Medical Education最新文献

{"title":"Stoking the fires of professional resistance: Trainees' efforts across time.","authors":"Tasha R Wyatt, Emily Scarlett, Vinayak Jain, Ting Lan Ma","doi":"10.1111/medu.15489","DOIUrl":"10.1111/medu.15489","url":null,"abstract":"<p><strong>Introduction: </strong>Researchers who study acts of resistance largely focus on efforts when they are at their peak, giving the impression that those who resist are in a constant state of arousal. What is missing in such studies is the variable of time, which is theorised to be intimately connected to power and resistance. To explore this aspect, we followed a group of trainees engaged in professional resistance against social injustice over the period of 1 year to understand how their efforts shifted across time. This longitudinal approach was meant to capture the temporality of resistance, specifically how time affects resistance efforts.</p><p><strong>Methods: </strong>Using a constructivist grounded theory approach for data collection and analysis, we conducted follow-up interviews with 13 trainees approximately 10 months apart. Interviews were analysed using holistic narrative analysis, in which we analysed contexts, subjectivities and interactions across the two time points. We then conducted a cross-case analysis and restoried the data to develop an understanding of how resistance shifts across time. Finally, we contextualised the data using the metaphor of open and zombie wildfires.</p><p><strong>Results: </strong>The findings demonstrate that when trainees transition to new institutions or professional positions, their access to power and interactions with colleagues shift, thus making it challenging for them to resist in ways they had done so earlier. In transitions where trainees were given power, the flames of resistance continued to blaze visibly. In other cases, without an appreciable change in power, resistance resembled more of a 'zombie fire', smouldering quietly underfoot.</p><p><strong>Discussion: </strong>Examining trainees' acts of resistance across time demonstrates that the work of advocacy and resistance is extremely taxing for trainees. Therefore, when they experience shifts in their context or subjectivity, they conserve energy and strategise their next move. This study provides new insight on the relationship between time and resistance.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"182-187"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142004580","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":"Forward thinking with reverse mentoring: Prioritising well-being over professional development.","authors":"Ashley V Simpson, Andrew Toby Merriman, Valerie Rae","doi":"10.1111/medu.15551","DOIUrl":"10.1111/medu.15551","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"246"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142372260","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":"Integrating design thinking for health promotion education.","authors":"Therdpong Thongseiratch, Nutthaporn Chandeying, Tanan Bejrananda","doi":"10.1111/medu.15574","DOIUrl":"10.1111/medu.15574","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"230-231"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142623609","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 the boundaries between clinician and teacher.","authors":"Irene Alexandraki","doi":"10.1111/medu.15586","DOIUrl":"10.1111/medu.15586","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"136-138"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142813694","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":"Formed in context: A mixed-methods study of medical students' mindsets in an Eastern culture.","authors":"Jiaxi Tan, Honghe Li, Pingmei Zhang, David A Hirsh","doi":"10.1111/medu.15491","DOIUrl":"10.1111/medu.15491","url":null,"abstract":"<p><strong>Introduction: </strong>Mindsets have become an important focus in the fields of social and cognitive psychology. When holding a growth mindset, people appear more likely to engage in hard work and effort to foster success, seeing setbacks as necessary for learning. When holding a fixed mindset, in contrast, people tend to believe success comes from innate ability, seeing setbacks as evidence of inability. As such, mindsets affect students' learning, resilience and personal development. There is little empirical evidence, however, regarding how medical students perceive mindsets and the fundamental determinants of mindset formation, especially in non-Western contexts. This study investigated medical students' mindsets and perceptions of mindset formation with the aim of broadening the cross-cultural understanding of self-theories.</p><p><strong>Methods: </strong>Using a convergent mixed-methods approach at a medical school in China, the authors conducted a survey and four focus groups with medical students in first to third years. Quantitatively, we used the Dweck Mindset Scale to describe medical students' mindsets in the domains of intelligence and talent. Qualitatively, we analysed focus group data using a grounded theory approach to develop a descriptive model.</p><p><strong>Results: </strong>Survey results included 464 responses for quantitative analysis. Multivariable regression found that Year 3 students had more fixed mindsets for intelligence and talent (p < 0.05) compared with Year 1 students. Rural students reported a more mixed mindset for intelligence compared to urban students (p < 0.05). Qualitative analysis of focus group data yielded four major categories: beliefs about mindsets, conceptualization of mindsets, achievement motivation and source of mindset formation. We developed a Mindset Basis Model to depict connections among the factors students perceived to influence mindset formation-intra- and interindividual factors; contextual factors; and micro-, meso- and macro-system factors-and students' motivation regarding achievement.</p><p><strong>Conclusion: </strong>The study describes medical students' mindsets for the domains of intelligence and talent and explores how they conceptualised these mindsets. The findings indicate that factors influencing mindsets do not operate in isolation but through intricate interactions among multilevel factors embedded within a context.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"210-225"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142017933","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":"Impact of liminality and rituals on professional identity formation in physician training.","authors":"Jian-Hua Hong, Chun-Lin Chu, Daniel Fu-Chang Tsai, En-Chi Liao, Huei-Ming Yeh","doi":"10.1111/medu.15483","DOIUrl":"10.1111/medu.15483","url":null,"abstract":"<p><strong>Purpose: </strong>The transition from medical student to practicing physician affects the complex processes of professional identity formation and professionalism, which have a lasting effect on the physician's career development. This study explored two different transitional processes of medical students in Taiwan, the associated rituals during this transitional period (the 'liminal phase') and their effect on the formation of professional identity.</p><p><strong>Method: </strong>Using snowball sampling, we recruited 13 medical students from two training systems: six from the traditional postgraduate year programme and seven from the accelerated postgraduate year (A-PGY) programme. Semi-structured interviews were thematically analysed to identify significant themes that encapsulated trainees' experiences. A consistent and mutually confirmed discussion ensured the identification of robust recurring themes.</p><p><strong>Results: </strong>A comparative analysis of the two training modalities provided critical insights into the relative impact of the training dynamics. The A-PGY cohort, subjected to an altered 'incorporation' ritual, encountered an influx of unexpected symbolic social power, complicating their transformation within the liminal phase. Without a defined internship like in the PGY system, A-PGY trainees exhibited confusion and inconsistencies in professional identity formation marked by conflicting internal and external perceptions. This ambiguity affected their clinical training, social integration and overall development of professionalism. The absence of a structured, sequential liminal phase increased conflict and diminished motivation, culminating in an incomplete self-crafting journey for A-PGY trainees.</p><p><strong>Conclusions: </strong>This study highlights the impact of the well-sequenced implementation of rituals in liminality on professional identity formation. A good transition training programme for medical students should compass sequential rituals in the liminal phase, including clear starting and ending points, supervision by seniors, guided reflection and plenty of opportunities for observation and imitation in context. Optimal training and pivotal elements in a medical training system warrant delicate design and further research when developing and changing the structure of the training programme.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"173-181"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141875277","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":"Empowering dental students' collaborative learning using peer assessment.","authors":"Marwa Madi, Shazia Sadaf, Amal Asiri, Jehan AlHumaid","doi":"10.1111/medu.15580","DOIUrl":"10.1111/medu.15580","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"238-239"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142623606","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, learning and becoming: Narratives of feedback in complex performance challenges.","authors":"Margaret Bearman, Mary Dracup, Rola Ajjawi, Catherine Kirby, James Brown","doi":"10.1111/medu.15469","DOIUrl":"10.1111/medu.15469","url":null,"abstract":"<p><strong>Introduction: </strong>Becoming a general practitioner (or family medicine specialist) is challenging, as trainees learn to manage complex and ambiguous situations. Feedback is a key component of this learning. Although research has tended to focus on feedback's momentary processes and impacts, there is value in seeking to understand the work it does over time and how trainees position themselves across multiple feedback encounters. We ask: how do newly qualified GPs narrate themselves and their experiences with complex performance challenges? Within these narratives, what is the role of feedback?</p><p><strong>Methods: </strong>The research adopts a holistic and sequential narrative analysis approach, with in-depth narrative interviews of 16 general practice trainees who had just completed their training requirements. The analysis involved restorying the participant narratives chronologically. Each narrative formed a unit of analysis where narrative commonalities across plots, characters, emotions and the role of feedback were interpreted.</p><p><strong>Results: </strong>Four plotlines within GP trainees' stories of complex performance challenges were identified: Journeyperson, Hero's Quest, Solo Journeyer and Endless Struggle. Trainees, supervisors and feedback are positioned differently within these plotlines. Narratives were saturated with emotions.</p><p><strong>Discussion: </strong>The plotlines bring together an alternative way of understanding how feedback, learning and becoming are woven together. They illustrate how multiple interactions with patients, supervisors, peers and systems thread together into an overall trajectory. How a trainee positions themselves as protagonists and who they characterise as their antagonists can help direct the focus of supervisors' feedback conversations.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"164-172"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11708812/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141559143","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":"'Whispers of inclusion amidst the shouts of omission'-Breaking stereotypes and discrimination using queer arts in medical education.","authors":"Krishna Mohan Surapaneni","doi":"10.1111/medu.15579","DOIUrl":"10.1111/medu.15579","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"242-243"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142623677","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":"Enhancing student engagement in anatomy by integrating technology to modify a practical exam.","authors":"Kanza Muzaffar, Rozmeen Akbar, Sadia Cassim, Zehra Jamil","doi":"10.1111/medu.15577","DOIUrl":"10.1111/medu.15577","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"236-237"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142623608","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}