Medical Education最新文献

{"title":"Enhancing the success of undergraduate medical student research through a dual mentorship model","authors":"Long Bao Hoang, Siaw Cheok Liew","doi":"10.1111/medu.70209","DOIUrl":"10.1111/medu.70209","url":null,"abstract":"<p>Undergraduate medical students are increasingly expected to engage in research. Despite having received didactic courses in research methodology during the early years of medical school, they lack hands-on experience in conducting research and managing data, hindering their ability to independently conduct meaningful research. Traditional models of research supervision often rely on content experts who may not have sufficient expertise in study design, data management and statistical analysis.<span><sup>1</sup></span> Supervisors equally adept in both clinical practice and research methodology are scarce. This creates a mismatch between students' expectations and the support they receive when doing research.</p><p>Our institution implemented a 1.5-year structured research course sequence, the Scholarly Project (SP) 1 to 3 courses, for Years 4 and 5 medical students. Prior to entering SP1, students are introduced to research methodology during Years 1 to 3.</p><p>In SP1, students identify their clinical subject-matter (CSM) supervisor whose current research projects match students' research interests and develop their own research plan, which is then jointly reviewed by the course director (a research faculty member with expertise in research design and data analysis). In SP2, students develop their research proposal and apply for ethics approval. In SP3, they carry out data collection, analysis, develop research abstracts and presentations, and for some, draft a manuscript for publication. Throughout SP1–3, students receive continuous guidance from both CSM supervisor and course director.</p><p>To complete SP3, students communicate their research in a 3-Minute Thesis (3MT) format. They also submit a written reflection to highlight key learning experiences, challenges encountered and personal growth throughout their research journey in SP courses. To date, course outputs include one student conference abstract, four manuscript submissions (one published in a peer-reviewed journal) and a mean student satisfaction course score of 4.63/5, providing illustrative indicators of research competency development and course impact.</p><p>The effectiveness of the model was evident during the 3MT presentation. Research projects were praised for their clarity, scientific rigour and relevance. Feedback from reviewers, including senior scholars, indicated that many projects achieved standards comparable to undergraduate research outputs in established international medical programmes, although these observations were formative rather than part of a formal evaluation process. In their reflections, students expressed appreciations for the dual support, the opportunity to explore meaningful topics of interest and the deepening in understanding of research and its value. CSM supervisors reported improved clarity in project development and better student engagement in research activities.</p><p>The main challenge was the limited number of research faculty availabl","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 10","pages":"1160-1161"},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147486419","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":"Selecting our selection tools: Using discourse to push beyond rhetoric.","authors":"Kevin W Eva, Samantha Yudin","doi":"10.1111/medu.70313","DOIUrl":"https://doi.org/10.1111/medu.70313","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148945249","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":"‘Just a checkbox’: Growth mindset and feedback in resident experiences with EPA assessments","authors":"Amanda Hempel,&nbsp;Justin Boyle,&nbsp;Anique de Bruin,&nbsp;Shiphra Ginsburg","doi":"10.1111/medu.70234","DOIUrl":"10.1111/medu.70234","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>There have been consistent reports of tension between the dual goals of assessment of learning and assessment for learning in competency-based medical education. This is exemplified by assessments of Entrustable Professional Activities where trainees report a focus on assessment of learning and engaging in performance-oriented behaviours that undermine meaningful assessment. It has been proposed that fostering a growth mindset amongst trainees may encourage use of EPA assessments for learning. This study aimed to explore how trainee mindset interacts with their perception of the role of EPAs in assessment of and for learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted 19 semi-structured interviews of residents enrolled in 12 Canadian specialty post-graduate programmes. Interviews explored residents' experiences with EPAs and their views on how tasks are learned. Transcripts were analysed using reflexive thematic analysis to generate themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Though most participants described attitudes of a growth mindset and a desire to learn from failure, a minority described attitudes associated with a fixed mindset contributing to avoidance of unsuccessful EPA assessments, suggesting mindset may impact the use of EPA assessments for learning. However, even amongst residents expressing views consistent with a growth mindset, the lack of meaningful feedback on EPA assessments prevented them from being a tool for learning. Participants described a variety of system factors that undermined provision of meaningful feedback and a view that programmes utilised EPA assessments only as a checkbox.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Even if a growth mindset may promote assessment for learning, a system that results in poor-quality feedback turns EPA-based assessments into an assessment of learning. An assessment system that supports both a culture of growth mindset and high quality of feedback is needed if EPA assessments are to be utilised for assessment for learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 10","pages":"1121-1129"},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147775711","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":"Audit to Action: Planetary health within medical curriculum","authors":"Insha Shameem Thellachery,&nbsp;Maria Hooi Sean Lee,&nbsp;Yuen Qi Lan,&nbsp;Vishna Devi Nadarajah","doi":"10.1111/medu.70224","DOIUrl":"10.1111/medu.70224","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 10","pages":"1156-1157"},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147775656","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":"Premature closure underlies bias in medical diagnosis in students: A randomised controlled experiment","authors":"Awad Al Essa,&nbsp;Henk G. Schmidt,&nbsp;Silvia Mamede,&nbsp;Karla Knežević,&nbsp;Laura Zwaan,&nbsp;Mohi Magzoub","doi":"10.1111/medu.70229","DOIUrl":"10.1111/medu.70229","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The purpose of the study reported in this article was to shed light on the cognitive mechanism mediating between biasing information and diagnostic error. The literature suggests at least two different hypotheses: premature closure leading biased participants to spend <i>less</i> time on diagnosis or increased competition between diagnostic hypotheses. The latter hypothesis predicts that biased participants would spend <i>more</i> time reaching a diagnosis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using the salient distracting findings (SDF) experimental paradigm, we biased 58 fourth-year medical students while diagnosing 12 clinical vignettes in a within-group incomplete block design under three conditions: cases presented without SDF, with SDF at the beginning and with SDF at the end. For each of these conditions, diagnostic accuracy, the number of SDF-related mistakes and time per word needed to process the case were recorded. The data were analysed using linear mixed modelling. Estimated marginal mean scores were reported.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants confronted with salient distracting features (SDFs) at the beginning of a clinical case demonstrated significantly lower diagnostic accuracy (mean 0.11) compared with the No-SDF condition (0.27), representing a 61% reduction (F_2,693 = 11.995, p &lt; 0.001), and made more SDF-related mistakes (F_{2, 693} = 16.395, p &lt; 0.001). When SDFs were presented at the end of the case, diagnostic accuracy was also reduced (mean 0.17; 36% reduction), but processing time did not differ from the No-SDF condition. Only early presentation of SDFs was associated with reduced processing time per word (F_2,636 = 4.799, p &lt; 0.01), consistent with premature closure.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings demonstrate that biasing information increases diagnostic error in medical students and that only early bias is associated with reduced information processing. The data do not support the competition hypothesis for early bias, as processing time did not increase under biasing conditions. Premature closure can therefore be directly observed rather than inferred, inviting further research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 10","pages":"1102-1109"},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147775809","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":"School-based health centres: Interprofessional training for healthcare students","authors":"Isaac Bouhdana,&nbsp;Kathleen Morgan,&nbsp;David D'Arienzo","doi":"10.1111/medu.70198","DOIUrl":"10.1111/medu.70198","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 10","pages":"1154-1155"},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147365860","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 … liberation pedagogy","authors":"Ugo Caramori,&nbsp;Marco Antonio de Carvalho-Filho","doi":"10.1111/medu.70223","DOIUrl":"10.1111/medu.70223","url":null,"abstract":"&lt;p&gt;Liberation pedagogy is an educational approach that seeks to expand learners' capacities to act autonomously in the world, confront structural constraints and pursue social justice. It draws on critical and emancipatory pedagogies, particularly the work of Brazilian educator Paulo Freire,&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; who understood education as a process of fostering critical consciousness. While critical pedagogy focuses on revealing the structures of domination, liberation pedagogy emphasizes the transformative process that should follow critique. In medical education, this perspective is relevant for navigating complex power structures and adaptive systems.&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Engaging in liberation requires educators to navigate tensions. Their role is not to provide immediate answers but to facilitate dialogues that question assumptions and expand understanding.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; Freire's assertion that we must ‘read the world before the word’ underscores this stance. No curriculum can address suffering, poverty or exclusion without engaging with the social realities that produce these experiences of injustice.&lt;/p&gt;&lt;p&gt;In medical education, reading the world occurs when teachers guide learners to situate their clinical reasoning beyond biomedical facts and examine the structural influences that shape illness. For example, caring for a person with uncontrolled diabetes requires addressing food insecurity, housing instability (including having a fridge to store insulin) and barriers to accessing healthcare. The educational aim extends beyond identifying social determinants to recognising that clinical practice occurs within these social conditions and that as a citizen who is also a healthcare provider, fighting to change these social conditions for the better is part of becoming a doctor. Learners are not neutral observers of structural inequity; they act within systems that can either reproduce or challenge that inequity. Liberation pedagogy, therefore, invites reflection on how professional decisions, institutional norms and clinical routines shape (and often constrain) health outcomes. The teacher's role is to sustain and nurture this inquiry rather than resolve it on behalf of learners.&lt;/p&gt;&lt;p&gt;Liberation pedagogy also influences how role modelling is enacted in clinical supervision by allowing curiosity to guide the learning process. If a student pauses at a patient's silence, sensing that something unspoken resists translation into medical language, teachers committed to liberation do not immediately intervene; instead, they ask curiously, ‘What do you see here?’ Such moments challenge the clear-cut grammar of certainty of some educational practices. They emphasize that knowledge is co-created, that truth emerges through dialogue rather than being simply delivered and that meanings continue to develop in unexpected ways. They also suggest that reality is not fixed; while reading the world, we may change it.&lt;span&gt;&lt;sup&gt;2&lt;/sup","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 10","pages":"1076-1077"},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623352","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":"From fragmentation to integration: Introducing the COMPEL module in competency-based physiotherapy curriculum","authors":"Mariya Jiandani,&nbsp;Y. Praveen Kumar,&nbsp;Vrushali Panhale","doi":"10.1111/medu.70222","DOIUrl":"10.1111/medu.70222","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 10","pages":"1158-1159"},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623357","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":"‘Like an infant … trying to run a marathon’: A longitudinal audio-diary study exploring the transition from medical school to internship","authors":"Stuart Redvers Pattinson,&nbsp;Hans Savelberg,&nbsp;Anique Atherley","doi":"10.1111/medu.70221","DOIUrl":"10.1111/medu.70221","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The transition from student to doctor represents a challenging shift in identity and responsibility that many graduates find difficult to manage. To understand better how to support the transition to practice we need an exploration of graduates' experiences that does not see the transition as a single moment, but a continuous learning process. This study aimed to explore how medical students negotiate legitimate participation and professional identity formation (PIF) through time as they transitioned to internship in South Africa.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted longitudinal qualitative research using audio-diaries and semi-structured interviews to collect data from students over 7 months as they transitioned from medical school to several different health care institutions for internship. Twenty-two students took part in entrance interviews, 20 collected audio-diaries and 17 took part in exit interviews. Data were analysed using a narrative analysis approach, using communities of practice (CoP) theory as a sensitising–analytic framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified four dominant narrative plotlines in our data, revealing how legitimacy and PIF are constantly renegotiated through time. PIF faltered in medical school when students were excluded from hierarchical clinical teams, on graduation when they began to doubt their preparedness and in internship when participants were unable to demonstrate the competencies valued by CoPs within the demanding South African health care system. Professional identity was built when participants perceived themselves as being valued through their meaningful contributions to the shared enterprise of the CoP.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>We call for a change in our framing of preparedness from ‘preparedness for practice’ to ‘preparedness for transition’, shifting our conceptualisation of preparedness towards equipping students with the resources they need for a complex, contextual, ongoing process rather than a moment in time. This requires clinical learning environments that legitimise trainees as peripheral participants, where learning is orientated towards gaining experience, cultivating professional identity and supporting individuals in developing the confidence, adaptability and resilience that will allow them to thrive as they negotiate the ongoing transition from student to doctor.</p>\u0000 </section>\u0000 </div>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 10","pages":"1130-1142"},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147639268","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":"From mechanisms to systems: Reconceptualising supervised workplace learning in postgraduate medical education","authors":"Anél Wiese,&nbsp;Deirdre Bennett","doi":"10.1111/medu.70208","DOIUrl":"10.1111/medu.70208","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Why do the same supervisory mechanisms (feedback, observation, entrustment) produce different learning experiences across clinical settings? Current research treats them as discrete behaviours rather than examining how they interact within local contexts. This study uses realist theory to reframe supervised workplace learning as contextually configured systems, examining how key mechanisms (the processes through which attending physicians and residents interact) couple differently across postgraduate clinical settings.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We conducted a realist-informed multiple case study across four clinical departments in Ireland (Geriatric Medicine, Surgery, Paediatrics and Infectious Diseases). Semi-structured interviews with residents and attending physicians explored everyday clinical work, learning and supervisory dynamics. Analysis proceeded in two phases: (1) within-case, theory-informed inductive analysis using a realist theory on supervised workplace learning as a sensitising concept; (2) cross-case configurational analysis tracing how six mechanisms (entrustment, support seeking, monitoring, modelling, meaning making and feedback) patterned differently by context.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Fifty participants (38 residents, 12 attending physicians) were interviewed. All six mechanisms appeared in every setting but were organised into distinct patterns shaped by local conditions. Geriatric medicine: continuous monitoring and narrow entrustment produced high oversight with limited autonomy progression (shaped by patient frailty, strong continuity, containment culture). Surgery: tightly coupled entrustment-monitoring-feedback drove staged procedural progression (shaped by observable performance, resource scarcity, competitive selection). Paediatrics: fluid, overlapping mechanisms enabled relational negotiation (shaped by family-facing work, small teams and psychological safety). Infectious diseases: fragmented, reactive mechanisms produced discontinuous supervision (shaped by severe discontinuity, high workload, frequent roster changes). What distinguished settings was not mechanism presence but mechanism coupling (how mechanisms reinforced or constrained one another), producing systematically different outcomes.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Discussion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Supervision operates as a contextually adapted configuration of interdependent mechanisms, not a set of discrete behaviours. The same mechanisms organise into different patterns depending on local ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 10","pages":"1143-1153"},"PeriodicalIF":6.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70208","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147616285","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}