Medical Teacher最新文献_第2页

Balancing high-stakes assessments: Pressure and motivation. 平衡高风险评估：压力和动力。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-02-07 DOI: 10.1080/0142159X.2025.2461546

Sihan Chen, Qinghua Jin

引用次数: 0

Facilitating workplace learning in clinical practice, an evaluation among medical specialists. 促进临床实践中的工作场所学习，在医学专家中进行评估。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2024-11-26 DOI: 10.1080/0142159X.2024.2425040

Mijke Kerperien, Monica H M Verkooijen, Richard T Supheert, Cornelia R M G Fluit, Jeroen van Dillen

{"title":"Facilitating workplace learning in clinical practice, an evaluation among medical specialists.","authors":"Mijke Kerperien, Monica H M Verkooijen, Richard T Supheert, Cornelia R M G Fluit, Jeroen van Dillen","doi":"10.1080/0142159X.2024.2425040","DOIUrl":"10.1080/0142159X.2024.2425040","url":null,"abstract":"Purpose: Training of medical students, interns and residents (junior professionals, JP) happens predominantly through workplace learning. This is supported by medical specialists (MS) and varies by MS, workplace, medical specialty, and social context. This study aimed to gain insights into the facilitation of workplace learning in clinical practice by MS.Method: Thirteen semi-structured interviews were conducted with MS at the gynaecology and paediatrics department in an academic and three non-academic hospitals in the Netherlands. Participants were purposively sampled to be involved in the training of JP. Transcribed interviews were thematically analysed to describe facilitators and barriers for workplace learning.Results: Workplace learning was interpreted as a broad concept, with some MS acknowledging its occurrence beyond created opportunities. Four themes revealed facilitators and barriers related to (1) Connection and alignment, (2) Attitude, (3) Organizational and learning dynamics, and (4) Policy and Logistics. Our research suggests MS' beliefs and awareness regarding workplace learning guide their ability to recognize and utilize learning moments.Conclusions: Our findings underscore the importance of a work environment for MS that is founded on interpersonal relationships, supportive logistics of healthcare institutions and a culture of active involvement within the team, all of which are essential for recognizing and utilizing learning opportunities.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1290-1295"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142716448","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

Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study. 限制性检查表对客观结构化临床检查有效性的影响：有效性比较研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2024-11-22 DOI: 10.1080/0142159X.2024.2430364

Sun Jung Myung, Ju Whi Kim, Chan Woong Kim, Do Hoon Kim, Eungkyung Eo, Jong Hoon Kim, Jae Jin Han, Sangyoung Bae

{"title":"Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study.","authors":"Sun Jung Myung, Ju Whi Kim, Chan Woong Kim, Do Hoon Kim, Eungkyung Eo, Jong Hoon Kim, Jae Jin Han, Sangyoung Bae","doi":"10.1080/0142159X.2024.2430364","DOIUrl":"10.1080/0142159X.2024.2430364","url":null,"abstract":"Background: The Objective Structured Clinical Examination (OSCE) is a cornerstone of medical education that uses a structured approach to assess clinical skills and competency. A well-designed checklist is essential to enhance the validity of OSCE exams. This study aimed to determine whether a clinically discriminatory checklist (CDC) improves the validity of the OSCE compared with an assessment using the thoroughness checklist (TC), with a particular focus on clinical reasoning.Methods: Fourteen OSCE case scenarios with both TC and CDC were developed. Each case was administered to 350-1170 fourth-year medical students in nine medical schools within the Seoul-Gyeonggi-area (Korea) during their OSCEs in 2019 and 2020. We also conducted interstation examinations after standardized patient encounters to assess clinical reasoning ability. The validities of OSCE scores based on the TCs and CDCs were compared.Results: The OSCE using a CDC (rather than a TC) enabled better item discrimination but provided a lower internal consistency coefficient and worse standard measurement error. Clinical reasoning scores derived using patient notes were significantly correlated with OSCE scores but varied according to the characteristics of each case, indicating that OSCE scores derived using CDCs did not assess clinical reasoning ability more accurately than OSCE scores obtained using TCs.Conclusions: This study found that using a CDC to limit checklist items did not improve OSCE validity and did not reflect clinical reasoning ability. Further development of robust assessment strategies that support and evaluate clinical reasoning abilities is needed.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1360-1366"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142693150","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

Creating custom GPTs for faculty development: An example using the Johari Window and Crucial Conversation frameworks for providing feedback to struggling students. 为教师发展创建定制的gpt：使用Johari窗口和关键对话框架为挣扎的学生提供反馈的示例。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-01-09 DOI: 10.1080/0142159X.2024.2445043

Neil Mehta, Craig Nielsen, Amy Zack, Terri Christensen, J H Isaacson

{"title":"Creating custom GPTs for faculty development: An example using the Johari Window and Crucial Conversation frameworks for providing feedback to struggling students.","authors":"Neil Mehta, Craig Nielsen, Amy Zack, Terri Christensen, J H Isaacson","doi":"10.1080/0142159X.2024.2445043","DOIUrl":"10.1080/0142159X.2024.2445043","url":null,"abstract":"Feedback plays a crucial role in the growth and development of trainees, particularly when addressing areas needing improvement. However, faculty members often struggle to deliver constructive feedback, particularly when discussing underperformance. A key obstacle is the lack of comfort many faculty experience in providing feedback that fosters growth. Traditional faculty development programs designed to address these challenges can be expensive and too time-intensive, for busy clinicians.. Generative AI, specifically custom GPT models simulating virtual students and coaches, offers a promising solution for faculty development in feedback training. These AI-driven tools can simulate realistic feedback scenarios using widely accepted educational frameworks and coach faculty members on best practices in delivering constructive feedback. Through interactive, low-cost, and accessible virtual simulations, faculty members can practice in a safe environment and receive immediate, tailored coaching. This approach enhances faculty confidence and competence while reducing the logistical and financial constraints of traditional faculty development programs. By providing scalable, on-demand training, custom GPT-based simulations can be seamlessly integrated into clinical environments, fostering a supportive feedback culture prioritizing trainee development. This paper describes the stepwise process of design and implementation, of a custom GPT-powered feedback training based on an accepted framework. This process can has the potential to transform faculty development in medical education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1266-1268"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951216","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

What do medical teachers gain from being a mentor? 作为导师，医学教师能获得什么？

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2024-08-31 DOI: 10.1080/0142159X.2024.2398096

Krishna Mohan Surapaneni

引用次数: 0

Unique challenges and potential solutions in faculty development programs in India. 印度教师发展项目的独特挑战和潜在解决方案。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-01-31 DOI: 10.1080/0142159X.2025.2458275

Himel Mondal

引用次数: 0

Knowledge circulation and the politics of citation: Referencing is not a neutral act. 知识流通与引文政治：参考文献不是一种中立的行为。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-05-15 DOI: 10.1080/0142159X.2025.2504313

Jennifer Cleland

引用次数: 0

Disentangling faculty development: A scoping review towards a rich description of the concept and its practice. 分解教师发展：对教师发展概念及其实践进行丰富描述的范围审查。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2024-12-15 DOI: 10.1080/0142159X.2024.2429612

Susan Van Schalkwyk, Eliana Amaral, Megan Anakin, Ruth Chen, Diana Dolmans, Ardi Findyartini, Noeline Fobian, Karen Leslie, Jana Muller, Patricia O'Sullivan, Subha Ramani, Olanrewaju Sorinola, Farhan Saeed Vakani, Da-Ya Yang, Yvonne Steinert

{"title":"Disentangling faculty development: A scoping review towards a rich description of the concept and its practice.","authors":"Susan Van Schalkwyk, Eliana Amaral, Megan Anakin, Ruth Chen, Diana Dolmans, Ardi Findyartini, Noeline Fobian, Karen Leslie, Jana Muller, Patricia O'Sullivan, Subha Ramani, Olanrewaju Sorinola, Farhan Saeed Vakani, Da-Ya Yang, Yvonne Steinert","doi":"10.1080/0142159X.2024.2429612","DOIUrl":"10.1080/0142159X.2024.2429612","url":null,"abstract":"Background: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education.Methodology: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review. We extracted data using closed and open-ended questions. Quantitative data were summarised using descriptive statistics and qualitative data synthesised using content analysis.Results: Faculty development was the most frequently used term encompassing a range of understandings and practices. Many papers focused on educators' enhanced understanding of teaching, learning, and assessment. Several highlighted the social context of collaborative practice and organisational learning. FD formats included workshops, courses, longitudinal programs, and coaching and mentoring. Dominant conceptual frameworks included Kirkpatrick's model of evaluation, communities of practice theory, adult learning theory, and experiential learning.Conclusions: Although FD continues to evolve in response to the dynamic HPE landscape, this growth needs to be accelerated. To facilitate meaningful collaboration across professions, contexts, and countries, attention must be paid to terms used and meanings ascribed to them. Those responsible for FD need to think anew about its purpose and practice, demonstrating flexibility as the ever-changing context demands.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1304-1325"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142829318","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

Balancing innovation and tradition: A critical reflection on the assessment PROFILE framework. 平衡创新与传统：对评估PROFILE框架的批判性反思。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-01-16 DOI: 10.1080/0142159X.2025.2452962

Supianto

引用次数: 0

The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study. 综合利用间隔效应和测试效应对复杂技能培训的重要性：一项准实验研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2024-11-13 DOI: 10.1080/0142159X.2024.2427735

Renata Vicente Soares, Rafaela Batista Dos Santos Pedrosa, John Sandars, Dario Cecilio-Fernandes

{"title":"The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study.","authors":"Renata Vicente Soares, Rafaela Batista Dos Santos Pedrosa, John Sandars, Dario Cecilio-Fernandes","doi":"10.1080/0142159X.2024.2427735","DOIUrl":"10.1080/0142159X.2024.2427735","url":null,"abstract":"Introduction: A major challenge is retention of complex clinical skills. Spacing training and testing have been demonstrated to increase knowledge and skill retention but the combination has not been previously investigated in complex clinical skills. The aim of our study was to compare the effectiveness of combined spacing and testing for Basic Life Support (BLS) and Advance Life Support (ALS) simulation training in one group (intervention group), with combined spacing and testing, and another group (control) that received simulation training in a single-session simulation training without testing.Methods: A quasi-experimental study.Results: Thirteen nursing students were in the intervention group and 18 in the control group. After three months, there was no significant reduction in retention of BLS knowledge (p > 0.05) or BLS skills (p < 0.05) in the intervention group, but there was a significant reduction in both (p < 0.05) in the control group. We found no significant reduction in retention of ALS knowledge in the control group (p > 0.05), but there was a significant reduction in the intervention group (p < 0.05). There was no significant decay of ALS skills in both groups (p < 0.05).Discussion: This is the first study to demonstrate that combined spacing and testing could be highly effective for complex skills simulation training to increase retention after three months.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1296-1303"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142624013","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