Medical Teacher最新文献

{"title":"Clinicians' perceptions of learning through organized CPD and spontaneous teaching: An interpretive descriptive study.","authors":"Nissim Maxim Frija-Gruman, Yvonne Steinert, Ning-Zi Sun","doi":"10.1080/0142159X.2026.2668578","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2668578","url":null,"abstract":"<p><strong>Introduction: </strong>Continuing professional development (CPD) activities, particularly didactic ones, often fall short in improving clinicians' professional practice. Clinical teaching has also been recognized as a valuable form of work-based learning, yet little is known about how it compares to organized CPD activities. This study explores clinician-teachers' perceptions of these two learning modalities.</p><p><strong>Methods: </strong>Between March and November 2021, 22 semi-structured interviews were conducted with clinician-teachers supervising internal medicine residents and medical students at one university. Participants were asked to compare their learning experiences through organized CPD activities and spontaneous clinical teaching. Interpretive description guided this inquiry, and transcripts were analysed using thematic analysis. Work-based learning was used as a guiding theoretical framework.</p><p><strong>Results: </strong>Clinicians reported learning clinical medicine through both CPD and teaching trainees, with each approach fostering learning in different ways. Organized CPD provided structured learning focused on a specific topic, typically within the clinician's field of practice, while clinical teaching led to practical knowledge gains both within and beyond their specialty. Participants highlighted a synergy between these learning modalities-teaching exposed knowledge gaps, informing needs assessment and CPD selection, while newly acquired CPD knowledge was consolidated by articulating it to trainees. Anchoring knowledge to patient care during either activity improved retention and applicability.</p><p><strong>Discussion: </strong>CPD and clinical teaching both contribute to clinicians' knowledge acquisition and may work synergistically to enhance clinical learning. Better understanding of this complementarity may help increase the value and recognition of clinical teaching in physicians' professional development and lifelong learning.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147840091","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":"Strengths and problems with competency-based anti-Indigenous racism education: A mixed methods study.","authors":"Julia McCartan, Dayna Kelly-Guthrie, Samual Fisher, Vân N B Nguyen, Karen Adams","doi":"10.1080/0142159X.2026.2663868","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2663868","url":null,"abstract":"<p><strong>Introduction: </strong>Racism in healthcare remains persistent and particularly impacts Indigenous Peoples. Antiracism has been conceptualised as a framework to address racism, outlining that all individuals have the responsibility to actively address and prevent racism. Although accreditation standards in health professions programs often emphasise healthcare equity with Indigenous Peoples, health professionals can graduate without antiracism skills. Through a conceptual framework of critical inquiry and Critical Indigenous Theory, this study examined the complexities of implementing competency-based anti-Indigenous racism education in health professions education programs.</p><p><strong>Methods: </strong>A convergent parallel mixed-methods design was used to examine student reaction and learning when participating in an anti-Indigenous racism education program at a large multidisciplinary health faculty in Australia. Data collection included student evaluations, pre- and post-module surveys using an adapted Antiracism Behavioural Inventory Scale, qualitative analysis of final assignments, and co-autoethnographic reflection to examine study findings within the context of competency-based health professions education.</p><p><strong>Results: </strong>Students responded positively to the antiracism education content, though they desired more feedback. Statistically significant improvements were observed in self-rated antiracism behaviours post-program. However, qualitative analysis revealed varied demonstrations of antiracism by students, with superficial learning relating to taking action on racism. Co-autoethnography highlighted a lack of programmatic assessment, particularly in workplace learning, which was likely limited by course accreditation standards.</p><p><strong>Discussion: </strong>The issues raised in this study point to a critical requirement for anti-Indigenous racism competency-based education and programmatic assessment models within course accreditation standards. Without this, students may develop an initial awareness of anti-Indigenous racism, but would unlikely build the skills required to practice antiracism and advance health equity for Indigenous Peoples.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-12"},"PeriodicalIF":3.3,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147840052","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":"Workplace social capital, workplace loneliness, and compassion among physicians: A nationwide cross-sectional moderation analysis.","authors":"Hirohisa Fujikawa, Hirotake Mori, Kayo Kondo, Yuji Nishizaki, Takashi Watari, Hitomi Kataoka, Tetsuro Emoto, Toshio Naito","doi":"10.1080/0142159X.2026.2663861","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2663861","url":null,"abstract":"<p><strong>Objective: </strong>Although compassion is a cornerstone of medicine and a key outcome of medical education, a compassion crisis in contemporary healthcare has been described. While previous studies have primarily focused on individual-level determinants of compassion, environmental factors have been overlooked. Here, we examined the association between workplace social capital (WSC; briefly, employee perceptions of trust, reciprocity, and network interactions both among peers and among individuals of different hierarchical levels or organizations) and compassion and determined whether it was moderated by workplace loneliness.</p><p><strong>Methods: </strong>We conducted a nationwide cross-sectional study from November to December 2025 using an anonymous, online, self-administered survey distributed <i>via</i> the Nikkei Medical Online website. WSC, workplace loneliness, and compassion were assessed using validated scales. We first performed multivariable linear regression analyses to examine associations between WSC, workplace loneliness, and compassion, followed by moderation analysis to examine whether workplace loneliness modified the association between WSC and compassion.</p><p><strong>Results: </strong>Data from 7,447 physicians were analyzed. Higher WSC was consistently and positively associated with greater compassion. Contrary to expectations, workplace loneliness exhibited a weak but statistically significant positive association with compassion. The interaction between WSC and workplace loneliness was statistically significant. In the simple slope analysis, WSC was positively associated with compassion at all levels of workplace loneliness, albeit with decreasing strength as workplace loneliness increased.</p><p><strong>Conclusions: </strong>Although WSC exhibited a positive association with compassion, its magnitude was not uniform and diminished with higher workplace loneliness. The unexpected positive association between workplace loneliness and compassion may suggest that compassion arises not only in favorable social environments but also in the context of personal or relational difficulties, potentially reflecting how clinicians' own experiences of vulnerability shape compassionate responses. The design of continuing professional development initiatives to sustain compassion may need to consider both organizational conditions and physicians' subjective relational experiences.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147840070","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":"When active learning is not enough: Rethinking equity in team-based learning.","authors":"Mark Justine N Revano, Ronilo P Antonio","doi":"10.1080/0142159X.2026.2663863","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2663863","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147840088","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 research we never questioned: What artificial intelligence is revealing in health professions education.","authors":"Waqar M Naqvi, Panayiota Senekkis-Florent, Michael Rowe, Leah Fabiano, Rohini Ganjoo","doi":"10.1080/0142159X.2026.2667279","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2667279","url":null,"abstract":"<p><p>Health professions' education (HPE) research has evolved within an academic ecosystem. This paper works to put forth that generative artificial intelligence (AI) and autonomous AI agents are exposing the underbelly of HPE. Two responses have emerged: disclosure frameworks that report AI use, and formation frameworks that assess researchers' readiness to critically examine evolving knowledge systems being reshaped by AI. The field has emphasized the former while neglecting the latter. We argue that HPE necessitates more than disclosure policies. Training should assess researcher formation, including the ability to question evidence hierarchies, peer review, technology disruptions, and publication systems, rather than relying on research outputs alone for scholarly development.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147817391","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":"Modes of trust and decision-making processes: A real-world exploration of entrustment decision-making in clinical supervision.","authors":"Tarik Al-Diery, Sally Marotti, Debra Rowett, Jacinta L Johnson","doi":"10.1080/0142159X.2026.2663867","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2663867","url":null,"abstract":"<p><strong>Introduction: </strong>This study aimed to conceptualize how individual clinical supervisors make prospective entrustment decisions when considering trainee and supervisor factors. We sought to explore how supervisors operationalized different modes of trust (presumptive, initial, and grounded) when navigating the complexities of entrustment decision-making.</p><p><strong>Methods: </strong>Between July and August 2024, experienced pharmacist supervisors across Australia participated in focus group interviews exploring how they make entrustment decisions and enact modes of trust when supervising trainees. The interview guide, informed by prior entrustment literature, explored prospective entrustment decision-making through the lens of individual supervisors. Thematic analysis was conducted using Braun and Clarke's reflexive approach to identify themes and to interpret how supervisors' decision-making processes aligned with different modes of trust.</p><p><strong>Results: </strong>Seven focus group interviews involving 28 supervisors were conducted. Three key themes were evident: (1) Trainee trustworthiness is primarily defined by the ability of the trainee to recognize their limitations, demonstrate self-awareness, and show insight; (2) Supervisors' entrustment decision-making is informed by their trust propensity, risk tolerance, and professional experiences and standards; and (3) The nature of the supervisor-trainee relationship shapes the act of entrustment. Supervisors emphasized the importance of direct observation and evidence accumulation in informing conscious, analytical entrustment decisions, even when prior entrustment decisions had been made by other supervisors.</p><p><strong>Discussion: </strong>Entrustment decisions made by individual supervisors are grounded by accumulated evidence and establishing familiarity with the trainee. Supervisor characteristics and the supervisor-trainee relationship further influence how prospective entrustment decisions are made. Rather than relying on initial trust processes, supervisors described developing grounded trust through direct observation of the trainee and accumulation of multisource evidence to inform conscious, analytical entrustment decisions. This study offers an empirically grounded conceptual framework that deepens our understanding of how trust is enacted and developed in real-world entrustment decision-making.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-14"},"PeriodicalIF":3.3,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147817370","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":"Unravelling the use and sequence of regulated learning in online collaborative learning: A pilot study.","authors":"Houra Ashrafifard, Nasim Khajavirad, Homa Kashani, John Sandars, Roghayeh Gandomkar","doi":"10.1080/0142159X.2025.2597524","DOIUrl":"10.1080/0142159X.2025.2597524","url":null,"abstract":"<p><strong>Introduction: </strong>Effective online collaborative learning goes beyond completing a task. Regulating individual and group-shared learning processes is essential for success in online collaborative learning. This study had the aim of identifying how medical students use and sequence their regulation of learning during an online collaborative learning task.</p><p><strong>Methods: </strong>This study employed lag sequential analysis to examine sequential patterns of regulated learning. 68 year 4 medical students were divided into 6 groups of 11 to 12 and worked on an online prescribing scenario. Group discussions were recorded, transcribed and coded using a specifically developed coding scheme. Lag sequential analysis was then applied to identify the sequences through which different types and processes of regulated learning unfolded during the collaborative task.</p><p><strong>Results: </strong>Sequential analysis showed that medical students frequently used co-regulated learning and socially shared-regulated learning in a cyclical approach. Monitoring facilitated important metacognitive and cognitive processes and also there was an association between planning and orientation processes with positive emotions.</p><p><strong>Conclusion: </strong>The findings have implications for the design of effective online collaborative learning, such as incorporating monitoring prompts, fostering positive atmosphere in groups and providing consecutive tasks to stimulate reflection.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"855-865"},"PeriodicalIF":3.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145774966","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":"Advancing medical and health professional education programs: Highlights from the building excellence series.","authors":"Kulsoom Ghias, James Rourke, John Jenkins, Rikki Goddard-Fuller, Barbara Barzansky, Carmen Fuentealba, Ardi Findyartini, Debra Nestel, Elizabeth Kachur, Tomáš Petras, Judy McKimm","doi":"10.1080/0142159X.2026.2625880","DOIUrl":"10.1080/0142159X.2026.2625880","url":null,"abstract":"<p><p>Starting in 2024 to date, eight publications in the special series <i>Building Excellence into Medical and Health Professional Education Programs</i> in Medical Teacher have highlighted elements that define and evidence excellence across the domains of curriculum development, assessment, student engagement, faculty development, simulation, innovation, social accountability, and international collaboration. This commentary concludes the series by identifying critical cross-cutting features of the published articles, positioning excellence as an institutional ethos grounded in alignment of mission, cultures, and practices. Specifically, excellence is developmental, context responsive, and demonstrated through implementation, outcomes, and sustained impact. The AMEE ASPIRE-to-Excellence framework provides a constructive, globally informed roadmap for continuous quality improvement, supporting institutions in advancing equitable, socially responsive, and future ready education to meet evolving professional and societal needs.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"739-742"},"PeriodicalIF":3.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146180682","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":"From professional tasks to contexts: A consensus study on chief complaints as clinical anchors for EPAs for entry into residency.","authors":"Gina Louisa Baumann, Ylva Holzhausen, Julius Josef Kaminski, Harm Peters","doi":"10.1080/0142159X.2025.2596087","DOIUrl":"10.1080/0142159X.2025.2596087","url":null,"abstract":"<p><strong>Purpose: </strong>Entrustable professional activities (EPAs) for entry into residency often remain broad and underspecified and lack alignment with the clinical contexts that medical graduates encounter. This study aims to identify chief complaints that can serve as context anchors for EPAs for entry into residency.</p><p><strong>Methods: </strong>A structured, expert consensus survey was conducted in 2024 at Charité-Universitätsmedizin Berlin, Germany. In total, 192 participants from four groups (senior medical students, hospital residents, hospital specialists, and general practitioners) rated 134 chief complaints. An 80% threshold was set to define a consensus on the relevance of complaints for autonomous differential diagnostic work-up by new residents under supervision level 3b.</p><p><strong>Results: </strong>Forty-four chief complaints (33%) reached the consensus threshold, with abdominal pain, dyspnoea, fever and cough receiving the highest agreement (>97%). Strong consistency was observed across expert groups, with all four groups agreeing on 35 complaints. For the remaining nine, only minor variations were observed, with generally only one expert group falling below the 80% threshold.</p><p><strong>Conclusions: </strong>Defining core chief complaints offers a practical approach to contextualize undergraduate EPAs, thereby bridging the gap between educational expectations and real-world clinical practice. These findings support curriculum alignment and entrustment decisions while promoting trainees' readiness for early postgraduate training.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"825-835"},"PeriodicalIF":3.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145668994","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":"When discomfort meets safety: The optimal zone for learning on the edge.","authors":"Emma Claire Phillips, Timothy Collins","doi":"10.1080/0142159X.2025.2593502","DOIUrl":"10.1080/0142159X.2025.2593502","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"916-917"},"PeriodicalIF":3.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145582090","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}