Medical Teacher最新文献

{"title":"Defining three principles for credible evidence synthesis and reviews in health professions education.","authors":"Michelle Daniel, Morris Gordon, Hussein Uraiby, Peter Boedecker, Janice Hanson, Diana Dolmans, Satid Thammasitboon","doi":"10.1080/0142159X.2025.2504114","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2504114","url":null,"abstract":"<p><p>As reviews become increasingly central to informing educational practice and guiding research in health professions education, the need for methodological clarity and quality has grown. This Commentary highlights three foundational principles - alignment, rigor, and transparency - that underpin high-quality reviews, regardless of type. We illustrate how these principles apply across commonly used review types, including systematic, scoping, realist, and narrative reviews. By aligning the research question with the appropriate review methodology, employing rigorous processes for evidence collection and synthesis, and maintaining transparency in methodological reporting, review teams can produce credible, transferable, and dependable findings. Embracing these principles not only enhances the trustworthiness of reviews but also supports stakeholders in applying synthesized knowledge effectively, ultimately advancing evidence-informed decision-making in health professions education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-5"},"PeriodicalIF":3.3,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144029411","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":"Longitudinal exploration of the educational identity formation through a Graduate Certificate in Health Professions Education.","authors":"Mahwish Arooj, Khadijah Mukhtar, Ahsan Sethi","doi":"10.1080/0142159X.2025.2497895","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2497895","url":null,"abstract":"<p><strong>Background: </strong>Previous studies reported the impact retrospectively, making it difficult to tease out the influence of the Graduate Certificate in Health Professions Education (CHPE) from other development activities and experiences. This study extends the inquiry through the longitudinal follow-up of the participants while engaging with the program and beyond, through reflections on their educational identity. The study explores the motivations for enrolling, the impact on careers, and educational identity formation throughout a CHPE program and afterwards.</p><p><strong>Methods: </strong>Qualitative Longitudinal Research underpinned by communities of practice theory was conducted. A purposive sample of 32 health professionals enrolled for CHPE were asked to record reflective audio diaries documenting any significant events during the program that may have impacted their beliefs as educators. 12 participants were also interviewed six months after the program. A thematic framework analysis was conducted.</p><p><strong>Results: </strong>Participants enrolled for various intrinsic and extrinsic motivations and developed an interest over time. They learned the theoretical basis of their educational practices, with increasing self-efficacy and transformational changes as teachers, leaders, and researchers. They also reported having additional educational responsibilities and a competitive advantage in promotions at their institution. Participants also initiated curriculum reforms in the workplace. Participants reported professional inclusiveness with a sense of belongingness in the educational communities of practice. Many also enrolled for a Masters in Health Professions Education.</p><p><strong>Conclusion: </strong>This is the first qualitative longitudinal study exploring the impact of a CHPE program on health professionals from various specialties and workplaces while engaging with the program and beyond. Through the course, health professionals develop an interest in education with increasing self-efficacy. The program results in transformational changes and educational identity formation as teachers, leaders, and researchers. The graduates also get educational responsibilities and promotions. Those enrolled experience professional inclusiveness and a sense of belongingness with the educational communities.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-7"},"PeriodicalIF":3.3,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144021697","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":"Global research aims for the study of cost and value in health professions education: A Delphi study of international experts.","authors":"Martin G Tolsgaard, Leizl Joy Nayahangan, David A Cook, Gorm Roager Madsen, Ryan Brydges, Susan van Schalkwyk, Marco A de Carvalho Filho, Michelle You You, Jennifer Cleland","doi":"10.1080/0142159X.2025.2501254","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2501254","url":null,"abstract":"<p><strong>Background: </strong>Health professions educators constantly make difficult choices about the allocation of finite resources. However, there is limited sound research available to guide their decision-making. The purpose of this study was to address this gap by establishing international consensus on research aims, considering diverse economic and cultural contexts.</p><p><strong>Methods: </strong>The authors conducted a three-round Delphi study, engaging an international panel of 73 experts in education research. Panelists were asked to identify (round 1), rank (round 2), and revise (round 3) research aims important for the study of cost and value in medical education. Round 3 results were discussed by an international steering group of nine medical education scientists actively involved in cost and value research, who finalized a list of 20 research aims. Steering group narratives were analyzed to identify additional conceptual insights.</p><p><strong>Results: </strong>From 597 research aims suggested in round 1, 20 research aims were identified after steering group discussion. These were clustered into three categories: (1) funding mechanisms for medical education (e.g. financial policies, cost-effectiveness, and equity impacts); (2) cost and outcomes, e.g. how costs in health professions education relate to concrete outcomes; and (3) economic evaluation of teaching, assessment, and training approaches; e.g. designing and applying formal economic evaluation methods. Steering group discussions noted the limited integration of economic theories into medical education research and the need for foundational studies beyond immediate, practical priorities. They further noted lack of consensus on definitions of cost and value, and appropriate methodologies; underutilization of accepted health economics approaches; and infrequent interdisciplinary collaborations. These collectively act as barriers to advancing the field.</p><p><strong>Conclusion: </strong>The field of cost and value in health professions education remains theoretically and empirically underdeveloped. The research aims identified herein provide a strategic framework for addressing cost and value comprehensively.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144021695","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":"Assessing situational judgement tests for team leadership in medical residents.","authors":"Nazanin Shamaeian Razavi, Mohammad Jalili, Homa Kashani, Ali Jafarian, Roghayeh Gandomkar","doi":"10.1080/0142159X.2025.2500577","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2500577","url":null,"abstract":"<p><strong>Introduction: </strong>Team leadership is a core competency of medical graduates. The purpose of this study was to develop and evaluate the validity and acceptability of a situational judgment test (SJT) to assess team leadership in residents.</p><p><strong>Methods: </strong>We followed protocols for the development of construct-driven SJTs. A 27-question SJT was developed using a multistage process: construct definition, test construction, and test evaluation. The final SJT was administered to 133 years 2 to 4 residents and was evaluated using item-level analyses, internal consistency, confirmatory factor analysis and residents' reactions.</p><p><strong>Results: </strong>The item difficulty indices ranged from 0.79 to 0.90 and partial correlations were between 0.11 and 0.41. The level of internal consistency of SJT was 0.76. Confirmatory factor analysis confirmed an acceptable model fit. Over 96% of participants rated the SJT as appropriate for assessing different aspects of team leadership and increasing team leadership awareness.</p><p><strong>Conclusion: </strong>This study reports the initial efforts toward the development of an SJT for team leadership in residents. The findings indicate that the SJT can assess all dimensions of the construct of team leadership in residency training which can be used for offering focused feedback and coaching to residents on team leadership behaviors.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144012754","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":"Negotiating the dual role of performer and learner: Medical students' impression management in the clinical learning environment.","authors":"Shalini Gupta, Stella Howden, Mandy Moffat, Lindsey Pope, Cate Kennedy","doi":"10.1080/0142159X.2025.2501777","DOIUrl":"10.1080/0142159X.2025.2501777","url":null,"abstract":"<p><strong>Background: </strong>Existing literature suggests that learning during clinical placements is predominantly informal and unstructured, requiring medical students to be proactive in maximising learning opportunities. Students learn to emulate the characteristics of a doctor and navigate social structures of the clinical learning environment (CLE) through legitimate peripheral participation. The study aim was to explore how students present themselves and manage impressions in the CLE to optimise learning.</p><p><strong>Method: </strong>An ethnographic approach included 120 h of observations conducted in two hospital wards hosting placements for medical students. Additionally, <i>n</i> = 13 students and <i>n</i> = 23 healthcare staff populating these clinical sites were interviewed to capture the lived experiences and perspectives around self-presentation (students), and impact of these performances (staff). Sensitising concepts from Goffman's theory related to impression management served as priori guides in data analysis to identify prominent patterns.</p><p><strong>Results: </strong>We identified five themes: (1) Students display a veneer of interest and engagement aligned to their understanding of the social norms, (2) Creating a positive first impression on healthcare staff is a preventive practice adopted by students to avoid interprofessional conflicts, (3) Atypical personal front of overseas doctors and students impacts their impression management, (4) Participatory learning with near-peers involves less impression management burden and consequent stress, and (5) Understanding social rules of the CLE takes time and slows learning.</p><p><strong>Conclusion: </strong>The research reveals diverse ways in which medical students present themselves and their activities to others. Engineering convincing and desired impressions is an affective and cognitive task for students, in their dual position of actor-performers and learners. Our findings indicate that certain personal fronts punctuate learning, and we advocate for clinical workplaces to incorporate participatory learning opportunities, given their empowering benefits. Robust induction and allowing students to be authentically contributory in the CLE should ensure that diverse learners thrive in unfamiliar cultural spaces.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143990181","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":"Emotional intelligence in medical education: Its role in professional identity formation: AMEE Guide No. 186.","authors":"Shereen El Tarhouny, Amira Hassouna, Tayseer Mansour","doi":"10.1080/0142159X.2025.2501257","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2501257","url":null,"abstract":"<p><p>Emotional intelligence (EI) is a fundamental pillar for academic and interpersonal success, particularly in demanding educational environments like medical training. Its impact on motivation, stress management, teamwork, and empathy highlights its pivotal role in fostering holistic student development and professional growth. Cultivating EI fosters ethical decision-making, enhances patient trust, and boosts professional satisfaction, thereby contributing to the development of a more compassionate and effective healthcare system. Integrating EI training into medical curricula holds significant potential for strengthening professional identity formation among future healthcare professionals. Such integration can be achieved through targeted strategies, including workshops, role-playing activities, mindfulness exercises, and reflective practices that cultivate self-awareness and empathy. These approaches equip students to effectively manage the emotional complexities of medical practice. By prioritizing the cultivation of EI, medical schools can better prepare students to address the multifaceted challenges of patient care and contribute to improved communication, collaboration, and resilience within healthcare teams. These competencies enable medical professionals to navigate the emotional demands of their profession, reducing burnout and promoting sustained engagement in their roles, as well as ultimately enhancing patient care, professional satisfaction, and the overall effectiveness of medical systems. This AMEE guide explores the impact of incorporating EI training into medical curricula on the professional identity formation of medical students. It focuses on how developing EI skills can enhance professional growth, resilience, and adaptability; thus, it is better to prepare students to handle the emotional and social challenges of the medical profession. The guide also aims to offer practical insights into enhancing medical education and professional development.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-15"},"PeriodicalIF":3.3,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144019029","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":"Strategies to increase accessibility for students with disabilities in health professional education programs: A scoping review: BEME Review No. 94.","authors":"Shaminder Dhillon, Michelle Ira Roque, Paige Maylott, Dina Brooks, Sarah Wojkowski","doi":"10.1080/0142159X.2025.2499093","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2499093","url":null,"abstract":"<p><strong>Purpose: </strong>Despite legislative changes, students with disabilities experience lower retention and higher attrition in health professional programs (HPP), compared to nondisabled peers. The purpose of this study was to identify strategies in the literature that may improve HPP accessibility for disabled students.</p><p><strong>Methods: </strong>The Joanna Briggs Institute methodology was applied to this scoping review. Five databases, four Google domains, and five websites of organizations that promote student accessibility were searched. Reviewers applied inclusion and exclusion criteria for title and abstract screening; conducted full-text reviews; and extracted and analyzed data using counts, frequencies, coding, and categorizing to identify strategies.</p><p><strong>Results: </strong>Strategies to improve HPP accessibility were reported most often in literature from the USA, and by nursing and medical professions. The most salient strategy was 'types of accommodations' provided by HPP, followed by 'education, critical reflection and culture change for educators and staff.'</p><p><strong>Conclusions: </strong>While types of accommodations are reported often, they may not be widely applicable nor generalizable given the number of students with disabilities are increasing and the need to consider each student's unique accommodations. A multi-pronged approach of education, critical reflection, and culture change for educators and staff may support shifting HPP more broadly towards embracing inclusivity.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-21"},"PeriodicalIF":3.3,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044358","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":"Investigation of the mechanism of ambivalent professional identity formation: A directed content analysis of reflective assignments.","authors":"Jiayi Du, Xuedong Jia, Xuejun Yin, Qiufang Zhang, Xiaoyue Bao, Wan Zhang, Youhong Hu, Cook Loraine, Shuai Jiang, Zhimin Chen, Zhao Yin, Yongjie Yang","doi":"10.1080/0142159X.2025.2501258","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2501258","url":null,"abstract":"<p><strong>Background: </strong>Ambivalent professional identity (API)-the coexistence of identification and dis-identification with one's profession-undermines motivation and satisfaction. Research on API among medical interns remains limited. This study applies social cognitive theory (SCT) to explore the formation mechanism of API in Chinese medical interns and proposes strategies to enhance professional identity.</p><p><strong>Methods: </strong>Conducted at the First Affiliated Hospital of Zhengzhou University, the study involved 1,054 medical interns from six institutions and five specialties. In October 2023, all interns submitted reflective writings during the early internship phase. Directed content analysis was used to examine 772 valid submissions.</p><p><strong>Results: </strong>Six common themes were identified and categorized into three SCT-based stages: conflictive learning experiences, ambivalent reinforcements, and API formation. Through observation and practice, interns encountered contrasting experiences related to patient outcomes, professional behavior, automation, feedback, task performance, and risk. These shaped mixed perceptions of their roles. Reinforcement processes triggered ambivalent emotions-achievement alongside self-doubt-culminating in API marked by increased responsibility and career interest, yet coupled with anxiety and powerlessness.</p><p><strong>Conclusion: </strong>SCT effectively explains API formation in medical interns. Ambivalent learning experiences, mediated by contradictory reinforcements, shape identity development, highlighting SCT's relevance in healthcare education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-14"},"PeriodicalIF":3.3,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144019013","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":"Medical education for the future generation - why you should listen to students' voices: Insights from the AMEE symposium.","authors":"Lara Serban, Clara Ehrenzeller, Claudia Schlegel, Monika Brodmann Maeder","doi":"10.1080/0142159X.2025.2501256","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2501256","url":null,"abstract":"<p><p><b>Introduction:</b> Healthcare providers are confronted with an increasingly diverse population with different attitudes towards medical care. Medical education has recognized this by including principles of diversity, equity, and inclusion. Student involvement is essential for creating inclusive curricula and can prevent them from losing motivation for their future profession. <b>Methods:</b> This article is a thematic summary of the AMEE 2024 symposium \"Medical Education for the Future Generation - Why You Should Listen to Students' Voices\". Data was collected from the panellists' statements and audience contributions. Using Braun and Clarke's approach, the authors performed a thematic analysis to identify key themes, independently reviewed data, and reached consensus on themes through group discussion. <b>Results:</b> Three main themes could be identified related to curriculum development in health professions education: Inclusivity, open-mindedness, and the integration of the young generation. Students should be empowered to engage as key stakeholders and should become co-creators of knowledge. <b>Discussion:</b> Inclusive education aims to equip future healthcare professionals with the competencies to provide optimal care for all patients, regardless of background. Empowering students to contribute meaningfully to curriculum changes and co-create knowledge strengthens the learning environment. Involvement of students and non-traditional educators shifts the paradigm towards co-creation.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-4"},"PeriodicalIF":3.3,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144022884","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":"Acts of resistance: Exploring undergraduate medical students' experiences with social spaces.","authors":"Emmanuel Tan, Jennifer Cleland, Grainne P Kearney, Janneke Frambach, Erik Driessen","doi":"10.1080/0142159X.2025.2500576","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2500576","url":null,"abstract":"<p><strong>Introduction: </strong>Scholars in higher education have long theorised the relational and political dimensions of social spaces, including their potential impact on students' wellbeing, sense of belongingness and identity, but this is a largely unexplored topic in health professions literature. To address this gap, we explored how student common rooms in a medical school were allocated and managed, and how these processes shaped student experiences. Our specific research question was: how does the design and management of student social space influence students' experience of this space? We adopted a constructivist perspective and drew upon Lefebvre's idea of space as a sensitising lens to guide our analysis.</p><p><strong>Methods: </strong>We conducted an institutional ethnography (IE) informed qualitative study using documents and semi-structured interviews for data collection to understand what influenced students' experiences of social spaces ('House rooms'). We purposively sampled 22 participants: 13 students, seven personal tutors, and two administrators to gather diverse perspectives. We also analysed institutional guides and handbooks, and historical meeting minutes.</p><p><strong>Results: </strong>The medical school conceptualised these rooms as dedicated student spaces to foster students' sense of belongingness and identity. Room planning was 'top down' with minimal student involvement. While the school positioned these rooms as public, students gradually reimagined them as private, social, and safe spaces. The students, the users, claimed the rooms as their own through agency and subtle acts of resistance.</p><p><strong>Discussion: </strong>Our study illuminates that social space involves not just those people who use it, but also those who manage it. In our example, tacit understanding seemed to be struck between the institution and students, where the latter mostly accepted institutional monitoring and surveillance in exchange for a space within the campus that they could call their own. How social spaces are managed and used are reflections of the relationship between providers and users.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143972212","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}