Medical Teacher最新文献

{"title":"Shaped by what is not seen: Confronting medical education's shadow curriculum.","authors":"Siew Ping Han, Jennifer Cleland","doi":"10.1080/0142159X.2025.2553629","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2553629","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-4"},"PeriodicalIF":3.3,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961115","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":"Cornerstones of professional identity formation: Developing a language to express requirements, provide feedback, and establish standards in medical education.","authors":"Katarina Kågedal, Tilda Jalakas, Emil Öberg, Anna-Karin Alvunger, Karin Thörne, Pieter C Barnhoorn, Éva Tamás","doi":"10.1080/0142159X.2025.2550479","DOIUrl":"10.1080/0142159X.2025.2550479","url":null,"abstract":"<p><strong>What was the educational challenge?: </strong>Due to the complexity of professionalism, medical education worldwide has implemented support and assessment tools based on unprofessional behavior to help students with professional identity formation (PIF). Despite attempts to conceptualize professionalism, providing a framework for faculty members and students is still challenging.</p><p><strong>What was the solution?: </strong>To provide a simple yet clear framework to support and assess clinical and preclinical settings, we used four domains for PIF: Involvement, Integrity, Interaction, and Introspection. These domains, originally used to describe unprofessional behavior, were redefined with positive attributes to form a new framework.</p><p><strong>How was the solution implemented?: </strong>By focusing on professional qualities to promote desirable traits for PIF, rather than deficiencies. The framework was introduced in clinical rotations for formative and summative assessment, used in reflection groups and written reflections, and later applied in preclinical tutorial groups.</p><p><strong>What lessons were learned that are relevant to a wider global audience?: </strong>The framework of cornerstones supports constructive feedback and coaching, is resource-light, requires no technology, and is adaptable to various educational environments.</p><p><strong>What are the next steps?: </strong>The framework can be adapted to other health professions and cultures. A longitudinal study is planned to assess its long-term impact.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961189","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":"Where have all the 'Bonfire Red' titles gone?","authors":"Samantha Eve Smith, Victoria Ruth Tallentire","doi":"10.1080/0142159X.2025.2553631","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2553631","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961185","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":"Sense of belonging: A complementary lens to the 'labour upon labour' framework for underrepresented medical student experiences.","authors":"Jun Jie Lim, John Sandars, Pirashanthie Vivekananda-Schmidt","doi":"10.1080/0142159X.2025.2551248","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2551248","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961112","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":"Simulating the process of stroke management: An innovative, collaborative approach to interprofessional simulation-based learning in undergraduate health professions education.","authors":"Éva Tamás, Lisa Hjelmfors, Madeleine Abrandt Dahlgren","doi":"10.1080/0142159X.2025.2547731","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2547731","url":null,"abstract":"<p><strong>What was the educational challenge?: </strong>Designing learning opportunities for managing complex patient conditions is challenging . Simulation-based learning that follows the patient can illustrate intervention trajectories enhancing understanting of professional collaboration for students in healthcare professional education (HPE).</p><p><strong>What was the solution?: </strong>A sequential interprofessional simulation learning activity (IPS) was designed to illustrate the clinical pathway in which health professionals encounter stroke patients in a chain of linked scenarios from the emergency room to home rehabilitation. The expected learning outcomes were medical and interprofessional competencies.</p><p><strong>How was the solution implemented?: </strong>Six undergraduate HPE programs were involved. Students rotated between acting in scenarios and observing them. Acting teams documented patient management while observing teams planned the next care phase. The dominant care-provider role rotated based on the patient's condition. The day ended with a debriefing session.</p><p><strong>What lessons were learned that are relevant for a wider global audience?: </strong>The activity raised students' awareness of the importance of interprofessional collaboration including planning, treatment, intervention, and rehabilitation. Integrating IPS Stroke into the schedule was a logistical challenge.</p><p><strong>What are the next steps?: </strong>IPS Stroke provides insight into complex patient management. Students must balance medical care delivery, organizational frameworks, and the roles of different stakeholders.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-4"},"PeriodicalIF":3.3,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961194","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":"Style is the answer to the death of the academic author.","authors":"Timothy Daly","doi":"10.1080/0142159X.2025.2550481","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2550481","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961140","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":"After the academic author, the peer-reviewer's hours are counted.","authors":"George Koulaouzidis, Wojciech Marlicz, Anastasios Koulaouzidis","doi":"10.1080/0142159X.2025.2548883","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2548883","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961199","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":"Rethinking 'gossip': Valuing informal peer insights in medical education.","authors":"Aruchana Maheswaran","doi":"10.1080/0142159X.2025.2548884","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2548884","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961180","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":"Unveiling the shadows: A qualitative inquiry into burnout perceptions among pre-clerkship students in Canadian medical education.","authors":"Kuan-Chin Jean Chen, Jacob D Sartor, Malik Ekhdoura, Kay-Anne Haykal, Sacha Weill, Warren J Cheung","doi":"10.1080/0142159X.2025.2544820","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2544820","url":null,"abstract":"<p><p>Emerging evidence indicates that burnout manifests early, even among medical students. The pre-clerkship demographic remains inadequately understood with a notable scarcity of studies examining burnout. To address this gap, this project developed a conceptual model to better understand burnout among pre-clerkship = students. Fifteen second-year medical students participated in interviews exploring their experiences with educational stress and perceptions of burnout. Constructivist Grounded Theory informed data collection and analysis due to the undertheorized nature of burnout in the pre-clerkship setting. Recurring themes encompassed information overload, perceived limited faculty support, anticipatory stress of entering clerkship and social isolation during hybrid learning, highlighting multifaceted stressors that ranged from academic to relational. Participants underscored various personal factors, such as time management, adaptation strategies and focusing on personal strengths, as mitigating burnout. Participants recognized the systemic nature of burnout, suggesting that early clinical exposure, peer mentorship and social connections, and dedicated personal time could serve as protective measures. This study addresses a gap in the literature by presenting a model of how personal characteristics interact with institutional and environmental pressures among pre-clerkship students. The findings prompt reflection on why pre-clerkship students express burnout before entering the clinical setting, advocating for institutional strategies to support junior learners.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144855778","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":"Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis.","authors":"Hyorim Ha, Hae Won Kim","doi":"10.1080/0142159X.2025.2543547","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2543547","url":null,"abstract":"<p><strong>Introduction: </strong>Sustainability of a medical workforce that meets the society's evolving healthcare needs relies on how well medical schools prepare students for the psychological and professional demands of practice. It is crucial to understand medical graduates' perceptions of their readiness for doctor roles and the medical profession, along with factors influencing these perceptions. However, research in this area is limited, and few studies examined how these perceptions develop over time, restricting our understanding of their impact on students' attitudes toward patient care and career decisions. This study addresses this gap by examining graduating Korean medical students' preparedness for various doctor roles, alongside their views on medicine and the medical profession, over a 13-year period.</p><p><strong>Methods: </strong>Data from 1,430 graduating medical students from 2009 to 2021 were analyzed on their preparedness for different doctor roles and their perceptions of medicine and the profession. We conducted independent sample t-tests to examine the differences by gender and entry type and Kendall's tau correlation to analyze the trends in participants' responses across time.</p><p><strong>Results: </strong>Graduating medical students perceived themselves as most prepared for the communicator role and least prepared for the community leader role. Over time, this preparedness for different roles increased. Meanwhile, graduating medical students highly agreed that doctors are less respected than in the past and least agreed that success depends on their hard work. Across 13 years, they perceived a decline in social respect for doctors and difficulties in maintaining work-life balance and considered the significance of primary healthcare low.</p><p><strong>Conclusion: </strong>Graduating medical students' preparedness for different doctor roles varied, and their perceptions of the profession have somewhat deteriorated over the past 13 years. These findings call for medical schools to enhance education and better prepare medical graduates with adequate knowledge, skills, and attitudes who can meet society's healthcare needs.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144855777","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}