Medical Education最新文献

{"title":"Study the past if you would define the future: Historical methods in medical education scholarship.","authors":"Rachel Ellaway, Anna MacLeod, Susan van Schalkwyk, Jennifer Cleland","doi":"10.1111/medu.15621","DOIUrl":"https://doi.org/10.1111/medu.15621","url":null,"abstract":"<p><strong>Introduction: </strong>A study was conducted to describe the state of historical scholarship in medical education including its strengths and opportunities as well as its shortcomings, lacunae, inattentions, and failings. The study took a particular focus on historical methods and methodologies and whether they have been applied appropriately and with rigour. The study serves as a descriptive scan of historical scholarship, as a guide to the use of historical methods for authors, editors and reviewers, and as a possible course correction for improved standards in approaching and reporting on the past in medical education scholarship.</p><p><strong>Method: </strong>A meta-study review was conducted to explore the current state of historical scholarship in medical education, to understand the state of the art, and to improve methodological, analytical and reporting rigour. Structured searches were conducted, returns were filtered for inclusion, and 85 articles and chapters were critically analysed.</p><p><strong>Results: </strong>Although there were some exemplary articles identified, the majority reflected many deficits in scholarly practice. Seven broad issues in historical scholarship in medical education were identified that all spoke to the absence of key dimensions of sound scholarship namely: an explicit methodology, explicit engagement with theory, attention to replicability, reflective critique, sources of evidence, a balanced argument, and attention to positionality.</p><p><strong>Discussion: </strong>The issue at hand is not simply about aligning historical scholarship with the standards of social science (such as engaging with methodology, theory and reflexivity), although the authors argue that scholars should do so where appropriate. Rather, it is about the implications these findings have for future work in the field of medical education in studying its many intertwined histories. To that end, there is a discursive space for historical scholarship in medical education that needs further exploration and development to bring together the best of scholarship from the traditions of medical education and history.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143441321","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 power of peers: Design-based research on stimulating peer-assisted learning for enhancing the clinical-reasoning learning process in the workplace.","authors":"Larissa I A Ruczynski, Bas J J W Schouwenberg, Cornelia R M G Fluit, Marjolein H J van de Pol","doi":"10.1111/medu.15613","DOIUrl":"https://doi.org/10.1111/medu.15613","url":null,"abstract":"<p><strong>Introduction: </strong>Peer-assisted learning (PAL) is widely used in undergraduate medical education, and collaborative learning is gaining momentum. Unfortunately, literature shows that students utilise their peers less during undergraduate clerkships, a phase when PAL is known to be particularly useful to students and their clinical-reasoning learning process. For this reason, we investigated the following question: How can we design a workplace for undergraduate students that fosters PAL with regard to enhancing their clinical-reasoning learning practice?</p><p><strong>Methods: </strong>We used a design-based research (DBR) methodology, involving iterative development to address a complex educational issue. Between September 2022 and October 2023, stakeholders participated in four work conferences (WCs). The final output consists of design principles for a workplace to encourage PAL for the enhancement of the clinical-reasoning learning practice for undergraduate students, as well as an evaluated 2-month pilot intervention, 'paired consultation', that aligns with these design principles. This study is conducted in the Netherlands.</p><p><strong>Results: </strong>A total of 101 individuals participated in this study. In the WCs, design principles were continuously discussed, while an intervention was developed under the guidance of the research group. Discussion topics included reciprocal vulnerability, culture, autonomy, flexibility, ownership, psychological safety, competition and the role of supervisors. Overall, the pilot was considered a success by all involved and small adjustments were made throughout. Students mentioned that observing peers supported their clinical-reasoning learning process. Supervisors expressed growing enthusiasm for PAL.</p><p><strong>Conclusion: </strong>To ensure successful interventions based on the design principles, three topics deserve attention: (1) Students must share responsibility for learning with peers, (2) supervisors must contribute to the evolution towards a collaborative learning environment and (3) a community of learners within a community of practice can enhance the collaborative learning practice. Further research should focus on guiding the workplace in this transition towards collaborative learning.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143414678","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":"Experiences of medical students and doctors with dyslexia: A systematic review.","authors":"Suhail Amin Tarafdar, Noha Seoudi, Ruoyin Luo, Kalman Winston","doi":"10.1111/medu.15615","DOIUrl":"https://doi.org/10.1111/medu.15615","url":null,"abstract":"<p><strong>Introduction: </strong>Dyslexia can be defined as a neurodevelopmental learning difficulty characterised by issues with phonological awareness, affecting performance and progression within medical education. There is a need to identify how to provide effective support for medical students and postgraduate doctors with dyslexia. The aim of this systematic review was to explore the experiences of, and identify strategies for, undergraduate medical students and postgraduate medical doctors with dyslexia within existing literature.</p><p><strong>Methods: </strong>A search strategy was undertaken on databases relevant to medical education. Included studies concerned either medical students or postgraduate medical doctors with dyslexia. A quality appraisal was undertaken and narrative synthesis employed to produce a final report.</p><p><strong>Results: </strong>Thirty-one articles were included in the final synthesis, with seven deemed high-risk of bias. Four overarching themes were identified. There are largely negative experiences, such as stigma, reported. Furthermore, dyslexia can impact assessment performance, with reasonable adjustments effective for written examinations. Moreover, strategies employed to reduce difficulties include peer support, organisational inclusivity and interactive educational methodologies. Additionally, dyslexia impacts the career trajectory of doctors.</p><p><strong>Discussion: </strong>Training programmes should promote an inclusive environment through raised awareness and provision of reasonable adjustments. A range of potential strategies have been identified to improve the educational experiences of students with dyslexia, but these should be flexible according to individual needs. Further research is warranted within postgraduate medical training and experiences in the United States.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143399532","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":"Under the radar: How participating in a student organization can shape medical students' professional identity.","authors":"Indah Puspasari Kiay Demak, Jelle Prins, Nur Meity, Tineke Bouwkamp-Timmer, Joke Fleer, Marco Antonio de Carvalho-Filho","doi":"10.1111/medu.15609","DOIUrl":"https://doi.org/10.1111/medu.15609","url":null,"abstract":"<p><strong>Background: </strong>Medical students' professional identity formation (PIF) starts early in their academic journey and is shaped by diverse social influences. Research shows that while participation in student organizations cultivates essential skills, it may also reinforce homogeneity and prevent cultural change. However, the impact of student organizations on PIF remains under-researched. This study aimed to investigate how a particular student organization impacted the PIF of novice students.</p><p><strong>Methods: </strong>We conducted a qualitative study utilizing constructivist grounded theory and the rich pictures methodology. We interviewed 12 novices, six senior students, three alumni and seven teachers from a medical school in Indonesia. The interviews with students were facilitated by Rich Pictures. The transcripts and pictures were iteratively analysed.</p><p><strong>Results: </strong>Novice students (i.e. first-year medical students) participated in an orientation programme organized by a centralized student organization. Becoming a member of this organization facilitated access to extracurricular training and networking. During the onboarding to this organization, senior students imparted values professed by the student organization: hierarchy, camaraderie and confidentiality. However, the way the seniors put these values into practice deviated from their intended purpose, leading to a mismatch that the novices perceived as oppressive. After an initial phase of resistance, novices entered a negotiation process to decide whether to persist with the orientation programme, resulting in three distinct outcomes: internalizing the values and being accepted as a member, enduring the programme by role-playing or becoming an outsider. This negotiation was accompanied by intense emotional suffering and identity dissonance. This socialization process ended up reinforcing an often oppressive hierarchical culture, which prevented novices from becoming change agents.</p><p><strong>Conclusion: </strong>Participating in this student organization significantly influences PIF, and developing survivorship bias may prevent students from enacting transformative change. Reforming this often oppressive system would require collaboration among faculty, teachers, student organizations and students.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143391160","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":"Guiding medical trainees' workplace learning for interprofessional collaboration-Looking to physicians or seeing nurses?","authors":"Renée E Stalmeijer, Willem S de Grave, Frank W J M Smeenk, Lara Varpio","doi":"10.1111/medu.15617","DOIUrl":"https://doi.org/10.1111/medu.15617","url":null,"abstract":"<p><strong>Introduction: </strong>Effective healthcare practice requires interprofessional collaboration (IPC) between all members of the healthcare team. Preparing healthcare trainees for IPC has proven to be difficult. Research suggests that workplace learning has a vital role in acquiring IPC competencies. However, guidance is required for trainees to make optimal use of IPC workplace learning opportunities. This study asks (1) To what extent is guidance provided to medical trainees when learning to collaborate interprofessionally?; and (2) Who provides this guidance and how?</p><p><strong>Methods: </strong>We conducted a constructivist, qualitative study using iterative cycles of semi-structured interviews and reflexive thematic analysis. A purposive sample of medical trainees (N = 11), nurses (N = 9), advance practice clinicians (APCs)(N = 3) and attending physicians (N = 9) associated with a department of general internal medicine in a non-academic teaching hospital participated in this study. Data-analysis was informed by Billett's concept of guidance.</p><p><strong>Results: </strong>Guidance on IPC was provided to medical trainees both intraprofessionally and interprofessionaly, be it limited, informal and implicit. Nurses and APCs provided more guidance on IPC than attending physicians. Guidance by attending physicians included implicit modelling and only became explicit in response to concerns raised about trainees' IPC by nurses. Nurses and APCs provided continuous guidance on various aspects of IPC but felt hampered by hierarchical issues to provide feedback. Trainees were more focused on feedback provided by attending physicians than they were aware of nurses' feedback.</p><p><strong>Conclusion: </strong>The potential of workplace learning to learn IPC competencies is currently hampered by a lack of explicit guidance. Optimizing the role of workplace learning in IPC competence development requires more explicit role modelling and collaborative intentionality by attending physicians, more critical reflection by trainees and a strengthening of the feedback role of nurses and APCs.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143374420","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":"Enhancing diversity in medical education: Bridging gaps and building inclusive curricula","authors":"Aimee Marie Charnell,&nbsp;Caitriona A. Dennis","doi":"10.1111/medu.15619","DOIUrl":"10.1111/medu.15619","url":null,"abstract":"&lt;p&gt;In this issue of Medical Education, Malik et al. offer a report on general practitioner (GP) tutors' efforts to recruit diverse volunteer patients for medical student placements.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; Their observations, which highlight time and resource constraints and the prioritisation of clinical symptoms to fulfil curriculum requirements, provide insights into the challenges of developing curricula and educational practices embodying equity, diversity and inclusion. This commentary explores how clinician and patient diversity influences current undergraduate teaching environments. Diversity impacts student learning experiences, and as such, there needs to be a consistent approach facilitated through staff training and stakeholder collaboration.&lt;/p&gt;&lt;p&gt;The evolution of equity, diversity and inclusivity in medical education is dynamic and ongoing. Medical education has made significant progress in expanding access to women, racial minorities and individuals from lower socio-economic backgrounds, fostering greater inclusivity and diversity. Frameworks, such as those from the Medical Schools Council, may support medical schools in creating increasingly inclusive environments, considering elements of diversity listed in the 2010 Equality Act.&lt;span&gt;&lt;sup&gt;2, 3&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Medical schools' efforts and support in educating students from diverse backgrounds ensure that graduating doctors increasingly reflect the diversity of the patients they serve. This diversity positively impacts healthcare provision because it is well-established that diverse doctors lead to benefits such as better quality care and patient satisfaction.&lt;span&gt;&lt;sup&gt;4, 5&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;However, despite the increasing diversification of doctors, achieving adequate patient diversity in educational patient cases remains challenging. In any population, patients vary in sex, gender, sexuality, race, religion, weight, disability, occupation, education and wealth. Nevertheless, the diversity of clinical-case teaching does not always reflect the variation of patients seen within clinical practice.&lt;span&gt;&lt;sup&gt;6&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Although understanding the specific needs of diverse patient groups is vital, there is no common conceptual understanding of diversity within medical curricula, and teaching is often variable in content and depth.&lt;span&gt;&lt;sup&gt;7&lt;/sup&gt;&lt;/span&gt; This lack of common understanding hinders the development of inclusive learning environments for students in medical schools and higher education institutions. Although policies and strategies promote inclusive practices, students still experience inconsistencies.&lt;span&gt;&lt;sup&gt;8, 9&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;As a case in point, consider the divergence between medical students often beginning to learn about anatomy, physiology and pharmacology by considering an ‘average’ 70-kg man and an exercise a lecturer asked us to perform. In this lesson, he asked us to stand up. He then asked the females to sit, followed by males under 50 kg","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"460-462"},"PeriodicalIF":4.9,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143256113","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":"Exploring pre-clinical medical students' perception of and participation in active learning: A mixed-methods transnational study.","authors":"Wendy Heng, Mei Hui Ho, Xiu Hui Mah, Jun Jie Lim, Nabilah Huda Binti Ahmad Syamsury, Emma Haagensen, Edmund Liang Chai Ong, Paul Hubbard","doi":"10.1111/medu.15611","DOIUrl":"https://doi.org/10.1111/medu.15611","url":null,"abstract":"<p><strong>Background: </strong>Active learning is a learning process that promotes student engagement in constructing knowledge and conceptual understanding, improves critical thinking skills and develops professional competency. In recent years there has been a significant shift of emphasis in higher education from passive teacher-centred didactic teaching to active student-led learning. Although there is abundant literature about active learning, there is a gap in the knowledge of students' perception regarding factors that affect engagement in active learning activities. This project aimed to explore pre-clinical year medical students' perception of active learning and examine the factors that affect their participation in active learning activities.</p><p><strong>Methods: </strong>A mixed-method study was conducted with pre-clinical medical students at Newcastle University Medical School, UK, and Newcastle University Medicine Malaysia. A total of 266 students participated in an online survey questionnaire, with 25 students participating in focus group discussions (FGD). Quantitative data were analysed using descriptive analysis and qualitative data was analysed with thematic analysis.</p><p><strong>Results: </strong>The majority of students (94.7%) recognised that active learning is important for their learning, but had a narrow definition of what active learning constituted, and familiarity with active learning techniques was lacking. Many students' independent learning techniques were centred around methods of 'active recall', with factors affecting the utilisation of active learning techniques mainly focused on time availability, group dynamics in active teaching sessions and teaching styles of educators.</p><p><strong>Conclusion: </strong>Students acknowledged the importance of active learning but are generally unfamiliar with ways to effectively utilise a broad range of active learning strategies. This study demonstrated that it is important for educators to understand firstly how students define active learning as well as how students interact with active learning taught sessions, to ensure that they create an environment where students feel confident to engage in active learning techniques.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143256117","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":"Untapped opportunities: Leveraging the entire health care team in workplace learning","authors":"Lara Teheux,&nbsp;Janiëlle A. E. M. van der Velden","doi":"10.1111/medu.15618","DOIUrl":"10.1111/medu.15618","url":null,"abstract":"&lt;p&gt;In this issue of &lt;i&gt;Medical Education&lt;/i&gt;, Miller et al. review interprofessional interactions in medical training and highlight potential gaps in learning between different professions that arise due to professional hierarchy, siloed training structure and role boundaries.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; These barriers, however, also occur in learning between individuals from different specialties within the same profession, as is perfectly illustrated by this quote from a medical trainee reflecting on learning and collaborating with physicians from different specialties: ‘I think they don't always realize where our expertise lies, and vice versa … and that's, I believe, also simply a matter of ignorance on both sides. So, you only later realize: “wait, but this is why they think what they think, and why we think what we think”.’&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; In other words, ‘the physician’ is not a singular, uniform entity.&lt;/p&gt;&lt;p&gt;Intraprofessional collaboration between physicians of different specialties, in fact, presents an untapped opportunity for learning and has its own unique challenges and opportunities that physicians must learn to navigate to collaborate effectively.&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt; By juxtaposing inter- and intraprofessional interactions, we can gain valuable insights into how to prepare trainees for collaborative patient care. Like interprofessional interactions, intraprofessional interactions tend to be frequent, brief, informal and implicit, with no predefined educational goals.&lt;span&gt;&lt;sup&gt;2, 3&lt;/sup&gt;&lt;/span&gt; Furthermore, they also hold great potential to develop trainees' medical skills, collaboration and professional identity formation.&lt;span&gt;&lt;sup&gt;2, 3&lt;/sup&gt;&lt;/span&gt; In this commentary, we attempt to shine additional light on workplace learning by further juxtaposing inter- and intraprofessional experiences through the lens of the individual, social and situated dimensions discussed by Miller et al. and others.&lt;span&gt;&lt;sup&gt;1, 4&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Along the individual dimension, Miller et al. discuss how ‘credibility judgements’ influence how trainees recognize and receive feedback from other professions.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; Although one might expect that trainees would always recognize intraprofessional feedback as valuable, given that they share the same profession with the feedback provider, medical trainees often perceive physicians from other specialties as too distinct, leading to less interest in learning from them.&lt;span&gt;&lt;sup&gt;2, 5&lt;/sup&gt;&lt;/span&gt; In fact, medical specialists tend to view their specialty's approach to patient care as superior to that of other specialties, which hinders perspective taking and learning.&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt; These perceptions are heavily influenced by intraprofessional stereotypes deeply ingrained in the practice of physicians.&lt;span&gt;&lt;sup&gt;2, 5&lt;/sup&gt;&lt;/span&gt; Here, it is noteworthy that Miller et al. report medical trainees may view other professions as ‘safe’ learning resources because they are not ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"457-459"},"PeriodicalIF":4.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123205","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":"March in this issue","authors":"","doi":"10.1111/medu.15608","DOIUrl":"10.1111/medu.15608","url":null,"abstract":"&lt;p&gt;Making entrustment decisions are important actions in medical training that pose risks to trainees and patients if not done well. The authors conducted a realist inquiry to better understand how such decisions are carried out by committees through meeting observations and committee member interviews. Building from a previous model that found entrustment decisions are often not deliberate, the authors found that competence committees often focus deliberately on resident development, just not on resident entrustment. They further found that committees consider bias, equity and fairness with intentionality that ranges from being reactive to being proactive.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Schumacher, D&lt;/span&gt;, &lt;span&gt;Martini, A&lt;/span&gt;, &lt;span&gt;Michelson, C&lt;/span&gt;, &lt;span&gt;Turner, D&lt;/span&gt;, &lt;span&gt;Winn, A&lt;/span&gt;, &lt;span&gt;Kinnear, B&lt;/span&gt;. &lt;span&gt;A realist evaluation of prospective entrustment decisions in pediatric residency clinical competency committees&lt;/span&gt;. &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;3&lt;/span&gt;): &lt;span&gt;xx&lt;/span&gt;-&lt;span&gt;xx&lt;/span&gt;. 10.1111/medu.15530.&lt;/p&gt;&lt;p&gt;Expectations can affect how students interpret and make sense of the support they receive from their medical school. This qualitative study highlights that students expect a strong support system to be provided by the medical school. When these expectations are unmet, students often disengage from formal support systems and instead create their own peer-support networks. A deeper understanding of student expectations can inform the design and development of support systems to more effectively meet student needs.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Tan, E&lt;/span&gt;, &lt;span&gt;Driessen, E&lt;/span&gt;, &lt;span&gt;Frambach, J&lt;/span&gt;, &lt;span&gt;Cleland, J&lt;/span&gt;, &lt;span&gt;Kearney, GP&lt;/span&gt;. &lt;span&gt;How do medical students' expectations shape their experiences of wellbeing programmes?&lt;/span&gt; &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;3&lt;/span&gt;): &lt;span&gt;xx&lt;/span&gt;-&lt;span&gt;xx&lt;/span&gt;. 10.1111/medu.15543.&lt;/p&gt;&lt;p&gt;Imposter phenomenon (IP) is prevalent across medical professionals, students and trainees. However, the sources of imposter feelings have yet to be explored in medical students. Analysing 233 reflective essays from two institutions, researchers identified imposter feelings in 52% of the essays and generated three themes to describe sources of imposter feelings: self-comparison to idealized images of medical students, self-comparison to physicians and concerns about self-presentation. The findings underscore the need for open dialogue and reflective practices during professional identity formation in medicine.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Kruskie, ME&lt;/span&gt;, &lt;span&gt;Frankel, R&lt;/span&gt;, &lt;span&gt;Isaacson, J&lt;/span&gt;, &lt;span&gt;Mehta, N&lt;/span&gt;, &lt;span&gt;Byram, J&lt;/span&gt;. &lt;span&gt;Investigating feelings of Imposterism in first-year medical student narratives&lt;/span&gt;. &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;3&lt;/span&gt;): &lt;span&gt;xx&lt;/span&gt;-&lt;span&gt;xx&lt;/span&gt;. 10.1111/medu.15533.&lt;/p&gt;&lt;p&gt;Social connectio","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 3","pages":"257"},"PeriodicalIF":4.9,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143080546","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":"Beyond the classroom: The transformative experience of short rural immersion programs for health professional students: A narrative review.","authors":"Anett Nyaradi, Terena Solomons, Keith McNaught","doi":"10.1111/medu.15612","DOIUrl":"https://doi.org/10.1111/medu.15612","url":null,"abstract":"<p><strong>Background: </strong>Rural areas house nearly half the global population yet face a significant shortage of skilled health professionals, exacerbating health inequities. Short-term rural immersion programs offer a cost-effective approach to exposing health professional students to the unique challenges of rural healthcare. Transformative learning theory is well suited to examining how these programs foster critical reflection and perspective shifts in students.</p><p><strong>Objectives: </strong>To explore the potentially transformative impact of short-term (<6 weeks) rural immersion programs on health professional students through the lens of transformative learning theory.</p><p><strong>Methods: </strong>This review synthesised findings from various studies on the impact of rural immersion programs. Comprehensive searches were conducted across multiple databases, identifying 17 studies published between 2001 and 2024. Data extraction and thematic synthesis were guided by Mezirow's transformative learning framework, identifying key patterns and insights through an iterative process.</p><p><strong>Results: </strong>Rural immersion programs deepen students' understanding of the unique health needs of rural and remote communities. These experiences promote personal and professional growth, enhance critical thinking, problem-solving abilities, cultural competence and social accountability and foster a commitment to serving underserved populations. The collaborative role of the community, student cohort and academic staff in facilitating transformative learning is emphasised.</p><p><strong>Conclusion: </strong>Short-term rural immersion programs offer invaluable and transformative educational opportunities that extend beyond traditional learning environments.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123204","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}