Medical Education最新文献

{"title":"Beyond manikins: Virtual simulation training in a post-COVID era.","authors":"Krista Hoek, Monique van Velzen, Christina Jaschinski, Elise Y Sarton","doi":"10.1111/medu.15685","DOIUrl":"https://doi.org/10.1111/medu.15685","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143772661","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":"Cultivating collective grit: The power of collegiality in shaping resilient health care teams.","authors":"Oksana Babenko, Jacqueline Torti","doi":"10.1111/medu.15701","DOIUrl":"https://doi.org/10.1111/medu.15701","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143764299","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 classroom to OR: A novel pre-clerkship surgical workshop.","authors":"Prachikumari Patel, Emily Lan-Vy Nguyen, Chaya Shwaartz","doi":"10.1111/medu.15686","DOIUrl":"https://doi.org/10.1111/medu.15686","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143743630","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":"Uncertainty experienced by newly qualified doctors during the transition to internship.","authors":"Molly Dineen, Michelle D Lazarus, Georgina C Stephens","doi":"10.1111/medu.15692","DOIUrl":"https://doi.org/10.1111/medu.15692","url":null,"abstract":"<p><strong>Introduction: </strong>Uncertainty is an inherent feature of medical practice. Uncertainty Tolerance (UT) describes how individuals experience and respond to uncertainty, with lower UT associated with negative outcomes, including burnout. Periods of career transition can be particularly uncertain, but there is little research into newly qualified doctors' uncertain experiences during their transition to internship (TTI). Early career doctors have a high incidence of burnout; therefore, understanding how new doctors experience uncertainty could be valuable. We explored the sources of, responses to and moderators of uncertainty during the TTI to inform support of this group.</p><p><strong>Methods: </strong>Engaging social constructionism, we conducted a cross-sectional qualitative study with 13 intern doctors who graduated from a single Australian medical school during their TTI. Participants completed a semi-structured interview within five months of commencing practice in 2021. Data were analysed using framework analysis, informed by the integrative UT model.</p><p><strong>Results: </strong>Although participants described clinical uncertainty during the TTI (i.e. unknown aspects of patient care due to ambiguity, complexity or probability), dominant sources of uncertainty related to novel scenarios (e.g. tasks and responsibilities experienced for the first time) and their professional role (e.g. boundaries and expectations). Participants described responding to uncertainty by asking for help from senior colleagues and reported feelings of stress. Key factors that moderated responses to uncertainty included support, time and perceived stakes.</p><p><strong>Discussion: </strong>Our results suggest that educators, supervisors and employers should aim to reduce the extraneous uncertainties associated with the TTI. Approaches to achieve this could include orientation programmes that appropriately familiarise interns with workplace environments and systems, reducing role ambiguity by setting clear expectations and facilitating regular feedback, and creating psychologically safe working environments with adequate senior support. These approaches may allow newly qualified doctors the capacity to explore clinical uncertainties and develop their UT through methods such as critical reflection.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143743632","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":"Navigating neurodivergence: A scoping review to guide health professions educators.","authors":"Laura Gray, Bryony McNeill, Laura Pecora, Susie Macfarlane, Alexa Hayley, Danielle Hitch, Sherryn Evans","doi":"10.1111/medu.15676","DOIUrl":"https://doi.org/10.1111/medu.15676","url":null,"abstract":"<p><strong>Introduction: </strong>To create inclusive learning environments where neurodivergent students can learn and thrive, educators must appreciate their unique perspectives and experiences. This is particularly crucial in health professions courses, where students may face additional pressures as they undertake placements in clinical environments where neurodivergence is misrepresented or misunderstood. A comprehensive review of the existing literature is necessary to identify the available data to guide educators and pinpoint areas that warrant further exploration.</p><p><strong>Methods: </strong>Scoping review methodology, informed by the Joanna Briggs Institute approach, was used to guide a search of four electronic databases (MEDLINE, CINHAL, ERIC and PsycINFO), considering sources of primary data and analysis published up to June 2024. The retrieved literature was screened based on the inclusion criteria. Bibliographic data was extracted, and the included papers (n = 69) were reviewed and the themes charted using a framework approach.</p><p><strong>Results: </strong>Analysis of the included literature indicated some clear trends over time, with earlier papers predominantly focussing on dyslexia or framing neurodiverg as a form of disability. More recently there has been an increase in the number of papers specifically exploring the experiences of students identifying as neurodivergent, or the perspectives of educators. Narratives evident in the literature centred around relationships between a neurodivergent identity and a developing professional identity, challenges around disclosure, seeking effective accommodations in a stigmatising environment and the impact of educator perspectives.</p><p><strong>Discussion: </strong>Although the framing of neurodivergence has changed over time, a consistent finding is that neurodivergent students in health professions programmes are expected to conform to learning environments that exclude them and do not support their learning. Further evidence is required to inform recommendations for educators on how to provide safer learning environments which enable neurodivergent students to thrive.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143700615","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":"Transnational medical education programmes and preparation for different country medical practice: A systematic review.","authors":"Gareth Edwards, Muirne Spooner, Richard Arnett, Helen Kelly, Jezzdin Carr Alif Carr, Jan Illing","doi":"10.1111/medu.15660","DOIUrl":"https://doi.org/10.1111/medu.15660","url":null,"abstract":"<p><strong>Background: </strong>Medical education is becoming more internationalised. Increasing numbers of students engage in Transnational Medical Education Programmes, pursuing their Primary Medical Qualification outside of their home country; with plans to transition back to their home country - or a third country - after graduation. Medical education is however, inextricably embedded within medical contexts, and a potential mismatch exists between graduates' place of training and place of practice in terms of the knowledge, skills and values required to practice safely in a different context.</p><p><strong>Aim: </strong>What types of Transnational Medical Education programmes can be identified from the international literature? What are the strengths and weaknesses of these programmes and do they prepare students for international practice?</p><p><strong>Methods: </strong>This review was based on the PRISMA-Guidelines for systematic reviews. We searched five electronic databases: MEDLINE, EMBASE, CINAHL, WEB of Science and ERIC. No date or language restrictions were placed on the inclusion criteria. Data extraction was completed by two independent reviewers. Quality appraisal was carried out using the Mixed Methods Appraisal Tool (MMAT), and a narrative synthesis of the included papers was conducted.</p><p><strong>Results: </strong>Our literature search identified 12 studies. From the included studies we were able to identify three types of Transnational Medical Education Programme, and a number of strengths and weaknesses of these programmes. Strengths were: increasing medical workforce capacity, enhancing the quality of education locally, promoting intercultural competence and increasing exposure to new ways of working (enhanced communication skills, shared decision-making, experience of multidisciplinary teamwork and patient-centeredness). Weaknesses were: potential curriculum misalignment within the context of clinical practice, language barriers and encountering differences in hierarchical systems, shared decision making and patient-centredness all of which impact preparation for practice.</p><p><strong>Conclusion: </strong>Transnational medical education programmes address shortages within the medical workforce by creating additional training opportunities. They can also drive up the quality of medical education locally. There is, however, a potential mismatch between the curriculum and the place of practice which can impact upon graduates' preparation for professional practice.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143676993","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":"Clinical practice guideline repository: Development of a learning tool for residents.","authors":"Kathryn Sullivan, Nicole Hryciw, Claire Touchie, Dominique Yelle","doi":"10.1111/medu.15684","DOIUrl":"https://doi.org/10.1111/medu.15684","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143657632","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 six-thinking-hat technique for decision-making in biomedical ethics.","authors":"Sumita Sethi, Renu Garg","doi":"10.1111/medu.15674","DOIUrl":"https://doi.org/10.1111/medu.15674","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143663959","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 in telehealth: Educating physicians on interpreter utilisation","authors":"Luisa Paredes Acosta,&nbsp;Tiffany Marie Shin,&nbsp;Nancy Denizard-Thompson","doi":"10.1111/medu.15656","DOIUrl":"10.1111/medu.15656","url":null,"abstract":"&lt;p&gt;The rise of virtual care aims to improve healthcare access, yet disparities persist, especially for patients with non-dominant language preference (NDLP). While most residency programmes have developed trainings on the use of medical interpreters, they do not usually incorporate details pertinent to virtual settings. Without proper training in this context, physicians do not feel comfortable offering virtual visits to NDLP patients, potentially contributing to disparities in Telehealth access.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;We developed an asynchronous, 30-minute, self-directed, interactive module accessible via mobile device by employing Articulate360, a user-friendly software for online course creation. We utilised text, video, flip-cards and images that highlighted both standard practices for medical interpreter use in all settings, as well as institution-specific logistical steps to engage the interpreter over phone and video visits. The module also reviewed important cultural considerations unique to telehealth. We shared the link to the module with 33 internal medicine interns via email along with information highlighting the importance of this training. Interns were encouraged to complete the module at their convenience within their ambulatory week in place of a 1-hour, in-person lecture during their academic half day; one reminder email was sent. Pre- and post-surveys were integrated at the beginning and end of the module.&lt;/p&gt;&lt;p&gt;At baseline, only 13.8% of residents felt comfortable providing virtual care to NDLP patients. While 65% of residents felt confident in their ability to access interpreter services for in-person encounters, only 20.7% did so for telehealth. Module completion significantly increased intern reported ability to access telehealth interpreters and overall comfort providing virtual care to NDLP patients. This highlights the importance of developing and updating curricular programmes to ensure that physicians are equipped to offer equitable care regardless of patient language preference or encounter modality. Particularly in training environments where clinical responsibilities are demanding, didactic time limited and burnout rates high, this asynchronous module proved to be both effective and engaging, capturing an 88% completion rate. Other features that made this module successful for busy trainees were its short duration, self-directed nature, multimedia components that required interaction and ability to complete ‘on the go’ from any mobile device. It helped that, while the module was asynchronous, it replaced an in-person lecture, so time was protected. Interestingly, most participants completed the module during off hours, rather than during the time technically allotted for it. Approximately 96% of participants considered the time required to complete the module reasonable, and 100% would recommend this learning activity to other residents. One limitation was the inability to ask instructors questions, which w","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 6","pages":"656-657"},"PeriodicalIF":4.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143657633","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":"Teaching physician advocacy: A collaborative learning approach.","authors":"Ellen Hutchinson, Caitlin Bowers, Vanessa Maier, Kelli Qua","doi":"10.1111/medu.15662","DOIUrl":"https://doi.org/10.1111/medu.15662","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143657634","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}