Medical Education最新文献

{"title":"Supporting resident inbox management with screen-casted videos","authors":"Jessica E. Murphy, Mindy Sobota","doi":"10.1111/medu.15521","DOIUrl":"10.1111/medu.15521","url":null,"abstract":"<p>Managing an electronic health record (EHR) inbox is a task required of most practicing physicians regardless of specialty. With the increased adoption of EHRs, the volume of material getting routed to clinician inboxes has increased, making this task ever more challenging. No clear standards exist for how to teach inbox management to trainees such as medical residents. Internal medicine residents report challenges with inbox management and cite it as a source of frustration. Not all faculty are facile with the EHR and prepared to teach this topic to learners.</p><p>To address this problem, our institution created a support infrastructure to guide residents in inbox management. In addition to pre-clinic conference sessions teaching inbox management to learners, we created a series of screen-casted videos to demonstrate to residents how to perform various inbox management tasks. For these videos, we used a training environment in our EHR with faculty voice-over guidance to explain how to perform various tasks while displaying task completion in real time on the screen. These videos covered various topics including managing results, patient calls and prescription refill requests, to name a few. We housed the videos on the password-protected website that contains reference material and resources for all residency rotations to protect proprietary EHR information. In subsequent years, we expanded video use with incorporation of the videos into pre-clinic conference teaching sessions.</p><p>In prior years, teaching on EHR navigation had been done by any faculty member supervising in resident clinic, regardless of their own degree of skill in navigating the EHR used primarily by residents. While this allowed for flexibility in the teaching schedule, the teaching may have been suboptimal if done by someone with less EHR experience. It also created the potential for inconsistencies in expectations since different faculty teachers may have presented material and expectations slightly differently. The creation of videos allowed us to use this material both for on-demand reference and for formal teaching sessions. During teaching sessions, faculty play the videos and facilitate a discussion with residents while further honing their own EHR skills such that they become better positioned to guide residents in EHR navigation during clinic sessions. Using the videos in our teaching has created greater uniformity of expectations which is essential for skills like EHR use and documentation. Despite the high quality of the videos and feedback on their utility, residents often forgot they existed and rarely accessed them on their own without prompting. This makes it essential to re-visit material in formal teaching or to disseminate reminders regarding the availability of useful reference material. Additionally, with frequent updates to the EHR, it is important to re-visit and update content on a regular basis to ensure material presented remains up to date.</p><p","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1410-1411"},"PeriodicalIF":4.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142140504","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":"Enhancing telehealth Objective Structured Clinical Examination fidelity with integrated Electronic Health Record simulation","authors":"Kiran Malhotra, Christine P. Beltran, Magdalena J. Robak, Nicholas Genes","doi":"10.1111/medu.15525","DOIUrl":"10.1111/medu.15525","url":null,"abstract":"<p>As telemedicine becomes a vital aspect of patient care, incorporating it into medical training has necessitated adapting traditional Objective Structured Clinical Examinations (OSCEs), which typically assess clinical and communication skills through face-to-face interactions, to include telehealth scenarios. However, students have critiqued telehealth OSCEs as lacking the fidelity of dynamic electronic health records (EHR) navigation and documentation, thus diminishing the practical training aspect of diagnosing and managing patient care effectively in a real-world setting.<span><sup>1</sup></span></p><p>To address the limitations of telehealth OSCEs, our institution integrated a comprehensive simulated patient record into our existing EHR system, Epic (Verona, WI). Utilizing Epic's tools for facilitating training, we crafted detailed patient profiles complete with extensive medical histories, prior documentation, vital signs and laboratory data. We then cloned these profiles, creating 120 unique instances—one for each student—within a dedicated Epic training environment. This allowed each student to conduct thorough pre-encounter reviews, mirroring the complexity of real clinical settings. The system not only facilitated more authentic patient interactions but also enhanced students' proficiency with real-world EHR chart navigation and clinical documentation, as we repurposed the virtual urgent care's standard documentation template. Students were given a primer with their login information, their individual patient's name and an appointed testing time to log into the Epic training environment. They were given 10 minutes to review the chart, 10 minutes to interact with the patient and 13 minutes to document a note. The students received feedback from the SP and debriefed with peers and faculty. This initiative required a collaborative effort among IT specialists, clinical educators and informaticists to ensure seamless integration and operability within the test environment, including a Webex Teams chat space for coordinating the sessions, and a drop-in Zoom channel for student technical support.</p><p>The implementation of a simulated EHR environment was well-received by students, who valued how the realism in electronic chart review and the use of structured telehealth documentation templates sourced from real-world clinics, effectively mirrored real-life scenarios and thus improved the fidelity of the OSCEs. Many felt that this helped improve clinical decision-making.</p><p>Challenges included ensuring students could remotely access the EHR environment (two were unable to, and five initially logged into the wrong environment) and in managing the timely coordination between student groups and standardised patients. Despite these hurdles, the positive feedback has encouraged us to consider integrating the Epic training environment into other simulations and to streamline the process of creating individual patient profiles.</p><p>Using standa","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1375-1376"},"PeriodicalIF":4.9,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142120213","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":"Equity, diversity, and inclusion in entrustable professional activities based assessment","authors":"Marije P. Hennus, H. Carrie Chen","doi":"10.1111/medu.15526","DOIUrl":"10.1111/medu.15526","url":null,"abstract":"<p>Improving equity, diversity and inclusion (EDI) within health profession education is a global priority. In this issue of <i>Medical Education</i>, Lam et al.<span><sup>1</sup></span> review EDI literature in postgraduate medical education (PGME) focusing on how discrimination is conceptualised and addressed. They find that while learner representation and gender inequities are recognised, systemic racism and power dynamics are often overlooked, limiting the effectiveness of current reforms. They emphasise the need for critical, intersectional approaches and re-examining educational processes to truly advance equity in learning environments for marginalised groups.</p><p>One educational process to re-examine is workplace-based assessment (WBA), a significant challenge in advancing EDI within PGME. Since the introduction of Competency-Based Medical Education (CBME), WBA has been increasingly adopted for competence assessments and workplace learning.<span><sup>2</sup></span> WBA is inherently subjective, influenced by individual judgement and existing workplace structures and hierarchies and thus susceptible to racism and inequity through implicit and explicit biases in direct observation, performance interpretations, coaching and feedback and supervisor–trainee power dynamics. The lack of diverse perspectives and inadequate supervisor training on EDI principles can exacerbate inequities in assessments, disadvantaging marginalised trainees. Yet, CBME principles can help advance EDI by centring the trainee and providing individualised resources to navigate barriers and ensure fair learning and assessment opportunities.<span><sup>3</sup></span></p><p>One approach that has gained significant attention over recent years in aligning WBA with CBME is the use of Entrustable Professional Activities (EPAs). EPAs are units of professional practice, defined as tasks entrusted to trainees for unsupervised execution once they demonstrate sufficient competence.<span><sup>4</sup></span> Assessment through EPAs involves entrustment decision-making, which requires evaluating a trainee's competence and determining their readiness to take on more responsibility or autonomy with less supervision. Whether EPAs can reduce bias in WBA is a complex and multifaceted question. While entrustment decision-making offers a new rating approach, it is not immune to bias and could potentially introduce new biases related to how supervisors conceptualise or experience trust. For instance, studies comparing traditional proficiency scales with entrustment–supervision scales have shown that the latter offer more reliable performance estimates with less inter-rater variability, suggesting that entrustment could be less influenced by performance-irrelevant trainee characteristics.<span><sup>5, 6</sup></span> However, considerable variability in supervisors' willingness to grant trust has been reported.<span><sup>7</sup></span></p><p>One advantage offered by the EPA model is its expli","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 12","pages":"1426-1428"},"PeriodicalIF":4.9,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142120214","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":"An augmented reality mobile application designed for pharmacology teaching","authors":"Ya-Qin Du, Su-Ying Cui, Xin-Liang Zhao, Lu Tie","doi":"10.1111/medu.15501","DOIUrl":"10.1111/medu.15501","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1403"},"PeriodicalIF":4.9,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109202","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":"‘Blood and guts’: Interleaving gastroenterology and haematology physiology","authors":"Sarah E. Fleet, Alan M. Leichtner, Katie A. Greenzang","doi":"10.1111/medu.15518","DOIUrl":"10.1111/medu.15518","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1393-1394"},"PeriodicalIF":4.9,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142120212","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":"AI-assisted learning for systems thinking in resolving ill-structured problems among healthcare students","authors":"Pingmei Zhang, Honghe Li, Jiaxi Tan","doi":"10.1111/medu.15509","DOIUrl":"10.1111/medu.15509","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1413-1414"},"PeriodicalIF":4.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109200","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":"‘Transitions’: A new pilot programme to support the transitions of new internationally educated clinical fellows","authors":"Ahmed al-Awamer, Tushar Malavade, Jessica Jardine, Ebru Kaya","doi":"10.1111/medu.15523","DOIUrl":"10.1111/medu.15523","url":null,"abstract":"<p>International clinical fellowships are essential in advancing research and disseminating knowledge globally. Despite the positive impact of international clinical fellowship, internationally educated clinical fellows (IEF) experience social, cultural, communication, personal and learning challenges as they transition to a new training in a different country. These challenges are well-described in the literature, and they increase IEFs' stress and can negatively affect their learning experience and wellness. Most IEFs do not receive training designed to overcome these hurdles and, therefore, feel inadequately prepared for the fellowship. The authors developed a specialty-specific preparatory programme for palliative medicine IEFs, effectively easing fellows' transition.<span><sup>1</sup></span> However, many fellowship programmes may lack the resources to build their comprehensive preparatory education programmes. We report on a generic pan-specialty programme that can support the needs of all new IEFs that other programmes can readily adopt.</p><p>We developed a pilot educational programme, ‘Transitions’, consisting of asynchronous online modules and synchronous live virtual sessions over videoconferencing. Each week, new fellows completed a different online module followed by 1–2 hours of live sessions facilitated by existing fellows and faculty. The programme aims to improve the IEFs' readiness for their Canadian fellowship and ultimately enhance their wellness, knowledge and learning experience.</p><p>Following a needs assessment, faculty and existing fellows developed eight modules covering settlement in Canada, the Canadian healthcare system, Ontario's ethics and laws, patient safety, communication skills, working with the inter-professional team, social determinants of health, advanced care planning and enhancing fellows' wellness and inclusion. External subject matter experts and current fellows reviewed and validated the educational content.</p><p>A total of 65 new IEFs from 11 specialties and six continents completed the pilot programme before starting their fellowship. We conducted a two-phase evaluation: quantitative pre- and post-programme surveys, followed by qualitative focus groups held 3 months after the start of the fellowship. A total of 40 fellows completed pre- and post-evaluation surveys, and eight fellows participated in focus groups. About 95% of respondents agreed or strongly agreed that the programme enhanced their overall learning experience, 88% felt it reduced their anxiety about the transition and 93% recommended it to their peers. The pre- and post-surveys show that respondents have significantly improved confidence in their knowledge about the discussed topics. The analysis of qualitative focus groups, led by an external facilitator, shows that the programme successfully supported the essential learning needs for the transition of all fellows. It also demonstrates that the programme has created a community among ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1397-1398"},"PeriodicalIF":4.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15523","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109221","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":"Building supportive networks: Insights from a division mentorship workshop","authors":"Tracy S. Tylee, Farah N. Khan, Tiffany Nguyen, Radhika R. Narla","doi":"10.1111/medu.15517","DOIUrl":"10.1111/medu.15517","url":null,"abstract":"<p>Over the past 4 years, our institution has observed consistently lower scores on the ACGME Well-Being Surveys among both our fellows and faculty compared to national averages. This trend reflects a widespread sense of disengagement and dissatisfaction with work for both trainees and faculty. We attribute a portion of this distress to the physical spread of our division across campuses and the growing reliance on virtual platforms for communication and collaboration, limiting opportunities for engagement alongside our colleagues. Consequently, fostering mentorship and support networks within our community has been challenging, leading to feelings of isolation and discontent among fellows and faculty.</p><p>Developing mentorship programmes is one way to improve the support network for fellows and faculty and can improve resiliency, increase job satisfaction and decrease the risk of burnout.\u0000* To support mentorship efforts, we developed a half day Mentorship Retreat for fellows and core clinical faculty to come together and facilitate networking opportunities and deepen mentor–mentee connections.</p><p>All clinical fellows (<i>n</i> = 7) and six core teaching faculty participated in the retreat. Attendees completed pre-surveys to identify their goals for the session and post-surveys to assess satisfaction. The most common goals reported by fellows were professional development, while faculty aimed to become more effective and supportive mentors. The retreat was highly rated by fellows and faculty, who rated it as 4.75 and 4.6 out of 5, respectively, on the post evaluation surveys. The topics were deemed highly pertinent to the career development of the fellows. Faculty members unanimously agreed that their participation was crucial for the event's success and built community, with many suggesting that it should be an annual event.</p><p>There was palpable enthusiasm and engagement observed throughout the workshop. Fellows valued the opportunity to receive personalised guidance on crafting CVs and developing ILPs, while faculty members appreciated the chance to share their experiences and insights into effective mentorship practices. The mentor–mentee presentation underscored the need to develop relationships with role models, network using mosaic mentorship, and encouraged introspection and critical information gathering, which generated a stimulating discussion, as faculty shared their experiences with mentorship. Surprisingly, junior faculty attendees of the workshop conveyed profound gratitude for these mentorship dialogues. This highlighted the need for junior clinical faculty and clinician educators to also have more structured professional development.</p><p>Encouraged by the positive response, we plan to continue with the workshop annually and consider expansion of platforms that facilitate the cultivation of relationships for sponsorship, offer guidance in navigating clinical career paths and provide support with the academic promotions p","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1401-1402"},"PeriodicalIF":4.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109204","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":"Novel timely rehabilitation education for medical students","authors":"Dorothy W. Tolchin, Alexandra Hovaguimian","doi":"10.1111/medu.15522","DOIUrl":"10.1111/medu.15522","url":null,"abstract":"<p>The global population of people impacted by conditions such as stroke who can benefit from rehabilitation care is rapidly increasing.<span><sup>1</sup></span> Clinicians who understand the principles and practice of rehabilitation will be well-positioned to educate and advocate for patients across the full health care trajectory. Despite this, medical schools do not uniformly require students to learn about the rehabilitation phase of care. In our large urban medical school, students were being taught acute inpatient and outpatient clinical care but were not being taught about rehabilitation or exposed to care in post-acute rehabilitation settings.</p><p>In 2023, we developed and embedded a three-part rehabilitation curriculum into our medical school's mandatory month-long neurology clerkship. All enrolled students from January to June 2023 (<i>n</i> = 29) were required to participate. As students learned to provide care for neurology patients, they received just-in-time education about rehabilitation as part of continuous patient care. Each clerkship month, students received an interactive lecture-based introduction to rehabilitation and post-acute rehabilitation care, a full day of on-site clinical learning in a local inpatient rehabilitation facility (IRF) and a faculty-mentored group de-brief.</p><p>A neurologist and physiatrist co-taught the introduction to describe principles of rehabilitation and recovery, patient eligibility for post-acute rehabilitation care and opportunities for students to support patients across the acute-to-post-acute transition. On the IRF day, students rounded with a physiatry-led neurorehabilitation team and engaged in interprofessional rehabilitation interventions with the team's patients. A physiatrist facilitated the group de-brief, guiding reflection and answering questions students' experiences had prompted them to consider.</p><p>All participating medical students (<i>n</i> = 29; 100% of enrolled clerkship students) engaged in the lecture, IRF day and de-brief. Field data collected from the debrief sessions were analysed using a hybrid deductive-inductive qualitative approach with targeted content analysis to identify themes in student learning and inquiry arising from the curriculum. Six themes were distilled. All students articulated the value of firsthand exposure to a rehabilitation setting (<i>n</i> = 29), with comments including “before this, the word ‘rehab’ was a ‘black box’ to me; I didn't know what it meant or what happened there” and “now I can tell my patients what actually happens during rehabilitation, so they know what to expect.” The additional five themes were new knowledge about the field of physiatry (<i>n</i> = 14); new self-awareness of learning needs related to rehabilitation and patient advocacy (<i>n</i> = 13), new understanding of the patient experience of post-acute rehabilitation (<i>n</i> = 12); recognition of interprofessional collaboration in the rehabilitation setting (<i>n<","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1417-1418"},"PeriodicalIF":4.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109214","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":"Giving back to babies, point of care ultrasound in paediatrics","authors":"Zahra GhaziAskar","doi":"10.1111/medu.15508","DOIUrl":"10.1111/medu.15508","url":null,"abstract":"<p>The problem addressed was the deficiency in training the paediatric residents in point of care ultrasound (POCUS), which has led to underutilization of POCUS in the paediatric population who are amongst the most vulnerable to harmful ionising radiation from X-rays and CT scans performed as diagnostic modalities.</p><p>A multicentre national needs assessment of 12 US paediatric residency programmes identified lack of trained instructors to be the largest barrier to teaching (POCUS) in the paediatric residency programmes.</p><p>This highlights an area where improvement is needed to ensure that paediatric residents receive adequate education and hands on experience with POCUS techniques.</p><p>Paediatric residents, novice in ultrasound skills, asynchronously completed online modules and quizzes on select paediatric relevant applications, which included extended focused assessment with sonography in trauma, soft tissue, renal/bladder, cardiac and anatomical landmarks for lumbar puncture and vascular access. Using handheld devices with teleguidance capabilities, real-time tele-teaching sessions were then proctored by a remote POCUS-trained paediatric emergency medicine faculty member. Residents used a tablet connected to the ultrasound probe that was positioned on a tripod with anatomy of interest in view of the rear camera. This gave the instructor a view of ultrasound images, probe positioning and anatomical site in real-time.</p><p>The instructor provided feedback via audio visual communication and remote control of aspects of the ultrasound probe including gain, depth, mode and image annotation.</p><p>The barrier of lack of trained instructors was solved by utilising virtual means of teaching POCUS to paediatric residents. The residents demonstrated improvement in captured image quality and technique through independent practice after the end of training period. The residents were able to pass on their training to other learner in the programme creating a sustainable training system.</p><p>The virtual teaching model transcends geographic barriers, enabling education in POCUS even in institution without their own paediatric ultrasound faculty.</p><p>This is an educational practice model that can be adopted more broadly to support education of POCUS in paediatric residents, thereby improving care for populations at high risk from ionising radiation.</p><p>Overall, the use of innovative technology and virtual training methods proved effective in overcoming challenges associated with traditional POCUS training for paediatric residents.</p><p>No conflict of interest to disclose.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1381"},"PeriodicalIF":4.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109208","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}