Medical Teacher最新文献

Can routine EPA-based assessments predict OSCE performances of undergraduate medical students? 基于 EPA 的常规评估能否预测医科本科生的 OSCE 成绩？

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2024-10-14 DOI: 10.1080/0142159X.2024.2413024

Yi-Hsuan Lin, Ying-Ying Yang, Chen-Huan Chen, Chia-Chang Huang, Chung-Pin Li, Hsiao-Chin Shen, Hsiao-Yun Yeh, Jen-Feng Liang, Shao-Yin Chu, Jiing-Feng Lirng, Shuu-Jiun Wang

{"title":"Can routine EPA-based assessments predict OSCE performances of undergraduate medical students?","authors":"Yi-Hsuan Lin, Ying-Ying Yang, Chen-Huan Chen, Chia-Chang Huang, Chung-Pin Li, Hsiao-Chin Shen, Hsiao-Yun Yeh, Jen-Feng Liang, Shao-Yin Chu, Jiing-Feng Lirng, Shuu-Jiun Wang","doi":"10.1080/0142159X.2024.2413024","DOIUrl":"10.1080/0142159X.2024.2413024","url":null,"abstract":"Background: Objective structured clinical examination (OSCE) is used worldwide. This study aims to explore potential alternatives to the OSCE by using entrustable professional activities (EPA)-based assessments in the workplace.Methods: This study enrolled 265 six-year undergraduate medical students (UGY) from 2021 to 2023. During their rotations, students were assessed using 13 EPAs, with the grading methods modified to facilitate application. Before graduation, they participated in two mock OSCEs and a National OSCE. We used generalized estimating equations to analyze the associations between the EPA assessments and the OSCE scores, adjusting for age and sex, and developed a prediction model. EPA8 and EPA9, which represent advanced abilities that were not significant in the regression models, were removed from the prediction model.Results: Most EPAs were significantly correlated with OSCE scores across the three cohorts. The prediction model for forecasting passing in the three OSCEs demonstrated fair predictive capacity (area under curve = 0.82, 0.66, and 0.71 for students graduated in 2021, 2022, and 2023, respectively all p < 0.05).Conclusions: The workplace-based assessments (EPA) showed a high correlation with competency-based assessments in simulated settings (OSCE). EPAs may serve as alternative tools to formal OSCE for medical students.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1134-1143"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142469949","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}

引用次数: 0

Response to: "Rethinking peer evaluation in team-based learning". 回应：“重新思考团队学习中的同伴评价”。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2025-01-16 DOI: 10.1080/0142159X.2025.2452695

Kyle Robertson, David Gunderman, Jessica Byram

引用次数: 0

Response to: 'Rethinking flexibility in high-stakes assessments'. 回应：“重新思考高风险评估的灵活性”。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2025-02-13 DOI: 10.1080/0142159X.2025.2464196

Annemieke G J M Smeets, Annelies E van Ede, Marc A T M Vorstenbosch, Petra J van Gurp

引用次数: 0

Virtual Multiple Mini Interviews: Implementation and evaluation for undergraduate medical, dental, and oral health degrees. 虚拟多重小型访谈：医学、牙科和口腔医学本科学位的实施与评估。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2024-10-25 DOI: 10.1080/0142159X.2024.2418577

Jaime C Auton, Daniel Sturman, Dimitra Lekkas, Deborah Turnbull, Jennifer Gray, Ben J Canny, Alexia Peña

{"title":"Virtual Multiple Mini Interviews: Implementation and evaluation for undergraduate medical, dental, and oral health degrees.","authors":"Jaime C Auton, Daniel Sturman, Dimitra Lekkas, Deborah Turnbull, Jennifer Gray, Ben J Canny, Alexia Peña","doi":"10.1080/0142159X.2024.2418577","DOIUrl":"10.1080/0142159X.2024.2418577","url":null,"abstract":"Introduction: The Multiple Mini Interview (MMI) is a widely used method for evaluating non-cognitive skills of applicants to health professions training programs. The COVID-19 pandemic prompted a swift transition to virtual MMIs (vMMIs), with initial indications of their feasibility and acceptability. This novel study describes the implementation and evaluation of a large-scale vMMI model for selection into undergraduate medical, dental, and oral health degrees within an Australian university.Methods: A vMMI process was implemented in November 2022, comprising onsite interviewers (n = 450) and remote applicants (n = 1001). Using the online platform Zoom, applicants rotated through six to eight 10-min virtual stations. Acceptability of the virtual process was evaluated using online surveys, completed by interviewers (n = 396) and applicants (n = 255).Results: Overall, interviewers (98%) and applicants (96%) reported the vMMI as a positive experience, citing clear information, suitable interview questions, Zoom use, diversity of interviewers, and lack of gender and cultural bias as strengths of the process. Challenges included difficulties with rapport building and the disturbance of background noise.Conclusions: A large-scale vMMI for three health programs was successfully implemented and positively evaluated. As the uptake of virtual interviews are likely to increase, this study can provide guidance for institutions planning to implement comparable vMMI processes.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1144-1151"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142504031","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}

引用次数: 0

Strategies to develop an efficient feedback system in medical education and its outcome - An interventional study. 在医学教育中开发高效反馈系统的策略及其结果--一项干预性研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2024-10-22 DOI: 10.1080/0142159X.2024.2418586

Sarwat Huma, Himayat Ullah, Junaid Sarfraz

{"title":"Strategies to develop an efficient feedback system in medical education and its outcome - An interventional study.","authors":"Sarwat Huma, Himayat Ullah, Junaid Sarfraz","doi":"10.1080/0142159X.2024.2418586","DOIUrl":"10.1080/0142159X.2024.2418586","url":null,"abstract":"Objective: The main aim of this study is to know the loopholes in the feedback system, strategies to remove these loopholes, and to measure the effects of an efficient feedback system in an institution.Methods: This research has three stages. In the first stage, we tried to find out the flaws in the feedback system of the institution based on published benchmarks. Then we tried to remove these flaws with the collaboration of different stakeholders. In the last stage of the study, we tried to measure the effectiveness of these corrective procedures by certain key performance indicators (KPIs).Results: After improvement strategies, there was a significant improvement in the KPIs like, the knowledge and attitude toward the feedback improved from 3.1 to 4.23 in students, and from 3.46 to 4.34 in faculty members, on a five-point scale, and the teaching standards improved as measured by students' performance in different courses in terms of learning objectives achievement, for example in internal medicine from 70.8% to 75.3%. Similar improvement was recorded in other KPIs as well.Conclusion: An efficient feedback system is the backbone of education and by adopting effective feedback, individuals and institutions can excel in the field of medical education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1152-1158"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142504030","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}

引用次数: 0

The attitudes towards learning and study habits of Australian medical students. 澳大利亚医科学生的学习态度和学习习惯。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2024-10-31 DOI: 10.1080/0142159X.2024.2421989

Taylen Furness, Carey Wilson, Anna Ryan, Terry Judd

{"title":"The attitudes towards learning and study habits of Australian medical students.","authors":"Taylen Furness, Carey Wilson, Anna Ryan, Terry Judd","doi":"10.1080/0142159X.2024.2421989","DOIUrl":"10.1080/0142159X.2024.2421989","url":null,"abstract":"Background/purpose: Medical curricula are designed to provide students with strong foundational biomedical knowledge and the opportunity to develop and practice effective, appropriate, and safe clinical skills. However, instruction on optimal study strategies (i.e. \"learning how to learn\") is often overlooked in medical programs. In this paper, we explore the attitudes towards learning and study habits of a large cohort of graduate-entry medical students in Australia.Method: Participants in this observational study were invited to complete a questionnaire regarding their attitudes towards study behaviours and strategies, and to complete regular \"study diaries\" using a custom smartphone application. We collected data for first to fourth-year medical students at various timepoints throughout their academic year.Results: We found that these students generally had a high level of literacy regarding the efficacy of evidence-based study techniques, such as practice testing and active participation, but also tended to favour less effective and more convenient and time-efficient study approaches and activities. Students also reported engaging in distracting off-task activities during approximately 61% of their \"private study\" sessions; however, due to the self-report nature of the data, this is likely an underestimate.Conclusion: In conclusion, we found that there appears to be a disconnect between medical students' knowledge and practice of effective study techniques. Given this apparent dissonance-and the significant demands placed on student time and attention-we encourage educators to consider how they might best support students to engage in effective study techniques.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1199-1210"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142558229","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}

引用次数: 0

Twelve tips to afford students agency in programmatic assessment. 在计划性评估中给予学生代理权的12个建议。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2025-01-31 DOI: 10.1080/0142159X.2025.2459362

Janica Jamieson, Dario Torre

{"title":"Twelve tips to afford students agency in programmatic assessment.","authors":"Janica Jamieson, Dario Torre","doi":"10.1080/0142159X.2025.2459362","DOIUrl":"10.1080/0142159X.2025.2459362","url":null,"abstract":"Programmatic assessment is gaining traction in health professions education, emphasizing continuous, integrated appraisal to support holistic student development. Despite its adoption, effectively affording student agency within programmatic assessment remains challenging due to longstanding educational practices, entrenched power dynamics and cultural norms favoring educator and institutional control. This article aims to provide strategies to promote student agency in programmatic assessments, essential for modernizing educational practices and preparing self-regulated, lifelong learners. The tips include establishing student-educator partnerships, making power dynamics transparent, designing purposeful and inclusive assessments, and normalizing bidirectional feedback conversations. The strategies emphasize the importance of a growth mindset, effective communication, and the role of coaches. The article also explores leveraging artificial intelligence to empower students. Affording students agency requires a significant cultural shift but holds the potential to transform health professions education. By promoting student autonomy and engagement, educators can better prepare students as capable, self-regulated professionals, enhancing the quality and effectiveness of health education programs.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1103-1111"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143066602","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}

引用次数: 0

Transformative power of an early ICU internship: A reflection from our undergraduate medical students. 早期重症监护室实习的变革力量：本科医学生的反思。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2024-08-01 DOI: 10.1080/0142159X.2024.2385675

Mohamed Boussarsar, Radhouane Toumi, Rahma Oueslati, Malika Meftah, Mariem Issaoui, Aya Bouhafa, Rihab Smaali

引用次数: 0

Igniting the fire and seeing through the smoke: Enabling medical students to see themselves as future clinical academics. 点燃火种，看透硝烟：让医学生将自己视为未来的临床学者。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2024-11-05 DOI: 10.1080/0142159X.2024.2422542

Bethany Bracewell, Alison Ledger, Anne-Marie Reid

{"title":"Igniting the fire and seeing through the smoke: Enabling medical students to see themselves as future clinical academics.","authors":"Bethany Bracewell, Alison Ledger, Anne-Marie Reid","doi":"10.1080/0142159X.2024.2422542","DOIUrl":"10.1080/0142159X.2024.2422542","url":null,"abstract":"Purpose: Lack of recruitment to clinical academic careers is of concern, and may be linked to lack of awareness and promotion of this pathway in undergraduate medical education. Our study explored undergraduate experiences which support academic career progression and potential barriers to pursuing Specialised Foundation roles in the United Kingdom.Methods: We adopted a constructivist lens and conducted interviews with specialised foundation programme (SFP) doctors and final year students who had applied for SFP positions. We analysed interview transcripts using reflexive thematic analysis.Results: We recognised four key stages which stimulated and supported students in pursuing a clinical academic career: (1) Lighting the inner spark; (2) Igniting the fire; (3) Feeding the fire; and (4) Seeing through the smoke. Although students showed a strong inner drive, meaningful undergraduate experiences and positive interactions with academics were crucial for sparking academic interests. Participants were more often inspired by their extra-curricular activities than core undergraduate education.Conclusions: Early positive experiences are needed for students to overcome stereotypes and consider clinical academic careers. Medical schools should raise awareness of clinical academic careers early on, ensure all students have opportunities to participate in relevant activities with academic teams, and develop medical educators and researchers who can engage and inspire others.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1211-1216"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142580995","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}

引用次数: 0

Application of artificial intelligence in medical education: A meta-ethnographic synthesis. 人工智能在医学教育中的应用：元人种学综述。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-07-01 Epub Date: 2024-10-31 DOI: 10.1080/0142159X.2024.2418936

Wei Li, Hai-Yan Shi, Xiao-Ling Chen, Jian-Zeng Lan, Attiq-Ur Rehman, Meng-Wei Ge, Lu-Ting Shen, Fei-Hong Hu, Yi-Jie Jia, Xiao-Min Li, Hong-Lin Chen

{"title":"Application of artificial intelligence in medical education: A meta-ethnographic synthesis.","authors":"Wei Li, Hai-Yan Shi, Xiao-Ling Chen, Jian-Zeng Lan, Attiq-Ur Rehman, Meng-Wei Ge, Lu-Ting Shen, Fei-Hong Hu, Yi-Jie Jia, Xiao-Min Li, Hong-Lin Chen","doi":"10.1080/0142159X.2024.2418936","DOIUrl":"10.1080/0142159X.2024.2418936","url":null,"abstract":"With the advancement of Artificial Intelligence (AI), it has had a profound impact on medical education. Understanding the advantages and issues of AI in medical education, providing guidance for educators, and overcoming challenges in the implementation process is particularly important.The objective of this study is to explore the current state of AI applications in medical education.A systematic search was conducted across databases such as PsycINFO, CINAHL, Scopus, PubMed, and Web of Science to identify relevant studies. The Critical Appraisal Skills Programme (CASP) was employed for the quality assessment of these studies, followed by thematic synthesis to analyze the themes from the included research.Ultimately, 21 studies were identified, establishing four themes: (1) Shaping the Future: Current Trends in AI within Medical Education; (2) Advancing Medical Instruction: The Transformative Power of AI; (3) Navigating the Ethical Landscape of AI in Medical Education; (4) Fostering Synergy: Integrating Artificial Intelligence in Medical Curriculum.Artificial intelligence's role in medical education, while not yet extensive, is impactful and promising. Despite challenges, including ethical concerns over privacy, responsibility, and humanistic care, future efforts should focus on integrating AI through targeted courses to improve educational quality.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1168-1181"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142558223","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}

引用次数: 0