Medical Teacher最新文献

{"title":"Announcing the new Medical Teacher Patil Award.","authors":"Jennifer Cleland","doi":"10.1080/0142159X.2026.2754694","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2754694","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":4.0,"publicationDate":"2026-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149334530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum change management models in health professions education: A scoping review.","authors":"Mahwish Arooj, Ahsan Sethi, Simone Gorter, Anja Krumeich","doi":"10.1080/0142159X.2026.2752857","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2752857","url":null,"abstract":"<p><strong>Introduction: </strong>Curriculum change in Health Professions Education (HPE) is necessary to prepare graduates for the emerging and complex challenges of healthcare systems. Change management models offer systematic approaches to facilitate change; however, their application in HPE remains insufficiently understood. Therefore, this scoping review aims to identify the change management models used in HPE curricular reforms, characterize how these models have been applied, and map the reported enablers, barriers, and implementation strategies.</p><p><strong>Methods: </strong>A comprehensive search was conducted across PubMed, ERIC, Scopus, Web of Science, and Google Scholar for English-language studies published between January 2000 and April 2025 using Joanna Briggs Institute (JBI) methodology and PRISMA-ScR guidelines. Two independent reviewers screened records using Rayyan, resolving discrepancies through consensus. Data were extracted from eligible peer-reviewed articles reporting the use of change management models in undergraduate/postgraduate medical, dental, nursing, and allied health education. Analysis involved descriptive qualitative content analysis, with findings presented through a narrative synthesis.</p><p><strong>Results: </strong>Of 1,811 records, 21 studies were included. Seventeen change management models were identified, with Kotter's 8-Step Change Model being the most frequent. Models were primarily used in high-resource settings, with most uses focusing on curricular elements in isolation. Reported enablers included structured frameworks, stakeholder engagement, guiding coalition formation, and creating a sense of urgency, whereas key barriers included workload and resource constraints, and challenges in communicating vision to diverse stakeholders. Strategies included incremental change approaches, multi-model integration, and strengthened coalition structures.</p><p><strong>Discussion: </strong>No single change management model was found to be universally sufficient for HPE settings. Change models in HPE have rarely been applied in ways that address all facets of a complex adaptive system. The identified gaps highlight a need for HPE-specific, flexible, and context-responsive change models applicable across diverse settings and adaptable to the evolving healthcare landscape for long-term sustainability.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-19"},"PeriodicalIF":4.0,"publicationDate":"2026-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149334531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of literature-based initiatives to enhance empathy in healthcare populations: A systematic review and meta-analysis.","authors":"Rachel Winter, Felicity James, Keith Nockels, Tamara Chithiramohan, Jake Holton, Jeremy Howick","doi":"10.1080/0142159X.2026.2752855","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2752855","url":null,"abstract":"<p><strong>Introduction: </strong>Empathy is a fundamental component of effective healthcare, associated with improved patient outcomes and practitioner wellbeing. Although a range of educational strategies seek to enhance empathy, the contribution of literary arts-based interventions, including shared reading and creative writing, remains under-explored. This review synthesises quantitatively evaluated studies examining changes in empathy among healthcare professionals and students following such interventions.</p><p><strong>Methods: </strong>Ovid Medline, Scopus, Cinahl Complete, LION, MLA, and APA PsycInfo databases were searched from inception to July 2025 for studies investigating the effect of literary arts based interventions for healthcare students and professionals on empathy. Two reviewers screened titles and abstracts independently. The ROB-2 and ROBINS-I tools were used to assess risk of bias. Random effects meta-analysis of the impact of training on participants' empathy levels was performed. The GRADE framework was used to rate the quality of evidence.</p><p><strong>Results: </strong>Fourteen studies (<i>n</i> = 1593 participants) were included after screening of 8,286 abstracts. Of these, six used a randomised controlled study design. Five studies reported statistically significant increases in self-reported empathy, three had mixed findings and six studies reported no change in empathy scores post-intervention. Risk of bias was assessed to be high in 10 studies. A meta-analysis pooling data from eligible studies demonstrated a large, statistically significant overall effect of the intervention on participant empathy (standardised mean difference 0.83, 95% confidence interval 0.01 to 1.6). Significant heterogeneity was observed across studies (I² = 96%). A GRADE evaluation of evidence rated the quality as low.</p><p><strong>Discussion: </strong>This review indicates that literary arts-based empathy training may have the potential to be effective at enhancing empathy in participants, but results should be treated cautiously. The impact of interventions are likely influenced by measurement choice, delivery mode, and facilitator expertise. Methodological limitations and limited follow-up restrict conclusions about sustainability of effect and behavioural impact.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-20"},"PeriodicalIF":4.0,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149322933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating Complexity and Wicked Problems in Technology Integration with Design Thinking: AMEE Guide No. 193.","authors":"Olivia Ng, Jennifer Cleland","doi":"10.1080/0142159X.2026.2753625","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2753625","url":null,"abstract":"<p><p>Technological change has become increasingly common in this era of digitalisation, with new technologies frequently introduced to enhance teaching and learning. However, as with any change, the implementation of technology is rarely straightforward. Unintended consequences, contextual constraints, and disruptions to existing practices can create significant challenges and barriers to successful digital transformation. Introducing a new technology often requires changes across multiple layers of complex educational systems. We therefore ask: What are the challenges and ways forward in respect of the planning, development and implementation of technological change in health professions education? In this AMEE Guide, we propose that technological change within the complexity of health professions education can be understood as a wicked problem. After considering this in depth, we then explore design thinking as an operational approach for navigating such complexity through iterative problem framing, stakeholder engagement, prototyping, testing, and refinement. We use the development lifecycle of a learning analytics dashboard as an example to examine the systemic challenges that arise when introducing digital transformation into health professions education. The Guide concludes by considering implications for future research and practice and presenting a set of Practice Points to support educators and institutions undertaking technological change.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-16"},"PeriodicalIF":4.0,"publicationDate":"2026-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149322935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can pre-clinical examination performance identify student challenges in competency-based medical education?","authors":"James E Anstey, Leslie A Haedinger, Travis C Philipp, Benjamin N Schneider, Ashly Albright, Patricia A Carney, Bailey A Pope","doi":"10.1080/0142159X.2026.2749548","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2749548","url":null,"abstract":"<p><strong>Introduction: </strong>By design, frequent assessments occur in competency-based medical education to identify struggling learners, so early intervention can occur. We conducted a longitudinal evaluation of pre-clinical student remediations to explore whether patterns exist that can identify future testing performance.</p><p><strong>Methods: </strong>Five cohorts of medical students who matriculated between 2014 and 2018 were included. A trend analysis was conducted to explore test performance patterns that would identify students at risk of future remediation, and the odds of subsequent remediations were calculated. Associations between remediations, delaying USMLE Step 1, USMLE Step 1 scores, and pass rates were also assessed.</p><p><strong>Results: </strong>Over 600 students (<i>n</i> = 612 of 758 or 80.7%) did not require remediation, and 146 of 758 students (19.3%) required one or more block remediations. Of these, 65 (44.5%) had a single remediation, and 81 (54%) remediated two to five blocks. The trend analysis did not identify any specific pattern over the course of the pre-clinical curriculum, although prior remediation did increase the odds of future struggles at the block level. Remediating any block was associated with needing extra study time to prepare for step 1, as well as an increased likelihood of failing step 1 on the first attempt. The number of remediations for a single student was not associated with higher rates of step 1 failure.</p><p><strong>Discussion: </strong>In a competency-based curriculum, past remediation was associated with increased risk of future difficulties. However, broader approaches for remediation support beyond academic strategies may be needed, including social support and wellbeing. As most students who experienced remediation went on to successful careers, unexpected struggles can occur and foster students' growth.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":4.0,"publicationDate":"2026-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149322932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing programmatic assessment in India: From compliance to educational action.","authors":"Tejinder Singh","doi":"10.1080/0142159X.2026.2752865","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2752865","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":4.0,"publicationDate":"2026-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149322934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AMEE guide to resistance in medical education: AMEE Guide No. 197.","authors":"Rachel H Ellaway, Tasha R Wyatt","doi":"10.1080/0142159X.2026.2754843","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2754843","url":null,"abstract":"<p><p>As attention to resistance in medical education has grown, the need for clear understanding and guidance for educators and learners alike has become ever more necessary. This AMEE Guide seeks to meet this need by presenting an overview of the many dimensions of resistance that intersect with medical education. Both as a concept and as a practice, resistance can be many things and take many forms, including various cultural constructions ranging from heroic activism freedom to self-indulgent anarchy. In terms of what is resisted in medical education, there are three broad areas: practice-oriented and institutional change, relational hierarchies, and ideological conflicts. Although the literature attends more to learner resistance, teachers can also be involved in acts of resistance, as can other players within medical education and even institutions. There are a great many reasons for engaging in resistance ranging from personal inconveniences to high moral causes. Expressions of resistance vary widely, lying along a continuum between overt, explicit acts and subtle, covert behaviors. Resistance may be a purely individual undertaking, but it often takes on quite different forms with greater impact when undertaken with others. It is important to differentiate between nonprofessional resistance (quite disconnected from professional practice), unprofessional resistance (that falls below standards of professional conduct), and professional resistance (that reflects professional standards and adds to rather than subtracts from professional integrity). In considering resistance in medical education, the authors also considered how to react if you become the focus of resistance or are otherwise caught up in it. The authors also argued that professional resistance needs to be explicitly addressed in medical education, although that may take many different forms. In summary, this AMEE Guide serves as a conceptual, evidence-informed, and practical resource on resistance for all those involved in medical education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-20"},"PeriodicalIF":4.0,"publicationDate":"2026-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149322922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The ROOM framework for preceptor participation in ambulatory resident-patient encounters.","authors":"Fa'iz Bayo-Awoyemi, Shaleen Chakyayil","doi":"10.1080/0142159X.2026.2752862","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2752862","url":null,"abstract":"<p><p><b>What was the educational challenge?</b> Ambulatory clinical preceptors routinely enter encounters that residents have already established with patients. Their participation creates opportunities for direct observation, teaching, and support, but can also unintentionally shift authority away from the resident. While existing ambulatory teaching frameworks guide case presentation, clinical reasoning, and feedback, there is less guidance for how preceptors should participate in the patient encounter itself.<b>What was the solution and how was it implemented?</b> We developed ROOM, a framework for approaching preceptor participation in ambulatory patient encounters as an intentional educational process. ROOM focuses on four moments: the purpose for entering, how roles are established, how the preceptor contributes to patient care and learning, and how ownership is reinforced with the resident.ROOM requires no additional resources and can be adapted to different models of ambulatory supervision. It provides a structure for navigating the competing priorities of supervision, learning, patient care, and resident autonomy.<b>What lessons were learned and what are the next steps?</b> ROOM requires evaluation across clinical and cultural contexts, including resident, preceptor, and patient perspectives.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-6"},"PeriodicalIF":4.0,"publicationDate":"2026-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149322936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A leadership Guide to applying the job demands-resources (JD-R) theory for faculty engagement and burnout prevention in health professions education: AMEE Guide No. 194.","authors":"Adam Neufeld, Cesar Orsini, Rintaro Imafuku","doi":"10.1080/0142159X.2026.2649948","DOIUrl":"10.1080/0142159X.2026.2649948","url":null,"abstract":"<p><p>This AMEE Guide positions the job demands-resources (JD-R) theory as a high-yield leadership framework to protect, motivate, and retain academic faculty in health professions education. Framed around workforce stability and institutional follow-through, the Guide highlights practical methods for leaders, including deans, department chairs, and education directors, to audit workloads, reduce hindering job demands (e.g. administrative overload, role conflict, and opaque promotion criteria), and cultivate energizing job resources (e.g. protected time, recognition, psychological safety, and autonomy-supportive climates). Drawing on empirical evidence across organizational psychology and academic medicine, JD-R's dual pathways (health impairment and motivation) provide a logic for scaling interventions, interrupting burnout 'loss spirals,' and initiating engagement 'gain cycles.' Examples emphasize at-risk faculty segments, including basic-science and sessional educators, whose chronic contract and compensation instability represent persistent hindrance demands requiring equity-centered resource design and leadership responsibility. By calibrating demands and resources iteratively, leaders can normalize faculty well-being as a measurable organizational outcome, sustain academic mission, and indirectly enhance learner engagement and educational quality.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1827-1838"},"PeriodicalIF":4.0,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147691032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hidden, helpful yet unequal: Rethinking gossip and the hidden curriculum.","authors":"Mark Justine N Revano, Randy A Tudy","doi":"10.1080/0142159X.2026.2668575","DOIUrl":"10.1080/0142159X.2026.2668575","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"2006"},"PeriodicalIF":4.0,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148006055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}