Medical Education最新文献

{"title":"Accurate contextual reporting amidst dynamic AI curricula development: A response to Zainal and colleagues.","authors":"Li Yunkai Andrew, Quek Yong Jing Daniel, Minyang Chow, Bernett Lee, Jennifer Cleland, Chia Faith Li-Ann","doi":"10.1111/medu.70241","DOIUrl":"10.1111/medu.70241","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1285-1286"},"PeriodicalIF":6.2,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13653290/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147931041","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":"Caring for older adults: Students' experiences beyond the cure-care divide.","authors":"Kenechi Herler, Louis John Koizia, Benjamin Howell Lole Harris","doi":"10.1111/medu.70246","DOIUrl":"10.1111/medu.70246","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1287-1288"},"PeriodicalIF":6.2,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148055496","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":"Are medical curricula dead or alive?","authors":"Ulf S Ebeling","doi":"10.1111/medu.70346","DOIUrl":"https://doi.org/10.1111/medu.70346","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224271","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":"'Ritualistic' examiner training and calibration.","authors":"Walter Tavares","doi":"10.1111/medu.70345","DOIUrl":"https://doi.org/10.1111/medu.70345","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224423","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":"Exploring sense of belonging in medical students: A scoping review.","authors":"Stephanie Bull, Lynelle Govender, Agalya Ramanathan, Laura Knight, Katie Scott, Sukhi Ubhi, Jo Horsburgh","doi":"10.1111/medu.70336","DOIUrl":"https://doi.org/10.1111/medu.70336","url":null,"abstract":"<p><strong>Background: </strong>Sense of belonging is increasingly discussed in health professions education and predominantly recognised as a necessary state for students' success. This study aims to synthesise the evidence and consider what it means to belong as a medical student, what impact it has on students and what influences its development.</p><p><strong>Methods: </strong>A scoping review using the Arskey and O'Malley's five-step framework was conducted. MEDLINE, EMBASE, PsychINFO, GlobalHealth, LILACS and Sabinet were searched for research articles relating to sense of belonging in medical students until 12 December 2025.</p><p><strong>Results: </strong>Three hundred ten articles were identified. One hundred sixty-two used the term belonging and 148 a closely related term. One hundred thirty-six of these did not provide a definition. The number of articles from authors in high-income countries was 25-fold and 50-fold higher than that of authors from lower-middle income and low-income countries, respectively. Well-being was the most cited effect of belonging (130 articles), followed by increased learning and professional identity formation. Only 10 articles considered the impact of sense of belonging on student attainment. Demographic factors such as ethnicity and socio-economic background influenced students' sense of belonging. Features of the learning environment were also important, including inclusive practice, diversity and representation, student support, facilitating student connection and meaningful involvement in clinical practice. Recommendations made to promote belonging mirrored the influencing factors. Only 26 articles presented initiatives designed to promote sense of belonging among medical students.</p><p><strong>Discussion: </strong>When considering the influences, impacts of and recommendations for developing sense of belonging, the collated evidence supports some commonly held narratives but is also lacking in some areas, with lack of definitions of belonging also creating ambiguity. The deficit of study participants from lower-middle and low-income countries means that care needs to be taken when applying these findings to those settings.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149195234","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":"Disabled doctors are caught in medicine's Catch-22.","authors":"Megan E L Brown, Gill Vance","doi":"10.1111/medu.70339","DOIUrl":"https://doi.org/10.1111/medu.70339","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149182895","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":"Health equity is the goal of medical education: Implications for assessment validity.","authors":"Julia Blitz, Anthea Hansen","doi":"10.1111/medu.70340","DOIUrl":"https://doi.org/10.1111/medu.70340","url":null,"abstract":"<p><strong>Introduction: </strong>Prevailing health inequities, viewed as a matter of social justice, have catalysed an intentionality about ensuring that medical graduates can contribute to more equitable health outcomes. Medical education programmes are grappling with what this means for the assessment imperative. Attention has been given to criteria for judging assessment quality, with validity remaining an important criterion. In this paper, we explore the implications of health equity for validity and ask whether plans of assessment that do not provide evidence of students' capacity to act to advance health equity can be considered valid.</p><p><strong>Health equity as a consideration in assessment: </strong>We align with calls for medical education curricula and their assessment plans to fulfil medicine'ssocial contract to respond to societal health needs. We suggest that such a commitment requires us to explicitly address health equity and the inequitable health outcomes experienced by patients and communities. In turn, it challenges us to reflect on what addressing these inequities might mean for the validity and interpretation of the inferences we make from our assessments.</p><p><strong>Reconsidering assessment validity through a health equity lens: </strong>Drawing on scholarship related to assessment validity, health equity and social justice, we identify conceptual and practical challenges associated with foregrounding health equity as a central component of assessment validity. Using a health equity lens, we propose a set of heuristic prompts spanning purpose, constructs, evidence, inferences, learning effects, context, stakeholders, and systems and structures. These prompts are intended to foster critical reflection on how current understandings of assessment validity might be broadened when advancing health equity is recognised as a core goal of medical education.</p><p><strong>Conclusion: </strong>Rather than offering definitive solutions, we seek to provoke dialogue about the consequences for our students and society when we do not embrace considerations of health equity in our programmes of assessment. We contend that if medical education is committed to advancing health equity, assessment of our students cannot be deemed valid unless it provides evidence to support decisions on their ability to act towards health equity.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149182825","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":"Protectionist politics: A postcolonial analysis of the discourse introducing the UK's medical training prioritisation bill.","authors":"Mo Al-Haddad, Mohammed Ahmed Rashid","doi":"10.1111/medu.70341","DOIUrl":"https://doi.org/10.1111/medu.70341","url":null,"abstract":"<p><strong>Introduction: </strong>Rising nationalist sentiment and backlash against equity, diversity and inclusion are reshaping Western political discourse, increasingly framing international medical graduates (IMGs) as threats despite health systems' reliance on them. In January 2026, the UK Parliament introduced the Medical Training (Prioritisation) Bill, prioritising UK graduates over IMGs-a stark reversal of the UK's previous equity commitments, with implications beyond the UK. Using postcolonial theory, we conducted a Critical Discourse Analysis of media, documents and parliamentary transcripts to examine the discourse that justified the Bill and its connection to historic power dynamics.</p><p><strong>Methods: </strong>Systematic database searches (LexisNexis U, PubMed, Google advanced search and Google Scholar) were used to generate a corpus of documents published between the first and third reading of the Bill in UK Parliament, 13 January 2026 to 27 January 2026. The corpus was analysed using critical discourse analysis informed by the contrapuntal method of Edward W. Said, a prominent postcolonial theorist.</p><p><strong>Results: </strong>Thirty-one documents were identified from government departments, national organisations, medical unions and associations, and the medical and national press. The dominant discourse was that of protection of UKMGs and UK interests from IMGs. It positioned UKMGs as being superior to IMGs. The Bill was presented as urgent without a clear rationale for what was driving this urgency. Finally, a notably minor discourse was that of inversion that advocated for IMGs as worthy of protection.</p><p><strong>Conclusions: </strong>As anti-migration narratives become more widespread globally, the framing of health-care worker migration policy will be increasingly significant to those recruiting and training them. The shift in discourse that introduced new medical training legislation in the UK should alert health professions educators, leaders and policymakers to the potential impact on IMG experiences and to further shifts in the depiction of IMGs at work and in public.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149181802","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":"Feedback patterns in practice: Sense-making as the deal-breaker.","authors":"Renske A M de Kleijn","doi":"10.1111/medu.70342","DOIUrl":"https://doi.org/10.1111/medu.70342","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149166276","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":"Treading the paths of guarding, guiding and growing: A positioning analysis of senior residents' identity constructions in clinical teaching activities.","authors":"Kuo-Chen Liao, Chang-Hsuan Peng, Lynn V Monrouxe","doi":"10.1111/medu.70331","DOIUrl":"https://doi.org/10.1111/medu.70331","url":null,"abstract":"<p><strong>Introduction: </strong>Senior residents occupy a structurally peculiar position in clinical training: Simultaneously learners and teachers, they bear responsibility for both trainee development and patient safety. Although residents-as-teachers programmes have proliferated, most target technical skills rather than the identity work involved in becoming a clinical teacher. Little is known about what identities senior residents construct, or how, as they narrate their teaching experiences.</p><p><strong>Methods: </strong>Informed by positioning theory within a social constructionist paradigm, we conducted a discursive narrative inquiry using 23 longitudinal individual interviews with 14 purposively sampled senior internal medicine residents (R3-R4; nine female, five male) at a tertiary medical centre in northern Taiwan (2018-2021). Data analysis proceeded in two stages: thematic framework analysis to identify key narrative plotlines, followed by three-level positioning analysis examining character trope construction within stories, between narrator and interviewer and in relation to broader societal discourses.</p><p><strong>Results: </strong>Three narrative plotlines organised senior residents' teaching stories: guarding, guiding and growing. Within these, 14 character tropes were identified, including experienced doctor, inexperienced teacher, guardian, guide and persistent learner. They were drawn upon fluidly and often simultaneously, revealing identity constructions that were dynamic and contextually contingent. Two overlapping socialisation transitions were visible across the data: From inexperienced trainee to experienced doctor and from experienced doctor to inexperienced teacher, each carrying emotional labour that institutional structures largely left unaddressed.</p><p><strong>Discussion: </strong>Senior residents' identity constructions are neither fixed nor unidirectional but continuously negotiated in the flow of clinical teaching interactions. Our findings expose an underexamined tension: The emotional and ethical burden of dual-role navigation is routinely borne by individuals rather than absorbed by organisations. Residents-as-teachers programmes that attend only to technical competence risk missing this entirely. Fostering reflective identity work and distributing accountability for clinical supervision represent more productive directions.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149164869","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}