Medical Education最新文献

{"title":"Experiential learning in autism intervention module training.","authors":"Urmila Dahake, Amol Dongre, Meenakshi Girish","doi":"10.1111/medu.15764","DOIUrl":"https://doi.org/10.1111/medu.15764","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144540805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A trainee-led national teaching model for rehabilitation medicine.","authors":"Ahmad Saif, Annie Price, Anas Hassan","doi":"10.1111/medu.15763","DOIUrl":"https://doi.org/10.1111/medu.15763","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144528654","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":"Burnout before and during COVID: A systematic review and meta-analysis of 48 698 trainees","authors":"Shaun Prentice,&nbsp;Diana S. Dorstyn,&nbsp;Nicola Massy-Westropp,&nbsp;Jill Benson,&nbsp;Taryn Elliott","doi":"10.1111/medu.15760","DOIUrl":"10.1111/medu.15760","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Postgraduate medical trainees exhibit elevated burnout levels. COVID-related workplace stressors created a further mental health challenge, potentially exacerbating this issue. This review compared literature on burnout levels in postgraduate medical trainees published before and after COVID, with consideration of group differences (e.g., specialty and country).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This systematic review and meta-analysis was registered on PROSPERO (CRD42023404618) and followed the updated PRISMA statement. Embase, Ovid Medline, Ovid PsycInfo and the Cochrane Collaborative were searched until April 2025. These results were supplemented with pearling and citation searching of included articles and previous reviews. Studies that administered the Maslach Burnout Inventory – Human Services Survey (MBI) to postgraduate medical trainees were eligible. Where studies met eligibility criteria but did not provide required data (i.e., sample size, means and standard deviations), authors were contacted to supply these data. Methodological reporting quality (QualSyst tool) and publication bias were assessed (funnel plots, trim-and-fill method), and between-group heterogeneity explored (subgroup analyses, meta-regression). Differences in burnout levels pre- and intra-COVID (i.e., before and after March 2020, respectively) were quantified using Hedges' <i>g</i>.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 3 930 unique studies identified, 245 were included, comprising 48 698 trainees. Impacts of the COVID-19 pandemic on burnout levels varied: although trainees' emotional exhaustion remained stable, reported levels of depersonalisation (from <i>g</i>_<i>w</i> = 0.611 to 0.430, <i>p</i> = 0.045) and personal accomplishment fell (from <i>g</i>_<i>w</i> = −0.348 to −0.626, <i>p</i> = 0.009). Specialty and country variations were evident, with emergency medicine trainees trainees reporting worse burnout during COVID, whereas anethesiology, psychiatry and urology trainees felt less burnt out by their work.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Wellbeing supports should be prioritized for front-line specialty trainees, who were vulnerable to work-related stressors that emerged during COVID. Interventions should focus on fostering a sense of competence and mastery, both of which can enhance personal accomplishment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 11","pages":"1156-1171"},"PeriodicalIF":5.2,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144528655","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":"Landscapes of psychological trauma in residency education: Exploring lived experiences","authors":"Amanda Roze des Ordons,&nbsp;Aliya Kassam,&nbsp;Rachel Ellaway","doi":"10.1111/medu.15747","DOIUrl":"10.1111/medu.15747","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Resident physicians may experience psychological trauma both at work and in their personal lives. Injury from trauma can impact learning, patient care, relationships, mental health and well-being. Residents' experiences of traumatic injury have not been well-described in the literature. The purpose of this study was to explore residents' lived experiences of psychological traumatic injury.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The research employed a hermeneutic phenomenological methodology. All residents at a single Canadian medical school and support professionals who work with them were invited to participate in semi-structured interviews. Anonymized transcripts were analysed in duplicate and findings interpreted through discussion amongst the research team.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirteen residents and three support professionals participated. Four core domains of lived experience within participant narratives were identified, each with multiple dimensions: impacts of traumatic injury (multifaceted, internal reactions, layered judgements), adaptations to traumatic injury (shifts in mindset and behaviour), traumatic injury over time (acknowledging, oscillation, meaning-making) and modifiers of traumatic injury (previous life experiences, internal resources, contextual circumstances). Three metanarratives intersecting these dimensions of experience were complexity, sociocultural influences and existential tensions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>In summary, residents' experiences of trauma and the associated traumatic injury are complex, highly individual and difficult to anticipate or resolve with linear support models. This research will help guide ways to better support residents while addressing problematic aspects of medical education that may contribute to experiences of trauma.</p>\u0000 </section>\u0000 </div>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 9","pages":"983-995"},"PeriodicalIF":5.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144506403","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":"Fostering empathy: Gamified approach to address health care disparities.","authors":"Po Ling Pauline Luk, Michelle Che Yan Lam, Yat Chun Lim, Mei Li Khong","doi":"10.1111/medu.15755","DOIUrl":"https://doi.org/10.1111/medu.15755","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144506402","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":"July In This Issue","authors":"Sarah Tatum George","doi":"10.1111/medu.15731","DOIUrl":"10.1111/medu.15731","url":null,"abstract":"&lt;p&gt;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.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Lees, J&lt;/span&gt;, &lt;span&gt;Risør, T&lt;/span&gt;, &lt;span&gt;Sweet, L&lt;/span&gt;, &lt;span&gt;Bearman, M&lt;/span&gt;. &lt;span&gt;Integrating digital technologies into teaching embodied knowledge in the context of physical examination&lt;/span&gt;. &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2024&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;7&lt;/span&gt;): &lt;span&gt;719&lt;/span&gt;-&lt;span&gt;728&lt;/span&gt;. doi: 10.1111/medu.15599.&lt;/p&gt;&lt;p&gt;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.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Branzetti, J&lt;/span&gt;, &lt;span&gt;Gisondi, M&lt;/span&gt;, &lt;span&gt;Hopson, L&lt;/span&gt;, &lt;span&gt;Regan, L&lt;/span&gt;, &lt;span&gt;Botti, S&lt;/span&gt;. &lt;span&gt;Physician, know thyself: applying brand management principles to professional identity in academic medicine&lt;/span&gt;. &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2024&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;7&lt;/span&gt;): &lt;span&gt;694&lt;/span&gt;-&lt;span&gt;703&lt;/span&gt;. doi: 10.1111/medu.15601.&lt;/p&gt;&lt;p&gt;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.&lt;/p&gt;&lt;p&gt;\u0000 &lt;","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,&nbsp;Yasith Mathangasinghe,&nbsp;David Gonsalvez","doi":"10.1111/medu.15761","DOIUrl":"10.1111/medu.15761","url":null,"abstract":"<p>Anatomy is foundational to medical practice, with doctors applying anatomy knowledge to patient care and interprofessional communication. Despite this, undergraduate medical anatomy assessment typically uses multiple-choice questions (MCQs), which cannot assess anatomical communication skills. Oral examinations or ‘vivas’ require students to communicate and demonstrate anatomical knowledge but have been largely phased out as summative assessments due to concerns about reliability and feasibility.<span>¹</span></p><p>Summative assessment at our institution consists of MCQ examinations. Although anatomy learning activities aim to foster communication and teamwork skills, misaligned assessments can hinder engagement. Additionally, limited feedback opportunities constrain educators' ability to support transformative learning.</p><p>Students were encouraged to touch and move resources to effectively demonstrate knowledge. While students within teams could volunteer to answer any question, marking rubrics awarded points for substantive contributions from all team members. Based on initial responses, assessors tailored further questions to probe students' understanding. The relatively short time frame was intended to ensure effective responses required knowledge synthesis. Following vivas, assessors and students had 5 min feedback dialogues, including strengths, areas for improvement and learning guidance. Complete scoring rubrics, including written feedback, were also provided to students.</p><p>Before each viva, assessors participated in a feedback training workshop and completed a standardisation exercise with course coordinators to ensure their understanding of excellent, good, satisfactory and not satisfactory responses aligned with course outcomes.</p><p>These pitfalls have potential implications for patient care if unresolved, such as misunderstandings during handovers and structural misidentification during procedures. Therefore, we refined our curriculum to scaffold anatomical communication skill development by implementing weekly viva practice questions and providing mock viva videos that incorporate pitfalls alongside examiner feedback.</p><p>Our experiences highlight that vivas can be successfully reintroduced to undergraduate medical education, particularly when paired with feedback for learning.</p><p><b>Georgina C. Stephens:</b> Conceptualisation; investigation; writing—original draft; project administration; writing—review and editing. <b>Yasith Mathangasinghe:</b> Conceptualisation; investigation; writing—review and editing. <b>David Gonsalvez:</b> Conceptualisation; investigation; writing—review and editing.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 11","pages":"1250-1251"},"PeriodicalIF":5.2,"publicationDate":"2025-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15761","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":"OA","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}