Medical Education最新文献

{"title":"July In This Issue","authors":"Sarah Tatum George","doi":"10.1111/medu.15731","DOIUrl":"10.1111/medu.15731","url":null,"abstract":"<p>This study illuminates teaching methods that support the development of bodily knowledge through digital technology in physical examination. The findings offer a more complex understanding of the relationship between touch and digital tools in teaching physical exams, moving beyond the simple contrast between the two. It builds on existing research into physical examination teaching methods and responds to the need to further explore body pedagogics within health professions education. The analysis presents a framework that encourages clearer, theory-based approaches at the intersection of embodiment and digital technology, potentially helping clinical educators gain a deeper insight into body pedagogics and embodied teaching practices.</p><p>\u0000 <span>Lees, J</span>, <span>Risør, T</span>, <span>Sweet, L</span>, <span>Bearman, M</span>. <span>Integrating digital technologies into teaching embodied knowledge in the context of physical examination</span>. <i>Med Educ</i>. <span>2024</span>; <span>59</span>(<span>7</span>): <span>719</span>-<span>728</span>. doi: 10.1111/medu.15599.</p><p>Are you striving to establish yourself professionally? Feeling burned out? In a professional crossroads and uncertain how to proceed? Each is a common experience during an academic physician's career, but traditional guidance has struggled to meet the need. In this cross-cutting edge article, readers are introduced to a brand management model deriving from business and marketing literature to conceptualise the professional identity journey of an academic physician. An honest and effortful audit of one's professional brand may allow readers to optimise their approach to academic promotion, mitigate burnout and keep them on a path to professional fulfilment.</p><p>\u0000 <span>Branzetti, J</span>, <span>Gisondi, M</span>, <span>Hopson, L</span>, <span>Regan, L</span>, <span>Botti, S</span>. <span>Physician, know thyself: applying brand management principles to professional identity in academic medicine</span>. <i>Med Educ</i>. <span>2024</span>; <span>59</span>(<span>7</span>): <span>694</span>-<span>703</span>. doi: 10.1111/medu.15601.</p><p>Peer-assisted learning (PAL) is widely recognised in medical education, yet its potential is underutilised during undergraduate clerkships—a critical phase for developing clinical-reasoning skills. This study explored creating a workplace that fosters PAL to enhance the clinical-reasoning learning process. Using design-based research, stakeholders participated in iterative work conferences to develop and pilot a 2-month ‘paired consultation’ intervention aligned with collaboratively developed design principles. The intervention demonstrated success, with students valuing peer observation and supervisors embracing PAL. Key factors for success include shared responsibility, fostering a collaborative learning environment and building a community of learners within the workplace.</p><p>\u0000 <","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 7","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482316","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":"Reviving vivas: Using formative team oral examinations to enhance anatomical communication skills.","authors":"Georgina C Stephens, Yasith Mathangasinghe, David Gonsalvez","doi":"10.1111/medu.15761","DOIUrl":"https://doi.org/10.1111/medu.15761","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144369055","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":"Game-based learning to promote clinical reasoning in paediatric dentistry.","authors":"Nicoletta Zerman, Roberta Silva, Elisa Bonfadelli, Susanna Puecher, Luigina Mortari","doi":"10.1111/medu.15756","DOIUrl":"10.1111/medu.15756","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144333453","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 impact of generative AI on health professional education: A systematic review in the context of student learning.","authors":"Thai Duong Pham, Nilushi Karunaratne, Betty Exintaris, Danny Liu, Travis Lay, Elizabeth Yuriev, Angelina Lim","doi":"10.1111/medu.15746","DOIUrl":"https://doi.org/10.1111/medu.15746","url":null,"abstract":"<p><strong>Background: </strong>Generative Artificial Intelligence (GenAI) is increasingly integrated into health professions education (HPE), offering new opportunities for student learning. However, current research lacks a comprehensive understanding of how HPE students actually use GenAI in practice. Laurillard's Conversational Framework outlines six learning types-acquisition, inquiry, practice, production, discussion and collaboration-commonly used to categorise learning activities supported by conventional and digital technologies. Gaining insight into how GenAI aligns with these six learning types could assist HPE academics in integrating it more thoughtfully and effectively into teaching and learning.</p><p><strong>Purpose: </strong>This systematic review investigates how HPE students utilise GenAI and examines how these uses align with Laurillard's six learning types compared to conventional and digital technologies.</p><p><strong>Material and methods: </strong>A systematic review searching five major databases-ERIC, Education Database, Ovid Medline, Ovid Embase and Scopus including articles on HPE students' use of GenAI until 15th September 2024. Studies were included if they were conducted within formal HPE training programs in HPE and specifically mentioned how students interact with GenAI. Data were mapped to the six learning modes of the Laurillard's Framework. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI).</p><p><strong>Results: </strong>Thirty-three studies met inclusion criteria. GenAI supported learning most frequently in practice (73%), inquiry (70%), production (67%) and acquisition (55%). These studies highlight GenAI's varied educational applications, from clarifying complex concepts to simulating clinical scenarios and generating practice materials. Discussion and collaboration were less represented (12% each), suggesting a shift toward more individualised learning with GenAI. The findings highlight benefits such as efficiency and accessibility, alongside concerns about critical thinking, academic integrity and reduced peer interaction.</p><p><strong>Conclusion: </strong>This review has provided insights into HPE students' learning aligned with Laurillard's existing six learning types. Although GenAI supports personalised and self-directed learning, its role in collaborative modes is under-explored.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144326127","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 bridge model: Transforming anatomy education through dynamic co-teaching.","authors":"Thanh Quang Nguyen, Le Dinh Duy Tran, Siaw Cheok Liew","doi":"10.1111/medu.15738","DOIUrl":"https://doi.org/10.1111/medu.15738","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317307","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 tip of the iceberg and beyond: Here's to all those who enable health professional education","authors":"Kevin W. Eva","doi":"10.1111/medu.15759","DOIUrl":"10.1111/medu.15759","url":null,"abstract":"&lt;p&gt;Where does the time go?! As we move into the latter parts of 2025, another great meeting of the Association for the Study of Medical Education brings the announcement of our annual award winners. I am thrilled, as a result, to again share news about groups that made particularly strong contributions to &lt;i&gt;Medical Education&lt;/i&gt; this past year. Of course, these individuals are just the tip of the iceberg in terms of the many to whom we are grateful for enabling such a stimulating field of scholarship, but these successes stood out.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Harrison C Lucas, Jeffrey S Upperman and Jamie R Robinson&lt;/b&gt; received the Silver Quill Award, granted annually to the article that is downloaded most often, for their paper entitled &lt;i&gt;A systematic review of large language models and their implications in medical education&lt;/i&gt;.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; The Henry Walton Prize, similarly awarded for Really Good Stuff papers, went to &lt;b&gt;Billy Ho Hung Cheung, Calvin Cheung, Jason Chan, Emmanuel Chun Ka Wong, Joshua Wing Kei Ho and Kui Kai Gary Lau&lt;/b&gt; for their work entitled &lt;i&gt;Synergy and collaboration with young educators and students: Insights from an open forum on generative artificial intelligence in medical education&lt;/i&gt;.&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; I suppose it is no surprise that Artificial Intelligence appears to have been the topic of the year, but seeing those two winners suggests this to be a useful moment to draw attention to the journal's perspective, summarised at the bottom of the Author Guidelines at mededuc.com, for those who have not already seen it.&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Moving from artificial to real intelligence, we were again fortunate to derive insight from the dedication and wisdom of over 850 peer reviewers.&lt;span&gt;&lt;sup&gt;4, 5&lt;/sup&gt;&lt;/span&gt; For lifetime contributions, the Peer Reviewer Hall of Fame at mededuc.com has been updated. For the past year, we offered Choice Critics Awards to a few individuals who were especially active and influential. This year's winners are &lt;b&gt;Danette McKinley&lt;/b&gt; (National Conference of Bar Examiners, US), &lt;b&gt;Jill Morrison&lt;/b&gt; (University of Glasgow, Scotland), &lt;b&gt;Ligia Ribeiro&lt;/b&gt; (University Medical Centre Groningen, the Netherlands), &lt;b&gt;Megan Brown&lt;/b&gt; (Imperial College London, England) and &lt;b&gt;Stuart Pattinson&lt;/b&gt; (University of Witwatersrand, South Africa). Honorary mention also goes out to the dozens of people who have signed onto the Really Good Stuff (RGS) reviewer panel, enabling RGS to now be published monthly rather than bi-annually.&lt;span&gt;&lt;sup&gt;6&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;I am personally excited to have the opportunity to work with the 13th cohort of editorial interns: &lt;b&gt;Takedza Munangatire&lt;/b&gt; (University of Namibia, Namibia), &lt;b&gt;Marwa Schumann&lt;/b&gt; (Charité University of Medicine, Germany) and &lt;b&gt;You You&lt;/b&gt; (Peking University, China). In exchange for our editors going beyond the call of duty to support interns to develop their understanding of journal operations, we annually ask them to pay forward, i","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 8","pages":"779-780"},"PeriodicalIF":5.2,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317308","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":"Tolerance of ambiguity and psychological wellbeing in newly qualified doctors: An analysis over multiple time points","authors":"Jason Hancock,&nbsp;Obioha C. Ukoumunne,&nbsp;Bryan Burford,&nbsp;Gillian Vance,&nbsp;Thomas Gale,&nbsp;Karen Mattick","doi":"10.1111/medu.15743","DOIUrl":"10.1111/medu.15743","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>There is evidence of an association between tolerance of ambiguity and psychological wellbeing in doctors, but this relationship is not well understood. We explored this relationship, and the individual or workplace factors moderating it, in a population of newly qualified doctors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We examined the experiences of newly qualified doctors in the UK as they started a novel interim role (Time 1) and later moved into foundation year 1 roles (Times 2 and 3) during the COVID-19 pandemic. Doctors completed the Tolerance of Ambiguity of Medical Students and Doctors scale (TAMSAD Range: 0–100), the Perceived Stress Scale (PSS: 0–40), the Hospital Anxiety and Depression Scale (HADS: 0–21) and the Copenhagen Burnout Inventory (CBI: 0–100), over four months. Cross-sectional and longitudinal relationships between tolerance of ambiguity (TAMSAD) and wellbeing outcomes (PSS, HADS, CBI) were examined and potential moderators (age, gender, recent change in working environment) were explored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 451 participants completed the survey at Time 1, 214 at Time 2, 172 at Time 3. Higher tolerance of ambiguity was associated with lower levels of stress (regression coefficient: -0.09, R2 = 1.6%, p = 0.008), anxiety (−0.06, R2 = 1.6%, p = 0.009), depression (−0.03, R2 = 1.1%, p = 0.03) and workplace burnout (−0.40, R2 = 3.9%, p &lt; 0.001) at Time 1. It was associated with lower levels of anxiety (−0.08, R2 = 2.4%, p = 0.03) at Time 2 and stress (−0.16, R2 = 3.4%, p = 0.02) at Time 3. Individual factors (being over 25 years, being female) and workplace factors (not moving location) seemed to strengthen the relationship between tolerance of ambiguity and psychological wellbeing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>There appears to be a longitudinal relationship between lower tolerance of ambiguity and reduced psychological wellbeing in early career doctors within the UK. This study emphasises the importance of supporting all graduating doctors to navigate clinical ambiguity however further research is needed outside of the context of COVID-19.</p>\u0000 </section>\u0000 </div>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 10","pages":"1094-1104"},"PeriodicalIF":5.2,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12438002/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310166","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":"Is ultrasound training sustainable? A systematic review of competency retention in healthcare trainees.","authors":"Liang-Wei Wang, Cheng-Heng Liu, Wen-Yi Li, Wen-Chu Chiang, Yen-Lin Chiu, Matthew Huei-Ming Ma, Huey-Ling Chen, Chih-Wei Yang","doi":"10.1111/medu.15751","DOIUrl":"https://doi.org/10.1111/medu.15751","url":null,"abstract":"<p><strong>Purpose: </strong>Despite Point-of-Care Ultrasound (PoCUS) emerging as an essential clinical skill, evidence regarding practitioners' knowledge retention and competence remains poorly synthesized. This systematic review sought to evaluate PoCUS competency retention patterns using the Indication, Acquisition, Interpretation, Medical decision-making (I-AIM) framework following various educational interventions and to identify factors influencing long-term skill retention among healthcare professional trainees.</p><p><strong>Methods: </strong>The authors conducted a systematic review by searching PubMed, the Cochrane Library and Embase databases (1990-2024) for studies evaluating PoCUS educational interventions with objective competency measures and retention assessment. Data were analysed based on educational strategies, course duration and retention patterns across I-AIM domains.</p><p><strong>Results: </strong>Thirty-one studies met the inclusion criteria, comprising 1638 participants (38.6% medical students, 20.5% attending physicians). Most studies employed a single-group pretest-posttest design (54.8%) and demonstrated moderate-to-high methodological quality (Medical Education Research Study Quality Instrument median: 12.5, interquartile range [IQR]: 11.0 to 13.0). Within the I-AIM framework analysis, all domains of competency retention demonstrated a decline over a 1-12-month follow-up period. The Acquisition domain showed the most significant decline with median percentage changes of -11.8% (IQR: -16.5% to -6.4%), followed by Interpretation, Medical decision-making and Indication. Short-course programs (≤4 h) demonstrated greater competency decline (median: -11.8%, IQR: -16.9% to -4.4%) compared to long-course programs (median: -2.6%, IQR: -6.8% to 1.3%). Hands-on practice with high-fidelity simulation and clinical context integration were associated with superior retention outcomes across multiple domains.</p><p><strong>Conclusions: </strong>Ultrasound competence retention showed variable decay patterns across I-AIM domains, with Acquisition skills showing the most pronounced deterioration, particularly following short-course programs. Comprehensive training programs integrating high-fidelity hands-on practice and clinical context may enhance PoCUS retention for healthcare providers.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310147","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":"Equity begins with everyone: Bridging the divide.","authors":"Benjamin Mba, Cayetana Navarro, Sarah Ngongi-Wumba","doi":"10.1111/medu.15735","DOIUrl":"https://doi.org/10.1111/medu.15735","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144302482","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 … interprofessional collaboration.","authors":"Zubin Austin, Walter Eppich, Tina Brock","doi":"10.1111/medu.15753","DOIUrl":"https://doi.org/10.1111/medu.15753","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310167","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}