Medical Teacher最新文献

{"title":"Discordance between global versus reductionist approach in competency-based assessment for medical students in a transition to residency course.","authors":"Holly A Caretta-Weyer, Lalena M Yarris","doi":"10.1080/0142159X.2025.2566967","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2566967","url":null,"abstract":"<p><strong>Introduction: </strong>The advent of competency-based education has led to concerns regarding reductionism in the assessment of clinical competence. This apprehension stems from using the assessment of isolated subunit competencies to build a complete picture of clinical competence. Some argue that the entrustable professional activity (EPA) framework complements the construct of competencies, as EPAs describe units of work and require a global approach to their assessment. To that end, we aimed to discern whether the assessment of separate subunit competencies subsequently aggregated is equivalent to the global assessment of EPAs.</p><p><strong>Methods: </strong>We designed a simulation-based workshop and assessed each student using the subunit competencies mapped to the core EPAs (the bottom-up approach) compared to the assessment of the global EPAs (the top-down approach) using 1) a supervision scale, 2) a global statement regarding entrustment and 3) a statement regarding readiness for residency. We aimed to determine whether the global assessment of EPAs was equivalent to aggregating the corresponding subunit competency assessments. The subunit competency assessments were additionally compared to aggregate workplace-based assessment data on the various subunit competencies from core clerkships.</p><p><strong>Results: </strong>All eligible students participated (136/136). Assessment data obtained using the subunit competencies mapped to the EPAs were highly correlated with the assessment of subunit competencies obtained in the workplace during core clerkships. However, these subunit competency assessments obtained during the TTR course did not correlate with EPA-based global supervision scale ratings, entrustment decisions, or perceived readiness for residency.</p><p><strong>Discussion: </strong>Global assessment of EPAs and the judgment of entrustment appear to be separate processes from aggregating the assessment of subunit competencies. This may reflect variations in the approach to global assessment when compared to the assessment of subunit competencies and the need to consider the construct of trustworthiness in addition to the learner's ability to perform each activity.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145239159","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 purpose and use of objective structured teaching encounters (OSTE) in faculty development programmes: AMEE Guide No. 188.","authors":"Salome Voronovi, Da-Ya Yang, David Cm Taylor","doi":"10.1080/0142159X.2025.2568050","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2568050","url":null,"abstract":"<p><p>Objective Structured Teaching Encounters (OSTE) are derived from the more familiar Objective Structured Clinical Examinations (OSCE), but the focus is on the activity of the teacher/trainer rather than the student/trainee. A teaching encounter between a teacher/trainer and a simulated student/trainee is observed by colleagues, and the teacher/trainer receives feedback from the observers and the student/trainee. It is designed as a way of evaluating a teacher's response to an encounter with a student or trainee, giving the teacher feedback on what they do well, and suggesting ways to overcome any difficulties OSTEs allow for teachers at every level to reflect on their teaching encounters, to demonstrate their skills and identify their deficits, and to help build a community of professional practice. This guide will help you to decide whether or not to use OSTEs, and how best to use them in your context. We provide you with protocols, examples, and point towards the evidence.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145238820","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":"Experiences of introducing planetary health topics to medical school curricula: A meta-ethnography.","authors":"Eleanor Nash, Zakia Arfeen, Carol Chan, Samantha Gallivan, Ahmed Rashid","doi":"10.1080/0142159X.2025.2497898","DOIUrl":"10.1080/0142159X.2025.2497898","url":null,"abstract":"<p><strong>Introduction: </strong>Future doctors will need to adapt to the impact on health caused by the changing climate, whilst developing more sustainable practices to decrease the burden of healthcare on the environment. Planetary Health (PH) is emerging as a crucial subject area in medical education. This systematic review synthesises evidence on integrating PH into medical school curricula globally, focusing on experiences of medical students and educators.</p><p><strong>Methods: </strong>MEDLINE, ERIC, and EMBASE were systematically searched to identify qualitative research studies focusing on experiences of medical students and staff in PH integration into medical school curricula. We included articles published in English and in peer-reviewed journals, from 2010 onwards. Articles were assessed for quality using the CASP checklist for qualitative research. Fourteen studies were identified and synthesised using meta-ethnography.</p><p><strong>Results: </strong>This review identified a strong consensus on the necessity to incorporate PH into medical school curricula. Three inter-related third-order constructs shaped our synthesis. The first was challenging existing norms, as PH represented atypical scenarios with flattened medical hierarchies and reliance on student and faculty enthusiasm and advocacy. The second was a recognition of a moral dimension, with an ethical obligation to teach PH and a responsibility to manage 'climate anxiety' that can emerge in students. The third was an enthusiasm to innovate and influence, reflecting the importance of embedding PH longitudinally in teaching and assessment.</p><p><strong>Discussion: </strong>Whilst some factors that shape PH implementation into medical curricula are consistent with other new subject areas, PH integration also raises unique considerations and dynamics. These include a power and knowledge shift away from staff, and a central notion of ethical justice linked to PH education. Medical education leaders should be mindful of these when embedding and growing PH as a core topic in the medical curriculum.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1685-1693"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144063963","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":"Faculty development through higher degrees: AMEE Guide No. 180.","authors":"Mohamed M Al-Eraky, David C M Taylor","doi":"10.1080/0142159X.2025.2458293","DOIUrl":"10.1080/0142159X.2025.2458293","url":null,"abstract":"<p><p>Faculty development in medical education may take different forms and approaches ranging from standalone workshops and short courses up to longitudinal programs and postgraduate qualifications, such as Certificates, Diplomas, Master's and PhD degrees in health professions education (HPE). Many places offer staff development opportunities to help people to learn how to teach health professional students more effectively. Yet higher degrees in HPE are expected not only to enable graduates to be better teachers or assessors but also to act on a strategic level to support institutional directions to advance teaching, learning, assessment and scholarship in HPE. This guide is for people who wish to develop programmes to provide a more systematic and deeper training for those people that see themselves as professional health professions educators and indeed, the leaders of the future. The guide discusses the rationale, plans, process of implementation and evaluation of postgraduate programs in HPE in ten phases. Different variables should be considered with respect to the local context, institutional support, readiness of expertise, availability of resources, alignment with the strategic plan of the college/university and methods to measure the impact of these PG programs.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1578-1588"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123377","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":"Challenges and opportunities in AI-based flipped assessment in medical education.","authors":"Moh Salimi, Ratna Hidayah, Anesa Surya, Karsono, Supianto","doi":"10.1080/0142159X.2025.2489082","DOIUrl":"10.1080/0142159X.2025.2489082","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1695-1696"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143795791","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":"Fairer footing or further marginalization: How AI fails to level the playing field in academic writing.","authors":"Erik W Driessen, Lauren A Maggio","doi":"10.1080/0142159X.2025.2523465","DOIUrl":"10.1080/0142159X.2025.2523465","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1566-1568"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144690946","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":"Economic evaluation of resilience training for medical students: A cohort state-transition model.","authors":"Stijntje W Dijk, Eline Krijkamp, M G Myriam Hunink","doi":"10.1080/0142159X.2025.2459371","DOIUrl":"10.1080/0142159X.2025.2459371","url":null,"abstract":"<p><strong>Background: </strong>Resilience training shows moderate effect in combatting burnout, yet little is known about its cost-effectiveness. This study analyzes the cost-effectiveness of offering resilience training to medical students with elevated stress from a Dutch university medical center (payer) perspective compared to mental health support as usual.</p><p><strong>Methods: </strong>We constructed a state-transition cohort (Markov) model to estimate quality-adjusted lifeyears and associated costs of offering resilience training to a cohort of 410 first-year medical students over a 6-year timeframe. Utility values were obtained through baseline data from the DEcrease STress through RESilience training for Students (DESTRESS) study. Data on transition probabilities and the effect of resilience training were based on the best available literature. We resampled all data to generate 10,000 simulations of incremental costs and effects in a probabilistic analysis.</p><p><strong>Results: </strong>On average students gained 0.15 QALYs (95%CI 0.09, 0.20) at a cost-saving of €1076 (95%CI 412, 2008), making resilience training the dominant strategy. These savings resulted from an assumed reduction in study delay due to a reduction in symptoms of stress and burnout. For every euro the university invests in resilience training, we estimatea return of investment of €2.79.</p><p><strong>Conclusions: </strong>This study provides evidence that offering resilience training to medical students is cost-effective and cost-saving.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1618-1629"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143080590","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":"Reflections on 'Teaching physical examination techniques for medical trainees with hearing and mobility disabilities: Guidelines for medical educators'.","authors":"Muhammad Abdur Rehman, Afrah Arshad","doi":"10.1080/0142159X.2025.2497893","DOIUrl":"10.1080/0142159X.2025.2497893","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1697-1698"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144021698","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 role of interdisciplinary integration in medical education.","authors":"Bingxin Chen, Xinyun Yang, Hui Wang","doi":"10.1080/0142159X.2025.2497896","DOIUrl":"10.1080/0142159X.2025.2497896","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1698-1699"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144302468","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":"Teaching physical examination techniques for medical trainees with hearing and mobility disabilities: Guidelines for medical educators.","authors":"Aditya Mohanty, Nicole M Dubosh","doi":"10.1080/0142159X.2025.2467279","DOIUrl":"10.1080/0142159X.2025.2467279","url":null,"abstract":"<p><p>Data on American medical school enrollees show an increasing number of medical students with a form of physical disability. The lack of guidance for medical schools regarding student disability can serve as a significant barrier to success for these trainees. The physical examination is an essential competency for practicing physicians that requires visual, auditory, and hands-on skills. However, there are currently no published guidelines or educational tools on performing the physical examination for physicians with specific disabilities. The authors of this article developed two separate educational tools on guidance for performing the physical examination, one for practitioners with hearing deficits and the other for practitioners with the ability to use only one arm or hand. These educational tools are intended to provide medical schools with guidance for physical examination education for trainees with these disabilities. Such efforts can help alleviate some of the barriers faced by medical students and practitioners with disabilities.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1604-1611"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143531633","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}