Medical Education最新文献

{"title":"How to be reviewer 2: Lessons in academic curmudgeonry.","authors":"Benjamin Kinnear, Lynelle Govender, Helen R Church","doi":"10.1111/medu.15679","DOIUrl":"10.1111/medu.15679","url":null,"abstract":"<p><p>[26 May 2025]: This article was published in Early View in error. The article is under embargo and will republish in December 2025.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144102099","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 song of protest from Black women physicians to academic medicine.","authors":"Sherese Johnson, Tasha Wyatt, Abigail Konopasky","doi":"10.1111/medu.15680","DOIUrl":"10.1111/medu.15680","url":null,"abstract":"<p><p>[26 May 2025]: This article was published in Early View in error. The article is under embargo and will republish in December 2025.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144101116","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":"Decalogue for ensuring mediocrity of health care professions students and patient unsafety.","authors":"Carlos Fernando Collares","doi":"10.1111/medu.15677","DOIUrl":"10.1111/medu.15677","url":null,"abstract":"<p><p>[26 May 2025]: This article was published in Early View in error. The article is under embargo and will republish in December 2025.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144102045","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":"From challenge to growth: Exploring physician narratives of patient complaints during residency.","authors":"Allan McDougall, Fernanda Claudio, Catherine Pound, Karen Pacheco, Jacqueline Fortier, Gary Garber","doi":"10.1111/medu.15716","DOIUrl":"https://doi.org/10.1111/medu.15716","url":null,"abstract":"<p><strong>Introduction: </strong>Patient complaints are an important feedback mechanism for healthcare quality improvement and medical education, and their impact on postgraduate medical trainees (residents) remains under-explored. This study investigates the narratives of physicians who received formal patient complaints during residency, focusing on how these incidents influenced their professional development and career trajectories.</p><p><strong>Methods: </strong>Using narrative inquiry, we conducted semi-structured interviews with 35 physicians who experienced formal patient complaints during their residency. We applied Ricoeur's narrative theory to explore the impact of these complaints on physicians.</p><p><strong>Results: </strong>The analysis revealed two main elements of participants' narratives: emplotment and refiguration. During emplotment, participants initially constructed narratives centered on distress and stigma, often positioning themselves as confused and isolated. This process frequently involved a reevaluation of their professional capabilities and identity as an effective physician. Refiguration demonstrated how participants integrated these experiences into their long-term professional identities, revealing impacts on clinical practices, specialty choices and career paths. Despite initial challenges, many participants reframed their early complaint experiences as catalysts for professional growth, particularly in areas such as communication and collegial support.</p><p><strong>Conclusions: </strong>Patient complaints during residency can have a destabilizing effect on professional identity formation. However, supportive educational environments and adequate mentorship can mitigate these effects and enhance learning. This study underscores the need for medical education programmes to incorporate systems that support residents in effectively addressing and learning from patient complaints while maintaining a focus on patient safety and quality improvement.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144094154","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":"From drivers to dynamics: Reframing curriculum renewal as a living system.","authors":"Harm Peters, Marije P Hennus","doi":"10.1111/medu.15729","DOIUrl":"https://doi.org/10.1111/medu.15729","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144094157","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":"Balancing research and realism: Strategies for unobtrusive evaluation during high-fidelity simulation.","authors":"Rebekah Cole","doi":"10.1111/medu.15723","DOIUrl":"https://doi.org/10.1111/medu.15723","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144078969","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":"From courtroom to care: Teaching holistic care for survivors of sexual assault.","authors":"Ki Sum Samson Wong, Man Choi Hebe Cho, Chun Jay Yam, Olivia Miu Yung Ngan","doi":"10.1111/medu.15718","DOIUrl":"https://doi.org/10.1111/medu.15718","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144078974","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":"Teaching touch with technology: Realism and pedagogical intent in digital simulation.","authors":"Siew Ping Han, Olivia Ng","doi":"10.1111/medu.15719","DOIUrl":"https://doi.org/10.1111/medu.15719","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144028970","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 education Fellow's role in collaboratively implementing change.","authors":"Ambika Wakhlu, Sarah Meikeljohn, Andrea Bramley, Christina Johnson","doi":"10.1111/medu.15712","DOIUrl":"https://doi.org/10.1111/medu.15712","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144009245","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":"June In This Issue","authors":"","doi":"10.1111/medu.15715","DOIUrl":"https://doi.org/10.1111/medu.15715","url":null,"abstract":"&lt;p&gt;This paper explores the global landscape of health professions education research, focusing on the role of language as a bridge that facilitates connections within research teams, between the team and its participants, and between participants from diverse linguistic and cultural backgrounds and the scientific community. It critically examines cross-language qualitative studies, highlighting the dominance of English in the health professions education literature. The discussion highlights methodological challenges, such as potential biases in translated qualitative data, and highlights the lack of standards for translation in qualitative research. The authors argue for the development of rigorous procedures and best practices for cross-language research within the medical education community, emphasising the importance of giving voice to participants across languages, cultures and contexts.&lt;/p&gt;&lt;p&gt;Schumann, M, Dennis, A, Leduc, J-M, Peters, H. Translating cross-language qualitative data in health professions education research; Is there an iceberg below the waterline? &lt;i&gt;Med Educ&lt;/i&gt;. 2025;59(6):589-595. doi: 10.1111/medu.15563.&lt;/p&gt;&lt;p&gt;Emotions, often sidelined in medical education, can drive learning and support equity and justice. This study reviews how emotions influence equity-related pedagogy across professions, finding that while medicine and nursing use emotions to prompt cognitive dissonance and skill-building, teacher education emphasizes emotions as foundational for community, trust, and empathy, fostering personal and social change. Findings suggest the need for further research exploring how social and political contexts affect emotional expression and fostering professional development for faculty to effectively facilitate emotional aspects of teaching and learning.&lt;/p&gt;&lt;p&gt;Sukhera, J, Atkinson, T, Hendrikx, S, Kennedy, E, Panza, M. Rodger, S, Watling, C. Pedagogies of Discomfort and Disruption: A Meta-narrative Review of Emotions and Equity Related Pedagogy. &lt;i&gt;Med Educ&lt;/i&gt;. 2025;59(6):581-588. doi:10.1111/medu.15603.&lt;/p&gt;&lt;p&gt;Meaningful supervisor-resident relationships enhance feedback and learning, yet not all relationships reach this potential. While there is increasing interest in continuity of supervision (CoS) to build relationships that support feedback and learning, there remains a lack of in-depth understanding of how such relationships impact supervisor and resident perceptions of feedback and assessment. The aim of this study was to explore how supervisors and learners in post-graduate medical education perceive CoS relationships. The findings contribute to understanding the impact of episodic and continuous relationships on feedback and assessment and extend the conceptualization of the supervisor-resident relationship within the educational alliance framework.&lt;/p&gt;&lt;p&gt;Lee, A, Jere, A, Du Plessis, L, Van Gerven, P, Heeneman, S, Ross, S. Continuity of supervision: Balancing continuous and episodic relationships for assessment ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 6","pages":"565"},"PeriodicalIF":4.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15715","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939239","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}