Medical Teacher最新文献

{"title":"The role of medical residents' peer networks in clinical decision making: A constructivist grounded theory study.","authors":"Matthew Clifford-Rashotte, Laura Nimmon","doi":"10.1080/0142159X.2026.2628949","DOIUrl":"10.1080/0142159X.2026.2628949","url":null,"abstract":"<p><strong>Introduction: </strong>The literature exploring how and why medical residents seek clinical advice has centered the formal resident-supervisor relationship, with the informal role of peers remaining underexplored.</p><p><strong>Method: </strong>Using constructivist grounded theory (CGT) methodology, we purposively sampled Internal Medicine/General Internal Medicine residents from a Canadian medical school from April-June 2023. We conducted semi-structured interviews, exploring how and why advice was sought from peers. We analyzed data iteratively, incorporating critical theory into the analysis to attend to the role of hierarchy and agency shaping social processes around peer advice seeking.</p><p><strong>Results: </strong>Ten residents participated. Participants described peer advice seeking as a widespread phenomenon, usually performed without disclosure to supervisors. Peer advice was primarily sought in situations of clinical uncertainty, wherein patient safety was not felt to be immediately threatened. The psychological safety of peers allowed residents to exercise agency in their decision making and maintain credibility with their supervisors.</p><p><strong>Discussion: </strong>Participants in this study frequently seek advice from informal peer networks when navigating clinical uncertainty. Peer advice is used to manage uncertainty and to maintain credibility with supervisors. The ubiquity of peer advice seeking challenges the construct of 'progressive independence.' Future research can identify how supervisors may model and respond to peer advice seeking.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1515-1523"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146180651","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":"'I don't know what I don't know': A qualitative study of medical students' self-assessment in a Hong Kong context.","authors":"Binbin Zheng, Qing He, Chin-Hsi Lin","doi":"10.1080/0142159X.2026.2630980","DOIUrl":"10.1080/0142159X.2026.2630980","url":null,"abstract":"<p><strong>Introduction: </strong>Self-assessment (SA), a crucial psychological process in education, involves learners judging whether they meet their own identified standards. SA is a multi-dimensional construct shaped by various factors, including individual, contextual, and cultural influences. This cross-sectional study aims to explore how medical students develop and enact SA across training stages within an East Asian educational context, with particular attention to multilevel influences.</p><p><strong>Methods: </strong>Conducted at a Hong Kong medical school, this study involved one-on-one semi-structured interviews with medical students at different stages of training. Interview focused on students' SA practices and the factors influencing their development across different stages of training. Data were analyzed using thematic analysis, informed by the social ecological model, through iterative coding and interpretation.</p><p><strong>Results: </strong>Interviews with 26 medical students across preclinical and clinical training stages revealed four interrelated levels influencing SA practices: individual level-perceived value, emotional, motivational factors, professional identity, and subconscious reflection; interpersonal level-teacher feedback, peer interaction, and patient feedback; institutional level-curriculum structure, frequency and format of assessments, a supportive environment, and alignment of teaching and learning objectives; and societal level-collectivist cultural norms, humility, and local academic expectations. Additionally, students recognized SA as both a cognitive and emotional regulatory process, shaped by culturally mediated norms around self-evaluation, feedback interpretation, and performance comparison.</p><p><strong>Discussion: </strong>This study demonstrates that medical students' SA practices are shaped by interacting influences across individual, interpersonal, institutional, and societal levels, with cultural norms playing a structuring role rather than a peripheral one. By highlighting how commonly described SA processes operate differently in an East Asian context, these findings extend existing SA and SRL literature and underscore the importance of culturally responsive educational and assessment practices to support students' development of SA and lifelong learning.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1545-1560"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147434155","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 prompt-powered worksheet: Transforming educators' generative AI trepidation into student learning tools.","authors":"Youngjin Cho, Colleen M Croniger, Maureen W McEnery, Ronaé McLin, Amy L Wilson-Delfosse","doi":"10.1080/0142159X.2025.2558903","DOIUrl":"10.1080/0142159X.2025.2558903","url":null,"abstract":"<p><p><b>What was the educational challenge:</b> Health professions educators face a challenge of leveraging generative AI to enhance learning while preventing passive engagement that undermines the critical thinking essential for patient safety. Faculty express concerns about AI fostering superficial understanding, yet many institutions lack appropriate pedagogical solutions. This challenge is compounded by variations in faculty AI expertise across institutions.<b>What were the solutions and how were these implemented:</b> We developed a prompt-powered worksheet that empowers faculty to create learning tools while preserving critical thinking skills when students use AI for learning. The worksheet guides faculty through sequential steps using predesigned prompts with their chosen chatbot as a brainstorming partner, eliminating the need for complex AI prompting skills while maintaining human expertise in pedagogical design.<b>Lessons learned and next steps:</b> Testing of the prompt-powered worksheet at an international workshop demonstrated the universal accessibility of the strategy regardless of prior AI experience. Educators shifted from viewing AI as a threat to embracing it as a creative collaborator. Our next step is to see if the worksheet helps students maintain critical thinking skills while also improving their learning outcomes when working with AI.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1439-1442"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145138023","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":"Disclosure is not enough: Rethinking the epistemic implications of AI in academic writing.","authors":"Remy M J P Rikers","doi":"10.1080/0142159X.2026.2660976","DOIUrl":"10.1080/0142159X.2026.2660976","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1613-1614"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147817378","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":"Paper-based radial anatomy puzzles as educational tools: A pilot study at a dental school.","authors":"Inês M Lúcio, João D Afonso, José João Mendes, Pedro Rodrigues, Renata G Raidou, Daniel Simões Lopes","doi":"10.1080/0142159X.2025.2568053","DOIUrl":"10.1080/0142159X.2025.2568053","url":null,"abstract":"<p><p><b>What was the educational challenge?:</b> Grasping anatomical relationships remains a persistent challenge in medical education, particularly when instruction relies on traditional tools such as textbooks and static illustrations. This challenge also extends to retaining and refreshing vast amounts of anatomical relationships over time.<b>What were the solutions and how were these implemented:</b> We examined radial anatomy puzzles as educational physicalization-based tools that encode anatomical knowledge maps in a tangible form, consisting of concentric, rotating paper rings on which labels and thumbnails of anatomical structures are printed on each ring. By rotating and aligning these elements, users engage in hands-on construction of spatial and conceptual relationships, thereby uncovering through physical interaction the conceptual connections between anatomical landmarks and structures. The tools were positively received by students.<b>Lessons learned and next steps:</b> Radial anatomy puzzles can be effective, low-tech tools for reinforcing anatomical understanding and facilitating knowledge refreshing through hands-on interaction. Future work will focus on refining the physical design for greater durability and usability, disentangling the effects of active puzzle-solving from passive review of completed solutions and ensuring puzzles align with classroom-relevant teaching practices and learning needs.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1443-1446"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145301891","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":"Comparing performance and integrity of proctored physical, unproctored online, and proctored online MBBS exams.","authors":"Kandamaran Krishnamurthy, Alok Kumar, Damian Cohall, Michael H Campbell, Kenneth Connell, Maisha Emmanuel, Naveen Seecheran, Euclid Morris, Joanne Paul-Charles, Md Anwarul Azim Majumder","doi":"10.1080/0142159X.2026.2628961","DOIUrl":"10.1080/0142159X.2026.2628961","url":null,"abstract":"<p><strong>Introduction: </strong>The rapid pivot to online assessment during COVID-19 raised concerns about the fairness and psychometric quality of high-stakes medical examinations. This study compared performance and integrity indices across three successive modalities of The University of the West Indies Final MBBS Medicine and Therapeutics written paper.</p><p><strong>Methods: </strong>Institutional records for every candidate in 2019 (proctored physical, <i>n</i> = 508), 2020 (un-proctored online, <i>n</i> = 529) and 2021 (physically onsite proctored online, <i>n</i> = 361) were analyzed retrospectively (<i>N</i> = 1 398). Mean scores, score dispersion, categorical outcomes, Cronbach's alpha, and item-difficulty indices were contrasted with one-way ANOVA, χ² tests, and odds ratios.</p><p><strong>Results: </strong>Examination modality significantly influenced performance. The mean (± SD) scores were highest in the unproctored online exam (2020: 68.4 ± 6.5), followed by proctored physical exam (2019: 64.2 ± 7.2) and proctored online (2021: 60.5 ± 7.3). The difference in the mean score of the three modalities was highly significant (<i>p</i> < 0.0001). Pass rates peaked in 2020 (92%) versus 2019 (81%) and 2021 (70%). The odds of failing the examination in 2021 were more than five times higher than in 2020 (OR = 5.652). Reliability (Cronbach's α) highest in 2019 (0.813) and 2021 (0.770) but very low in 2020 (0.307). Odds of failing in 2021 were 5.65 times higher than 2020.</p><p><strong>Discussion: </strong>Examination modality strongly impacted on performance and reliability. Unproctored online exams led to grade inflation, reduced variability, and low reliability, while proctored formats-physical or virtual-reinstated assessment rigor, fairness, and psychometric integrity, emphasizing the need for robust invigilation in high-stakes medical assessments.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1497-1505"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147276456","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":"Perspectives and experiences of racialized students in entry-level health professional education: A scoping review.","authors":"Sarah Arulchelvam, Joshua John Jexy, Manshi Rana, Siyani Kugathasan, Sukham Sohal, Jocelyn Ye, Nicholas Young, Jasdeep Dhir","doi":"10.1080/0142159X.2026.2628962","DOIUrl":"10.1080/0142159X.2026.2628962","url":null,"abstract":"<p><strong>Introduction: </strong>Despite implementing equity, diversity, and inclusion (EDI) policies, racialized minorities continue to be underrepresented in health professional programs report experiencing microaggressions and prejudice in the workforce. By not exploring the experiences of racialized students in entry-level health professional programs, EDI policies risk becoming irrelevant or performative.</p><p><strong>Methods: </strong>A search was conducted in five databases with a grey literature search. Two reviewers independently screened articles against the criteria, and relevant data summarized. Studies exploring perspectives about racism and discrimination, or related concepts, among non-dominant ethno-racial, and health professional students were included.</p><p><strong>Results: </strong>A total of 3606 studies were identified through database searching and 70 articles included and analyzed. Black students and nursing students were most frequently represented. Research primarily emerged from the United States (US). The key themes within the experiences of racialized students included isolation, otherness, discrimination and microaggressions. Key recommendations highlighted a need for mentorship opportunities and strategic retention programs.</p><p><strong>Discussion: </strong>Racialized students in health professional programs experience isolation and otherness. Geohistorical contexts might influence the locations, disciplines and terminology emerging among studies. Further investigation should explore any existing relationship. These findings warrant a call to action to educators, advocators and regulators to consider the experiences and recommendations. Future research should evaluate the implementation and effectiveness of these recommendations.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1576-1591"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147271284","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":"Advocacy as clinical behaviour, not curricular rhetoric.","authors":"Khushi Sakhi","doi":"10.1080/0142159X.2026.2684745","DOIUrl":"10.1080/0142159X.2026.2684745","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1613"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148226583","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 physician as a catalyst: Reimagining medical education for an AI era.","authors":"Milit S Patel, Edward Christopher Dee, Samarra Toby, Mena Ramos, Leo Anthony Celi","doi":"10.1080/0142159X.2026.2653205","DOIUrl":"10.1080/0142159X.2026.2653205","url":null,"abstract":"<p><p>Current medical education is caught in a paradox: it aims to train compassionate patient advocates yet its structure often fosters compliance and burnout, ill-equipping physicians to challenge the systemic drivers of poor health. The rapid integration of artificial intelligence (AI) into clinical practice is automating the cognitive-diagnostic tasks that have long defined physician training, from pattern recognition to data synthesis. This shift presents a specific, time-limited opportunity: rather than simply adopting AI as an efficiency tool within the existing transactional model, medical education can use this moment to fundamentally reimagine the physician's role and the training that shapes it. This requires moving beyond traditional competency-based models to embrace a pedagogy of advocacy, grounded in critical consciousness and systems-level thinking. By transforming curricula to address structural determinants of health, reassessing how we evaluate competence, and creating protected space for advocacy, we can train a new generation of physicians prepared not only to treat disease but to partner in transforming the systems that perpetuate it, through a phased approach aligned with AI maturity in clinical practice.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1606-1612"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147654548","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":"Twelve tips for building institutional readiness for program-level assessment transformation.","authors":"Diana Saragi Turnip, Gary Velan, Patsie Polly","doi":"10.1080/0142159X.2026.2681205","DOIUrl":"10.1080/0142159X.2026.2681205","url":null,"abstract":"<p><p>Program-level approaches to assessment are increasingly adopted in health professions education to strengthen curriculum coherence, integrate longitudinal feedback and support program-level assurance of learning. However, the institutional conditions required for sustainable program-level assessment transformation are often assumed rather than systematically developed. Extending prior guidance focused primarily on assessment design, this paper positions institutional readiness as central to successful implementation. Drawing on organisational readiness theory, which conceptualises readiness as a shared organisational state characterised by change commitment and change efficacy, we propose twelve practical tips for diagnosing, sequencing and sustaining program-level assessment transformation. Organised across four readiness domains: structural, cultural, pedagogical and evaluative, and supported by a developmental continuum, this framework operationalises readiness theory into actionable guidance for staged implementation.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1447-1454"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148150286","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}