Medical Teacher最新文献_第10页

When reality no longer meets the curriculum, what needs to adapt? 当现实不再符合课程设置时，什么需要调整？

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-10-31 DOI: 10.1080/0142159X.2024.2421252

Sarah Galbraith, Ashley V Simpson, Victoria Sobolewska, Lachlan Dick

引用次数: 0

Understanding the performance-related psychological characteristics and skills of doctors: A sport psychology perspective. 了解医生与绩效相关的心理特征和技能：运动心理学视角。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-03-31 DOI: 10.1080/0142159X.2024.2331049

John Sandars, Liam Jenkins, Emma Huntley

{"title":"Understanding the performance-related psychological characteristics and skills of doctors: A sport psychology perspective.","authors":"John Sandars, Liam Jenkins, Emma Huntley","doi":"10.1080/0142159X.2024.2331049","DOIUrl":"10.1080/0142159X.2024.2331049","url":null,"abstract":"Introduction: Doctors need to consistently maintain their clinical performance across a range of different situations by managing the stress response provoked by these situations. Six performance-related adaptive and maladaptive psychological characteristics and psychological skills can distinguish between how athletes manage their stress response and consistently maintain an optimal level of performance across a variety of situations. The aim of the study was to understand how the performance-related psychological characteristics and skills identified in athletes are applied by doctors.Methods: An exploratory qualitative study was conducted with semi-structured interviews. A purposive sample of 10 doctors were interviewed and the data were analysed by template analysis.Results: Doctors have similar performance-related psychological characteristics and skills as identified in athletes for managing their stress response to consistently maintain optimal clinical performance. The importance of maladaptive characteristics was also identified, especially in junior doctors.Conclusions: The findings of this pilot study can be used for informing the design of performance-related educational interventions for doctors to manage their stress response for consistently maintaining optimal clinical performance. An important consideration will need to be a focus on specific groups in their career journey and the development of a multi-dimensional, reflective, and problem-solving approach.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"309-315"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331901","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 AMEE Guides and their contribution to health professions education. AMEE指南及其对卫生专业教育的贡献。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-12-11 DOI: 10.1080/0142159X.2024.2436451

David C M Taylor, Trevor Gibbs, Dario Torre

引用次数: 0

Ronald M. Harden retiring as Editor-in-Chief of Medical Teacher. 罗纳德·m·哈登辞去《医学教师》总编辑一职。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-12-24 DOI: 10.1080/0142159X.2024.2442877

Ronald M Harden, Pat Lilley

引用次数: 0

"I realized I was not alone": A mixed-methods investigation of the implementation of Ubuntu groups to reduce burnout and social isolation in an allopathic medical School in the Southeastern United States. "我意识到我并不孤单对美国东南部一所对抗疗法医学院实施 "乌班图 "小组以减少职业倦怠和社会隔离的混合方法调查。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-03-18 DOI: 10.1080/0142159X.2024.2326123

Joel F Burt-Miller, Mina Rismani, Alexis Hopkins, Taylor Cunningham, Daniel Farquharson, Ana Gabriela Balcázar, Renee J Chosed, Brooks McPhail, Lisa Green, Melanie C Gordon, Ann Blair Kennedy

{"title":"\"I realized I was not alone\": A mixed-methods investigation of the implementation of Ubuntu groups to reduce burnout and social isolation in an allopathic medical School in the Southeastern United States.","authors":"Joel F Burt-Miller, Mina Rismani, Alexis Hopkins, Taylor Cunningham, Daniel Farquharson, Ana Gabriela Balcázar, Renee J Chosed, Brooks McPhail, Lisa Green, Melanie C Gordon, Ann Blair Kennedy","doi":"10.1080/0142159X.2024.2326123","DOIUrl":"10.1080/0142159X.2024.2326123","url":null,"abstract":"Purpose/background: Healthcare providers experience higher rates of workplace burnout, a reality highlighted by the COVID-19 pandemic. In response, small groups, inspired by South African philosophy, Ubuntu, were introduced to decrease burnout and social isolation and build community and belonging. This study examines how participation in these groups can impact these measures.Methods: In this mixed-methods study, trained facilitators led small groups that utilized story-sharing to foster connections within the group and broader community. Quantitative and qualitative data were analyzed separately and merged to identify convergence.Results: Three main qualitative themes emerged: 1) seeking and building connections and community, 2) curiosity, learning, and growing, and 3) open-hearted and thriving. These themes were linked to quantitative outcomes, showing a statistically significant decrease in social isolation among staff/faculty and students. Furthermore, faculty/staff exhibited reduced burnout compared to students, while students reported increased feelings of belonging.Conclusion: Participation in Ubuntu groups positively influenced students' sense of belonging, reduced faculty/staff burnout, and alleviated social isolation for all participants. Future research should explore the potential of this intervention to further promote wellness on medical campuses. Programs emphasizing the well-being of individuals, including faculty, staff, and students, are crucial for supporting the overall health of medical communities and the wider society.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"249-259"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140158446","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

Understanding resident wellness: A path analysis of the clinical learning environment at three institutions. 了解住院医师的健康状况：三所院校临床学习环境的路径分析。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-04-01 DOI: 10.1080/0142159X.2024.2331038

Nastassia M Savage, Sally A Santen, Meagan Rawls, David A Marzano, Jean H Wong, Heather L Burrows, Ralph A Hicks, Brian M Aboff, Robin R Hemphill

{"title":"Understanding resident wellness: A path analysis of the clinical learning environment at three institutions.","authors":"Nastassia M Savage, Sally A Santen, Meagan Rawls, David A Marzano, Jean H Wong, Heather L Burrows, Ralph A Hicks, Brian M Aboff, Robin R Hemphill","doi":"10.1080/0142159X.2024.2331038","DOIUrl":"10.1080/0142159X.2024.2331038","url":null,"abstract":"Purpose: The clinical learning environment (CLE) affects resident physician well-being. This study assessed how aspects of the learning environment affected the level of resident job stress and burnout.Materials and methods: Three institutions surveyed residents assessing aspects of the CLE and well-being via anonymous survey in fall of 2020 during COVID. Psychological safety (PS) and perceived organizational support (POS) were used to capture the CLE, and the Mini-Z Scale was used to assess resident job stress and burnout. A total of 2,196 residents received a survey link; 889 responded (40% response rate). Path analysis explored both direct and indirect relationships between PS, POS, resident stress, and resident burnout.Results: Both POS and PS had significant negative relationships with experiencing a great deal of job stress; the relationship between PS and stress was noticeably stronger than POS and stress (POS: B= -0.12, p=.025; PS: B= -0.37, p<.001). The relationship between stress and residents' level of burnout was also significant (B = 0.38, p<.001). The overall model explained 25% of the variance in resident burnout.Conclusions: Organizational support and psychological safety of the learning environment is associated with resident burnout. It is important for educational leaders to recognize and mitigate these factors.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"316-322"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140336221","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

From touch to skill: How tactile feedback is transforming simulation-based medical education? 从触觉到技能：触觉反馈如何改变模拟医学教育？

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-10-15 DOI: 10.1080/0142159X.2024.2415497

Samane Babaei, Ehsan Toofaninejad, Masomeh Kalantarion, Hamid D Taghirad, Seyed Farzad Mohammadi

引用次数: 0

Thinking of 'wounded educators': Discussing medical educators' adversities and failures. 思考 "受伤的教育者"：讨论医学教育工作者的逆境和失败。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-10-17 DOI: 10.1080/0142159X.2024.2415498

Junichiro Miyachi

引用次数: 0

ChatGPT to generate clinical vignettes for teaching and multiple-choice questions for assessment: A randomized controlled experiment. 通过 ChatGPT 生成用于教学的临床小故事和用于评估的多选题：随机对照实验

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-03-13 DOI: 10.1080/0142159X.2024.2327477

Özlem Coşkun, Yavuz Selim Kıyak, Işıl İrem Budakoğlu

{"title":"ChatGPT to generate clinical vignettes for teaching and multiple-choice questions for assessment: A randomized controlled experiment.","authors":"Özlem Coşkun, Yavuz Selim Kıyak, Işıl İrem Budakoğlu","doi":"10.1080/0142159X.2024.2327477","DOIUrl":"10.1080/0142159X.2024.2327477","url":null,"abstract":"Aim: This study aimed to evaluate the real-life performance of clinical vignettes and multiple-choice questions generated by using ChatGPT.Methods: This was a randomized controlled study in an evidence-based medicine training program. We randomly assigned seventy-four medical students to two groups. The ChatGPT group received ill-defined cases generated by ChatGPT, while the control group received human-written cases. At the end of the training, they evaluated the cases by rating 10 statements using a Likert scale. They also answered 15 multiple-choice questions (MCQs) generated by ChatGPT. The case evaluations of the two groups were compared. Some psychometric characteristics (item difficulty and point-biserial correlations) of the test were also reported.Results: None of the scores in 10 statements regarding the cases showed a significant difference between the ChatGPT group and the control group (p > .05). In the test, only six MCQs had acceptable levels (higher than 0.30) of point-biserial correlation, and five items could be considered acceptable in classroom settings.Conclusions: The results showed that the quality of the vignettes are comparable to those created by human authors, and some multiple-questions have acceptable psychometric characteristics. ChatGPT has potential in generating clinical vignettes for teaching and MCQs for assessment in medical education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"268-274"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140120073","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

Empathy in family medicine postgraduate education: A mixed studies systematic review. 家庭医学研究生教育中的移情：混合研究系统综述。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-02-01 Epub Date: 2024-03-31 DOI: 10.1080/0142159X.2024.2328324

David Ortiz-Paredes, Peterson Adam Henet, Martin Desseilles, Charo Rodríguez

{"title":"Empathy in family medicine postgraduate education: A mixed studies systematic review.","authors":"David Ortiz-Paredes, Peterson Adam Henet, Martin Desseilles, Charo Rodríguez","doi":"10.1080/0142159X.2024.2328324","DOIUrl":"10.1080/0142159X.2024.2328324","url":null,"abstract":"Purpose: Empathy is an important construct in patient-physician relationships, particularly critical in family physicians' daily practice. We aimed to understand how empathy has been conceived and integrated into family medicine postgraduate training.Materials and methods: Medline, PsyINFO, and Embase were searched in this systematic mixed studies systematic review. Two independent reviewers screened abstracts and full texts. Disagreements were solved through research team consensus-based discussion. Included studies were synthesized thematically.Results: A total of 18 studies were included. Four themes were identified. (1) Empathy definition. Included studies stressed the cognitive component of empathy, paired either with a behavioural or an affective response. (2) Empathy modifiers. Starting residency right after medical school, having a role model, having high empathy levels before residency, having children, being married, and being exposed to patient involvement in education were found to have a positive impact on empathy. (3) Empathy-burnout relationship. Whereas greater burnout was related to lower empathy levels, excess empathy seems to favour burnout through 'compassion fatigue.' (4) Educational programs for empathy development. Five programs were identified: a communication workshop, a patient-led program, a mindfulness program, a family-oriented intervention, and an arts-based program.Conclusions: Studies mostly measured the cognitive component of empathy. The moral component of empathy was underrepresented in the conceptualization of empathy and the development of educational interventions. Conflicting evidence exists regarding the decline of empathy levels during the family medicine residency. Longitudinal designs should be privileged when exploring the evolution of empathy levels across the continuum of medical education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"275-291"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331898","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