designed by non-Indigenous peoples. Combating racism necessitates that health care policies and practices be co-constructed with Indigenous communities.</p><p><strong>Objective: </strong>This study explored insights from Indigenous health professionals, educators and community members. It aimed to identify pathways for justice and equity-based medical curricular reform that, while being Indigenous-led, also engage practitioners in institutional accountability.</p><p><strong>Methods: </strong>Semi-structured interviews were conducted with 12 Indigenous individuals with extensive experiential, professional and academic experience with the health care system and health professions education.</p><p><strong>Results: </strong>This study highlights the ongoing impacts of anti-Indigenous racism in medical education and health care settings. Indigenous-specific racism within medicine manifests through the dehumanisation of Indigenous peoples, deficit-based approaches to Indigenous health education, and the erasure, omission, or other types of violence and epistemic injustices in educational settings and curricula design. Indigenous approaches to addressing it pivot around sovereignty and self-determination. These include nurturing the Indigenous principle of relationality within institutions, policies, education and interactions; challenging dehumanising narratives by centring Indigenous voices; and re-humanising medical practice through skills that foster connectedness and by embedding justice and equity as core tenets of medical practice.</p><p><strong>Conclusion: </strong>Indigenous knowledge, principles and insights offer promising approaches for paving the way towards equity- and justice-centred medical practice and education. This study underscores the need to centre Indigenous voices, incorporate Indigenous knowledge and meaningfully engage with communities to embed health equity and justice at the core of medical education and practice.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"625-637"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129635/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145743181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual reality in surgical training: Ethical considerations for competence and data use.","authors":"Hana Abbasian","doi":"10.1111/medu.70075","DOIUrl":"10.1111/medu.70075","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"708-709"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145337092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From 'imposter' to insight: Reframing imposter phenomenon in health professions education.","authors":"Michael Gottlieb, Dayle Davenport","doi":"10.1111/medu.70193","DOIUrl":"10.1111/medu.70193","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"590-592"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146220401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Wicked problems, collective solutions: Centring well-being via Nominal Group Technique.","authors":"Matthew Lipinski, Lyn K Sonnenberg, Kordan Harvey, Jerry Maniate, Victor Do","doi":"10.1111/medu.70119","DOIUrl":"10.1111/medu.70119","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"705-706"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When I say … generalism.","authors":"Tim J Wilkinson, Andy Wearn","doi":"10.1111/medu.70082","DOIUrl":"10.1111/medu.70082","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"602-604"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145604798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When medical drama becomes didactic: Learning through episode-based error analysis in medical TV series.","authors":"Martin Freesmeyer, Philipp Seifert, Christian Kühnel","doi":"10.1111/medu.70108","DOIUrl":"10.1111/medu.70108","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"693-694"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145513189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual escape rooms for electronic health record orientation.","authors":"Hali N Peterson, Elizabeth R Vogel, Jeffrey Huang","doi":"10.1111/medu.70114","DOIUrl":"10.1111/medu.70114","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"699-700"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking the impostor phenomenon: An umbrella review of concept, context and interventions.","authors":"Mia Gisselbaek, Mohamed Seyour, Sarah Saxena, Joana Berger-Estilita, Kori A LaDonna, Nadia Elia, Georges L Savoldelli","doi":"10.1111/medu.70076","DOIUrl":"10.1111/medu.70076","url":null,"abstract":"<p><strong>Background: </strong>Impostor Phenomenon (IP) is a psychological experience characterized by persistent self-doubt and an inability to internalize achievements, leading to negative emotional and professional consequences. In health professions education (HPE), IP is of particular concern because it has been linked to learner well-being, professional development and potentially to patient safety. Despite growing interest in IP within health care and academic settings, uncertainties remain about how IP is conceptualized, the contextual factors that shape its occurrence and the effectiveness of interventions to address it. This umbrella review synthesizes existing systematic and scoping reviews to examine (1) IP's conceptualization, (2) the contextual influences associated with its occurrence and (3) the effectiveness of interventions aimed at reducing its impact.</p><p><strong>Methods: </strong>This umbrella review is reported following the PRISMA-ScR guidelines. A comprehensive literature search was conducted in Medline, Embase, PubMed, PsycINFO, Scopus, Web of Science, CINAHL, Cochrane Library and ERIC from November 27th to December 4th, 2024. Systematic and scoping reviews on IP and related interventions were included. Methodological quality was assessed using AMSTAR-2 and the Joanna Briggs Institute (JBI) Critical Appraisal Tool.</p><p><strong>Results: </strong>Sixteen reviews (eight systematic and eight scoping) covering diverse populations and methodologies were included. The reviews revealed a lack of conceptual consistency and challenges in measuring and comparing IP, with no gold-standard assessment tool. Reported prevalence varied widely- reflecting conceptual and measurement challenges- with risk factors including perfectionism, marginalized status and hierarchical workplace cultures. Coaching, online self-study modules and mindfulness-based interventions showed potential in reducing IP intensity, but the methodological quality of intervention studies was inconsistent, with few high-quality studies.</p><p><strong>Conclusions: </strong>Results highlight the need for conceptual refinement, standardized measurement tools and rigorous intervention research on IP. Future studies should focus on deconstructing and reconceptualizing IP, as well as developing multidimensional assessment frameworks and evaluating evidence-based interventions to improve confidence and competence among individuals experiencing IP.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"607-624"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129615/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145390826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cracks and lights of assessment implementation in competency-based medical education.","authors":"Valdes Roberto Bollela, Ugo Caramori","doi":"10.1111/medu.70213","DOIUrl":"10.1111/medu.70213","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"599-601"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129629/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147654451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The illusion of academic freedom and the promise of the undercommons.","authors":"Zareen Zaidi, Bridget C O'Brien","doi":"10.1111/medu.70219","DOIUrl":"10.1111/medu.70219","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"593-595"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147593098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}