Medical Education最新文献

Guidance for novice writers by those who share their identity. 与自己有共同身份的人对新手作家的指导。

IF 5.2 1区教育学

Medical Education Pub Date : 2025-07-31 DOI: 10.1111/medu.70016

Elisha Jackson, Cleavon Covington, José E Rodríguez, Judy C Washington, Stacy A Ogbeide, Kendall M Campbell

引用次数: 0

Generalist Clinical Mentors: Innovation in undergraduate medical education. 多面手临床导师：本科医学教育的创新。

IF 5.2 1区教育学

Medical Education Pub Date : 2025-07-31 DOI: 10.1111/medu.70006

Zoё McElhinney, Fiona Graham

引用次数: 0

Bridging patterns and practice: Cultivating shared understanding in health professions education. 衔接模式与实践：在卫生专业教育中培养共同理解。

IF 4.9 1区教育学

Medical Education Pub Date : 2025-07-25 DOI: 10.1111/medu.70013

Louise M Allen, Carolin Sehlbach

引用次数: 0

Practical wisdom and the integration of science and humanism in medicine. 医学的实践智慧与科学与人文的融合。

IF 4.9 1区教育学

Medical Education Pub Date : 2025-07-23 DOI: 10.1111/medu.70010

Lauris C Kaldjian

引用次数: 0

The doctor as an educator-A call to action. 作为教育者的医生——行动的号召。

IF 4.9 1区教育学

Medical Education Pub Date : 2025-07-23 DOI: 10.1111/medu.70011

Stephanie Penswick, Victoria Sobolewska

引用次数: 0

Narrative candour: Learning from diverse stories of imperfect medical practice. 叙述的坦率：从不完美的医疗实践的不同故事中学习。

IF 4.9 1区教育学

Medical Education Pub Date : 2025-07-20 DOI: 10.1111/medu.70005

Margaret Bearman, Elizabeth Molloy, Lara Varpio

{"title":"Narrative candour: Learning from diverse stories of imperfect medical practice.","authors":"Margaret Bearman, Elizabeth Molloy, Lara Varpio","doi":"10.1111/medu.70005","DOIUrl":"https://doi.org/10.1111/medu.70005","url":null,"abstract":"Introduction: Medical training often induces stress and burnout, exacerbated by competition and imposter syndrome, which can collectively contribute to trainee distress. Drawing from narrative theories, this conceptual paper examines how myths of the heroic doctor and discourses of exceptionalism contribute to this distress, suggesting that little stories may be harnessed to counterbalance these myths and promote more collaborative and inclusive practices.Theoretical framing: The doctor as hero myth promotes selflessness and excellence, but it simultaneously overshadows the contributions of day-to-day acts and of the collective healthcare team. A greater diversity of narratives may be needed for valuing doctors in all their various roles. Alternative narratives-including counternarratives-can challenge dominant stories in everyday clinical education and offer new perspectives by highlighting voices that are often less heard, which can provide valuable insights and disrupt conventions.Conceptualisation: Narrative candour is presented as an educational approach where revealing less-than-ideal stories of practice can promote learning, within informal practice interactions, formal curricula and even ceremonial occasions. Stories of everyday imperfections-e.g., of moments when the doctor is not the protagonist, of inspiration without greatness, of denied resolutions-are offered as means of bringing narrative candour to life. They can be powerfully conveyed: told at formal events of recognition (e.g., commencement) by senior community members or shared with peer or embedded into the informal stories of daily healthcare delivery.Conclusion: Narrative candour might have substantial impact on individuals, relationships and broader communities-all in the name of understanding doctors as complex and diverse humans rather than simply the trope of exceptional heroes.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144675247","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}

引用次数: 0

When I say 'edutainment'. 当我说“寓教于乐”的时候。

IF 4.9 1区教育学

Medical Education Pub Date : 2025-07-18 DOI: 10.1111/medu.70009

Sze-Yuen Yau, Ching-Yi Lee

引用次数: 0

When I say … informed consent. 我说的是知情同意。

IF 4.9 1区教育学

Medical Education Pub Date : 2025-07-17 DOI: 10.1111/medu.70008

Cormac McGrath, Per J Palmgren, Matilda Liljedahl

引用次数: 0

Simulated anatomy ward rounds: Bridging preclinical and clinical assessment. 模拟解剖查房：衔接临床前和临床评估。