Medical Education最新文献

{"title":"Desired features of feedback in a high-paced clinical setting: A Q-methodology study.","authors":"Renee S Chuang, Nothando S Nkambule, Chih-Wei Yang, Yu-Che Chang, Madalitso Khwepeya","doi":"10.1111/medu.70105","DOIUrl":"10.1111/medu.70105","url":null,"abstract":"<p><strong>Introduction: </strong>The transformative learning potential of feedback, a key pillar of competency-based medical education, can only be fully realised when a learner's preferences are integrated into the feedback process. However, there is limited understanding of medical residents' preferences, which could better inform this process. This study investigates patterns in emergency residents' perspectives on preferences for feedback features and their potential implications on learning.</p><p><strong>Methods: </strong>We used Q-methodology, which combines quantitative and qualitative data to systematically rank and compare shared and distinct perspectives on a specific topic. Thirty-two purposively sampled emergency medicine residents from 11 teaching hospitals were each invited to participate in a Q-sorting exercise and post-sorting interview. We analysed the Q-sorts to identify patterns in residents' preferences for feedback features. Qualitative insights from the interviews facilitated a structured interpretation and understanding of the differences and similarities between the generated viewpoints. Viewpoints represent subjective yet shared patterns of similarity in opinions about the most and least desirable feedback features, based on how residents ranked statements reflecting these features.</p><p><strong>Results: </strong>Of the 32 Q-sorts, 27 (84.4%) successfully loaded onto four different viewpoints reflecting prevailing perspectives of feedback preferences during residency training: (i) specific and comprehensive feedback; (ii) safe and evidence-based feedback; (iii) timely and relationally grounded feedback; and (iv) growth-focused and motivational feedback. Despite differences, residents across all viewpoints stressed the importance of obtaining feedback during crucial moments in their learning process.</p><p><strong>Discussion: </strong>Residents' preferences for feedback vary, suggesting that a universal approach to providing feedback may not be effective. Instead, various characteristics must be considered, reinforcing the necessity for innovative feedback practices to meet individual learners' unique needs in the clinical workplace.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"638-654"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129640/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145648796","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":"Conversing on Orthopaedic Complications and Unexpected Problems (COCUP) Club: A trainee-led safe space for reflection.","authors":"Joseph Battle, Robyn Brown, Sophie Gatfield, Luke Duggleby, Andrew Tasker","doi":"10.1111/medu.70111","DOIUrl":"10.1111/medu.70111","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"697-698"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635451","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":"Increasing undergraduate surgical exposure with augmented reality livestreams.","authors":"Rebecca Murphy Lonergan, Harry Kingsley-Smith, Brent Bartholomew, Andreas Naparus","doi":"10.1111/medu.70117","DOIUrl":"10.1111/medu.70117","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"703-704"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635453","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 science of learning and development and medical education in times of stress.","authors":"David A Hirsh, Eric J Warm","doi":"10.1111/medu.70214","DOIUrl":"10.1111/medu.70214","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"587-589"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147593120","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":"A validity evaluation of lexicon-based sentiment analysis of medical students' clinical performance from in-training evaluation reports.","authors":"Irene Ma, Mike Paget, Janeve Desy, Adrian Harvey, Glenda Bendiak, Christopher Naugler, Kevin McLaughlin","doi":"10.1111/medu.70101","DOIUrl":"10.1111/medu.70101","url":null,"abstract":"<p><strong>Introduction: </strong>Assessment of clinical performance has traditionally been a numbers game based upon Likert scale ratings. But, thanks to advances in the science of natural language processing (NLP), it is now possible to incorporate rich narrative data into assessment. In this study, our objective was to evaluate the validity of lexicon-based sentiment analysis of medical students' clinical performance from in-training evaluation reports (ITERs) with a view to fully integrating this as a machine-based process into future assessment decisions.</p><p><strong>Methods: </strong>This was a mixed methods, retrospective derivation/validation cohort study structured around Kane's validity framework. We used content analysis to create a lexicon of performance descriptors, performed a G-study, and calculated the positive likelihood ratio (LR+) for descriptors (scoring). To evaluate generalisation, we calculated the intraclass correlation coefficient and compared descriptors in derivation and validation cohorts. We then performed [human] lexicon-based sentiment analysis and compared the number of descriptors of different types between cohorts of highest performing students (HPS) and lowest performing students (LPS).</p><p><strong>Results: </strong>In our G-study, 86.6% of variance was attributed to the student. The ICC between raters for identification of descriptors was 0.93. The mean number of neutral descriptors was similar between HPS and LPS cohorts, but the number of negative descriptors was higher for LPS (11.4 (10.8) versus 1.4 (1.6) for HPS, p < 0.01, d = 1.37) and the number of positive descriptors was higher for HPS (19 (14) versus 1.4 (1.5) for LPS, p < 0.001, d = 1.86).</p><p><strong>Discussion: </strong>In the midst of their busy clinical work schedule, preceptors find time to tell a story about a medical student and these narrative data enrich the assessment portfolio. Based upon our validity argument, we feel there is a role for lexicon-based sentiment analysis of clinical performance descriptors in ITERs and that these results can contribute meaningfully to assessment decisions.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"685-692"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145604757","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":"Communicative adaptations within the intruder paradox.","authors":"Jocelyn Mitchell-Williams, Arkene Levy, Vijay Rajput","doi":"10.1111/medu.70089","DOIUrl":"10.1111/medu.70089","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"707"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145513204","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 …'humility'.","authors":"Barret Michalec","doi":"10.1111/medu.70126","DOIUrl":"10.1111/medu.70126","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"605-606"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635494","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":"Gamifying renal physiology: Lessons from the electronic nephron anatomy challenge.","authors":"Amrit Kirpalani","doi":"10.1111/medu.70116","DOIUrl":"10.1111/medu.70116","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"695-696"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145604703","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":"Centered on learning, but is it learner centered?: Paediatric resident perspectives on competency-based medical education.","authors":"Harrison Anzinger, Brett Schrewe","doi":"10.1111/medu.70081","DOIUrl":"10.1111/medu.70081","url":null,"abstract":"<p><strong>Background: </strong>Like other Canadian specialty postgraduate training programmes, paediatrics recently transitioned to a competency-based medical education (CBME) platform. This programme, the Royal College of Physicians and Surgeons of Canada's Competence By Design (CBD), is espoused as learner-centered. However, resident voices were underrepresented in CBD's creation, and there are emerging concerns that its practical implementation may have unintended effects on this population. We sought to understand how CBD has affected the educational experiences of paediatric residents, with the goal of leveraging their insights to further strengthen this training model.</p><p><strong>Methods: </strong>Our qualitative instrumental single case study explored the perspectives of paediatric residents who began training in the inaugural CBD cohort in 2021. We conducted semi-structured interviews with fourteen residents during their third year (August 2023-February 2024) in two Canadian programmes. We constructed themes from this data set using reflexive, inductive thematic analysis, looking for regularities that transcended the particularities of the training context.</p><p><strong>Results: </strong>Our results suggest that residents agree with CBD's espoused purpose, yet feel that its day-to-day implementation has impacted them in four key ways: 1) the onus of responsibility and administrative burden falls to residents; 2) entrustable professional activities generate variable feedback; 3) CBD is less assessment for learning more assessment of learning; and 4) staff physicians have struggled to embrace CBD.</p><p><strong>Discussion: </strong>Our findings align with concerns raised in other specialties, opening up questions as to why a learner-centered system may be having deleterious effects on its residents. We suggest that if the field is to fully unlock the potential that CBME systems hold, it is necessary to engage productively with resident critiques and to more deeply consider the effects that its historical and ideological aspects-such as its desire to materially demonstrate the acquisition of learner competence as well as a neoliberal orientation-have on CBME's contemporary design and delivery.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"664-675"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129627/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145523716","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":"Researching feedback in clinical education: What might the problems be represented to be?","authors":"Joanna Tai","doi":"10.1111/medu.70206","DOIUrl":"10.1111/medu.70206","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"596-598"},"PeriodicalIF":5.2,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129630/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147434226","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}