Medical Education最新文献

{"title":"The bridge model: Transforming anatomy education through dynamic co-teaching.","authors":"Thanh Quang Nguyen, Le Dinh Duy Tran, Siaw Cheok Liew","doi":"10.1111/medu.15738","DOIUrl":"https://doi.org/10.1111/medu.15738","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317307","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":"Tolerance of ambiguity and psychological wellbeing in newly qualified doctors: An analysis over multiple time points.","authors":"Jason Hancock, Obioha C Ukoumunne, Bryan Burford, Gillian Vance, Thomas Gale, Karen Mattick","doi":"10.1111/medu.15743","DOIUrl":"https://doi.org/10.1111/medu.15743","url":null,"abstract":"<p><strong>Introduction: </strong>There is evidence of an association between tolerance of ambiguity and psychological wellbeing in doctors, but this relationship is not well understood. We explored this relationship, and the individual or workplace factors moderating it, in a population of newly qualified doctors.</p><p><strong>Methods: </strong>We examined the experiences of newly qualified doctors in the UK as they started a novel interim role (Time 1) and later moved into foundation year 1 roles (Times 2 and 3) during the COVID-19 pandemic. Doctors completed the Tolerance of Ambiguity of Medical Students and Doctors scale (TAMSAD Range: 0-100), the Perceived Stress Scale (PSS: 0-40), the Hospital Anxiety and Depression Scale (HADS: 0-21) and the Copenhagen Burnout Inventory (CBI: 0-100), over four months. Cross-sectional and longitudinal relationships between tolerance of ambiguity (TAMSAD) and wellbeing outcomes (PSS, HADS, CBI) were examined and potential moderators (age, gender, recent change in working environment) were explored.</p><p><strong>Results: </strong>A total of 451 participants completed the survey at Time 1, 214 at Time 2, 172 at Time 3. Higher tolerance of ambiguity was associated with lower levels of stress (regression coefficient: -0.09, R2 = 1.6%, p = 0.008), anxiety (-0.06, R2 = 1.6%, p = 0.009), depression (-0.03, R2 = 1.1%, p = 0.03) and workplace burnout (-0.40, R2 = 3.9%, p < 0.001) at Time 1. It was associated with lower levels of anxiety (-0.08, R2 = 2.4%, p = 0.03) at Time 2 and stress (-0.16, R2 = 3.4%, p = 0.02) at Time 3. Individual factors (being over 25 years, being female) and workplace factors (not moving location) seemed to strengthen the relationship between tolerance of ambiguity and psychological wellbeing.</p><p><strong>Conclusion: </strong>There appears to be a longitudinal relationship between lower tolerance of ambiguity and reduced psychological wellbeing in early career doctors within the UK. This study emphasises the importance of supporting all graduating doctors to navigate clinical ambiguity however further research is needed outside of the context of COVID-19.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310166","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":"The tip of the iceberg and beyond: Here's to all those who enable health professional education.","authors":"Kevin W Eva","doi":"10.1111/medu.15759","DOIUrl":"https://doi.org/10.1111/medu.15759","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317308","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":"Is ultrasound training sustainable? A systematic review of competency retention in healthcare trainees.","authors":"Liang-Wei Wang, Cheng-Heng Liu, Wen-Yi Li, Wen-Chu Chiang, Yen-Lin Chiu, Matthew Huei-Ming Ma, Huey-Ling Chen, Chih-Wei Yang","doi":"10.1111/medu.15751","DOIUrl":"https://doi.org/10.1111/medu.15751","url":null,"abstract":"<p><strong>Purpose: </strong>Despite Point-of-Care Ultrasound (PoCUS) emerging as an essential clinical skill, evidence regarding practitioners' knowledge retention and competence remains poorly synthesized. This systematic review sought to evaluate PoCUS competency retention patterns using the Indication, Acquisition, Interpretation, Medical decision-making (I-AIM) framework following various educational interventions and to identify factors influencing long-term skill retention among healthcare professional trainees.</p><p><strong>Methods: </strong>The authors conducted a systematic review by searching PubMed, the Cochrane Library and Embase databases (1990-2024) for studies evaluating PoCUS educational interventions with objective competency measures and retention assessment. Data were analysed based on educational strategies, course duration and retention patterns across I-AIM domains.</p><p><strong>Results: </strong>Thirty-one studies met the inclusion criteria, comprising 1638 participants (38.6% medical students, 20.5% attending physicians). Most studies employed a single-group pretest-posttest design (54.8%) and demonstrated moderate-to-high methodological quality (Medical Education Research Study Quality Instrument median: 12.5, interquartile range [IQR]: 11.0 to 13.0). Within the I-AIM framework analysis, all domains of competency retention demonstrated a decline over a 1-12-month follow-up period. The Acquisition domain showed the most significant decline with median percentage changes of -11.8% (IQR: -16.5% to -6.4%), followed by Interpretation, Medical decision-making and Indication. Short-course programs (≤4 h) demonstrated greater competency decline (median: -11.8%, IQR: -16.9% to -4.4%) compared to long-course programs (median: -2.6%, IQR: -6.8% to 1.3%). Hands-on practice with high-fidelity simulation and clinical context integration were associated with superior retention outcomes across multiple domains.</p><p><strong>Conclusions: </strong>Ultrasound competence retention showed variable decay patterns across I-AIM domains, with Acquisition skills showing the most pronounced deterioration, particularly following short-course programs. Comprehensive training programs integrating high-fidelity hands-on practice and clinical context may enhance PoCUS retention for healthcare providers.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310147","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":"Equity begins with everyone: Bridging the divide.","authors":"Benjamin Mba, Cayetana Navarro, Sarah Ngongi-Wumba","doi":"10.1111/medu.15735","DOIUrl":"https://doi.org/10.1111/medu.15735","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144302482","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 … interprofessional collaboration.","authors":"Zubin Austin, Walter Eppich, Tina Brock","doi":"10.1111/medu.15753","DOIUrl":"https://doi.org/10.1111/medu.15753","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310167","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":"Beyond the 'tick-box': Redesigning a course review process that fosters dialogue and exchange of ideas.","authors":"Louise Beckingsale, Anthony Ali, Lutz Beckert","doi":"10.1111/medu.15754","DOIUrl":"https://doi.org/10.1111/medu.15754","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144302481","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":"Immersive virtual reality training: Addressing challenges and unlocking potentials.","authors":"Amalie Middelboe Sohlin, Jesper Kjærgaard, Ida Madeline Hoffman, Todd P Chang, Anja Poulsen, Joy Yeonjoo Lee, Line Klingen Gjærde, Stine Lund, Lone Paulsen, Jette Led Sørensen, Gritt Overbeck","doi":"10.1111/medu.15748","DOIUrl":"https://doi.org/10.1111/medu.15748","url":null,"abstract":"<p><strong>Background: </strong>Simulation-based training has significantly improved healthcare professionals' skills and patient outcomes. Immersive virtual reality is gaining attention in this field and offers potential educational benefits. However, little is known about how key stakeholders in simulation-based training and debriefing receive a complex intervention like immersive virtual reality. This study explores the enablers, barriers and applied debriefing strategies involved in using immersive virtual reality in simulation-based training.</p><p><strong>Methods: </strong>We purposefully sampled simulation centre directors, course leaders and researchers within debriefing, simulation-based emergency training and immersive virtual reality. First, they observed and debriefed an online immersive virtual reality-based emergency training. Then, they participated in an individual semi-structured interview that was audio recorded and transcribed. We coded and analysed the data based on a reflexive thematic analysis method with a constructionist framing, guided by normalisation process theory as a theoretical lens. All co-authors informed and validated the identified themes.</p><p><strong>Results: </strong>We conducted 10 individual semi-structured interviews and generated five main themes on factors that supported or impeded the normalisation of immersive virtual reality for simulation-based training: understanding, engagement, strategies in action, appraisal and psychological safety.</p><p><strong>Discussion: </strong>Immersive virtual reality contains unique challenges and potential for simulation-based training. Its strengths and limitations should be carefully considered in relation to learning goals, the target group and context. This study explored the advantages and disadvantages of various immersive virtual reality features in relation to different learning objectives and proposed practical strategies for enhancing learning in immersive virtual reality simulation-based training.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144302483","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":"Navigating the research landscape: How paradigms shape health professions education research.","authors":"Meredith Young, Lara Varpio","doi":"10.1111/medu.15752","DOIUrl":"https://doi.org/10.1111/medu.15752","url":null,"abstract":"<p><strong>Context: </strong>The rich and varied landscape of Health Profession Education (HPE) research includes many different approaches to research practice, often reflecting different research paradigms and different ontological, epistemological and axiological positions. The coexistence of different approaches to research practice and the valuing of interdisciplinary research means those conducting research in HPE must not only be able to situate their work within this landscape but also have an appreciation of similarities and differences across research practices in order to conduct or engage with interdisciplinary scholarship. To support HPE scholars and researchers in navigating the interdisciplinary HPE research landscape, we provide an overview of six paradigms used in HPE research and provide several means through which to compare and contrast their attributes.</p><p><strong>Method: </strong>Using a metaphor of mapping the HPE research landscape, we present three maps through which to examine the similarities, differences and areas of overlap across six key paradigms in HPE research. Focusing on the ontological, epistemological and axiological elements of these different paradigms, we provide an opportunity for readers to consider these paradigms concurrently.</p><p><strong>Discussion: </strong>These three means of mapping can be reflective aids for those engaging in HPE research; allowing for a nuanced consideration of ontological, epistemological and axiological position for a given research practice. Having an understanding of research practices and approaches that span multiple paradigms can help support individual scholars to situate their work within the HPE landscape and help research teams engaging in interdisciplinary research navigate important paradigmatic differences. We hope that these maps provide tools and terminology to better navigate research landscapes while recognizing that maps can never accurately reflect the full complexity, nuance and detail of the territory.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144302484","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":"'I don't know'-reclaiming not-knowing in medical transitions.","authors":"Yvonne Carlsson, Matilda Liljedahl","doi":"10.1111/medu.15757","DOIUrl":"https://doi.org/10.1111/medu.15757","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144293998","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}