Medical Education最新文献

{"title":"Embedding planetary health education into clinical medicine.","authors":"Nabha Shetty, Tajdeep Brar, Sanjana Sudershan, Kerolos Youssef","doi":"10.1111/medu.15670","DOIUrl":"https://doi.org/10.1111/medu.15670","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143649421","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":"Dual-phase standardised patient training: Merging content expertise with acting skills.","authors":"Siaw Cheok Liew, Tham Thi Phi","doi":"10.1111/medu.15647","DOIUrl":"https://doi.org/10.1111/medu.15647","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143649418","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":"Teaching doctors journalism skills in the fellowship in journalism and health impact: A new way to build competence in advocacy.","authors":"Blair L Bigham, Robert Steiner","doi":"10.1111/medu.15672","DOIUrl":"https://doi.org/10.1111/medu.15672","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143634261","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":"April in this issue","authors":"","doi":"10.1111/medu.15630","DOIUrl":"https://doi.org/10.1111/medu.15630","url":null,"abstract":"<p>This sociomaterial study on ‘fixing disconnects’ interviewed Canadian Competency-Based Medical Education implementation leads about their agency and constraints in the process of curriculum making. While curriculum design, education contexts and technologies were actors in disconnecting assessment from learning, some training programmes managed to adapt through creative workarounds for responsive teaching, tailored learning and meaningful entrustment. As such, this study offers insights and principles for making competency-based learning work for all learners and contexts.</p><p>\u0000 <span>Ott, MC</span>, <span>Dengler, L</span>, <span>Hibbert, K</span>, <span>Ott, M</span>. <span>Fixing disconnects: exploring the emergence of principled adaptations in a competency-based curriculum</span>. <i>Med Educ.</i> <span>2025</span>; <span>59</span>(<span>4</span>): <span>428</span>–<span>438</span>. doi:10.1111/medu.15475.</p><p>As medical students enter clinical practice, they often face emotionally charged end-of-life decisions that challenge their moral compass and professional identity. This study delves into the experiences of Brazilian medical students as they navigate these complex situations, revealing the profound impact of connecting with patients during end-of-life care. Key findings suggest that choosing to connect with patients rather than retreating to clinical detachment can transform students' professional identities and reinforce their commitment to compassionate care. This research underscores the need for medical educators to support students through these transformative experiences, promoting emotional resilience and patient-centred care.</p><p>\u0000 <span>Ribeiro, DL</span>, <span>Sacardo, D</span>, <span>Drzazga, G</span>, <span>Carvalho Filho, M</span>. <span>Connect or detach: a transformative experience for medical students in end-of-life care</span>. <i>Med Educ.</i> <span>2025</span>; <span>59</span>(<span>4</span>): <span>395</span>–<span>408</span>. doi:10.1111/medu.15545.</p><p>Using transformative theory as a framework, this research explores conceptual differences in the professionalism lapses of different health professional trainees and faculty to determine what helps or hinders transformation around these lapses. The context bound nature of professionalism lapses contributed to challenges in recognising or acknowledging lapses, especially when implicit, inconsistent or part of a hidden curriculum around expected social and/or communication norms. Also highlighted was the effect of power differentials on the response to professionalism lapses. To navigate these waters, clear communication of professional standards (including clinical context), space for dialogue and mindfulness of power dynamics are warranted.</p><p>\u0000 <span>Sibbald, M</span>, <span>Sheth, U</span>, <span>Last, N</span>, <span>Keuhl, A</span>, <span>McPherson, I</span>, <span>Wojkowski, S</span>, <span>Bakke","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 4","pages":"353"},"PeriodicalIF":4.9,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612560","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":"Qualitative data, cross-language research and AI translation: Three icebergs","authors":"Lorelei Lingard, Jennifer Klasen","doi":"10.1111/medu.15671","DOIUrl":"10.1111/medu.15671","url":null,"abstract":"<p>In qualitative research, language is data. But language is not neat, straightforward data. What is said in an interview is not a transparent, objective record of reality: It is a social construction, shaped by the interviewer's aims and the participant's motivations and perceptions. It is a co-construction, arising from the interaction between researcher and participant. And, as anyone who has read a transcript knows, it is nonlinear, often illogical, inevitably messy. Participants circle back, detour, cut off mid-thought, contradict themselves and mix their metaphors; they send both explicit and implicit messages; they do not always say what they mean or mean exactly what they say. All of this makes interview data inherently complex and subjective, and it necessarily shapes how we make meaning from it.<span><sup>1</sup></span></p><p>The <i>translation</i> of qualitative interview data further complicates an already complicated situation.</p><p>In their focused literature review on cross-language translation in qualitative HPE research, Schumann et al.<span><sup>2</sup></span> found that few papers ‘explicitly discuss the dilemmas and challenges of translation and offer strategies and recommendations’. Beyond this ‘tip of the iceberg’, they report that most papers leave the issue of translation ‘below the waterline’: They avoid translation altogether, translate without explicit acknowledgement or translate with only cursory acknowledgement of the decisions and strategies involved. Drawing on an existing framework,<span><sup>3</sup></span> the paper offers suggestions for how researchers should address the ‘why’, ‘when’, ‘what’, ‘who’ and ‘how’ of translation to incorporate it into qualitative research in a more methodologically robust way.</p><p>Schumann et al. encourage researchers to conceptualize translation as not merely a technical procedure but also one that presents significant methodological and ethical issues. Arguing that translation is ‘an essential means of ensuring the inclusion of diverse perspectives that might otherwise get lost’ (p. 3), they point to challenges beyond mere language accuracy, including cultural context, interpretive complexity and the unavoidable loss or change of meaning. This commentary aims to extend the paper's discussion by reflecting further on two related questions that researchers face in cross-language qualitative work: <i>How much</i> should we translate, and <i>how might artificial intelligence (AI) help or hinder</i> our translation efforts?</p><p>The question of <i>how much</i> translation is necessary remains unanswered in Schumann et al.'s review. Yet this question is essential to finding ‘the right balance between methodological rigor and practical feasibility’. Researchers must make individual, context-related judgements about the degree of translation needed to serve their purpose while remaining feasible within their resources. Should entire transcripts be translated? Only the passages that a","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 6","pages":"566-568"},"PeriodicalIF":4.9,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15671","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143616229","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":"Improving breaking bad news communication skills through stress arousal reappraisal and worked examples.","authors":"Michel Bosshard, Sissel Guttormsen, Urs Markus Nater, Felix Schmitz, Patrick Gomez, Christoph Berendonk","doi":"10.1111/medu.15658","DOIUrl":"https://doi.org/10.1111/medu.15658","url":null,"abstract":"<p><strong>Introduction: </strong>Breaking bad news (BBN) is a distressing yet essential task in medicine, imposing emotional strain on both physicians and patients. Crucially, effective BBN relies on both verbal and nonverbal communication, which can be impaired by elevated stress associated with the task. Efficient teaching of communication skills continues to present a challenge, and the role of stress management in BBN encounters remains largely overlooked. In this study, we investigated the effects of stress arousal reappraisal (SAR; positive reframing of stress arousal) and worked example (WE; step-by-step demonstration of BBN) interventions on medical students' communication performance.</p><p><strong>Methods: </strong>This pre-registered randomised controlled trial employed a 2 × 2 between-subjects design to evaluate the individual and combined effects of SAR and WE interventions on the verbal and nonverbal communication performance of 221 third-year medical students. To do so, students completed a 40-min web-based learning module before disclosing bad news to a simulated patient within a 12-min consultation. Performances were videorecorded and assessed by three independent raters.</p><p><strong>Results: </strong>The WE intervention significantly improved both verbal and nonverbal communication performance, whereas the SAR intervention enhanced nonverbal communication only. Combining SAR with WE did not yield additional improvements in nonverbal communication beyond those achieved by either intervention alone.</p><p><strong>Discussion: </strong>These findings highlight the potential of both SAR and WE interventions to optimise resource-intensive simulated BBN training. By demonstrating the efficacy of WE in improving both verbal and nonverbal communication, this study advances the literature on the application of WEs in the BBN context. Furthermore, this study is among the first to demonstrate the importance of stress coping in delivering bad news effectively. Given their low threshold, both SAR and WE interventions represent promising tools for equipping medical students with essential BBN communication skills and are well-suited for integration into already time-constrained medical curricula.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143616227","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":"Developing a clinical competency committee for undergraduate medical education.","authors":"Siaw Cheok Liew, Jeffrey Mayne","doi":"10.1111/medu.15667","DOIUrl":"https://doi.org/10.1111/medu.15667","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143616224","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":"Artificial intelligence and gender equity: An integrated approach for health professional education.","authors":"Margaret Bearman, Rola Ajjawi","doi":"10.1111/medu.15657","DOIUrl":"https://doi.org/10.1111/medu.15657","url":null,"abstract":"<p><strong>Introduction: </strong>As artificial intelligence (AI) increasingly integrates into health workplaces, evidence suggests AI can exacerbate gender inequity. Health professional programmes have a role to play in ensuring graduates grasp the challenges facing working in an AI-mediated world.</p><p><strong>Approach: </strong>Drawing from feminist scholars and empirical evidence, this conceptual paper synthesises current and future ways in which AI compounds gender inequities and, in response, proposes foci for an integrated approach to teaching about AI and equity.</p><p><strong>Analysis: </strong>We propose three concerns. Firstly, multiple literature reviews suggest that the gender divide is embedded within AI technologies from both process (AI development) and product (AI output) perspectives. Next, there is emerging evidence that AI is reinforcing already entrenched health workforce inequities, where certain types of roles are seen as being the domain of certain genders. Finally, AI may disassociate health professionals' interactions with an embodied, agentic patient by diverting attention to a gendered digital twin.</p><p><strong>Implications: </strong>Responding to these concerns is not simply a matter of teaching about bias but needs to promote an understanding of AI as a sociotechnical phenomenon. Healthcare curricula could usefully provide clinically relevant educational experiences that illustrate how AI intersects with inequitable gendered knowledge practices. Students can be directed to: (1) explore doubts when working with AI-generated data or decisions; (2) refocus on caring through prioritising embodied connections; and (3) consider how to negotiate gendered workplaces in a time of AI.</p><p><strong>Conclusion: </strong>The intersection of gender equity and AI provides an accessible, illustrative case about how changing knowledge practices have the potential to embed inequity and how health professional education programmes might respond.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143597301","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":"Preparing medical students by simulating on-call shifts.","authors":"Amber Ahmed-Issap, Jessica Bialan, Michael Eastwood, John Barnes","doi":"10.1111/medu.15663","DOIUrl":"https://doi.org/10.1111/medu.15663","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143597312","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":"Patients as Partners in Teaching Attuned Responsiveness.","authors":"Michelle van den Engh","doi":"10.1111/medu.15669","DOIUrl":"https://doi.org/10.1111/medu.15669","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143597309","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}