Medical Teacher最新文献

{"title":"Use of generative Artificial Intelligence tools in medical student research projects: An activity system analysis.","authors":"Joanne Hart, Ali Makki, Kellie Charles","doi":"10.1080/0142159X.2026.2743049","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2743049","url":null,"abstract":"<p><strong>Introduction: </strong>Little is known about how medical students use generative AI in research training or how supervisors respond. Using Cultural-Historical Activity Theory (CHAT), this study aimed to characterise how generative AI is reshaping the activity of learning to do research within a mandatory medical student research project, and to identify the contradictions driving that change.</p><p><strong>Methods: </strong>AI-use declarations submitted as assessed coursework by two consecutive student cohorts (2024 to 2025; <i>n</i> = 533), and semi-structured interviews with research supervisors (<i>n</i> = 10) at an Australian medical school, were coded inductively by an independent analyst. Themes were mapped onto CHAT elements and examined for contradictions.</p><p><strong>Results: </strong>Reported AI non-use fell from 44% to 19% between cohorts, a difference not explained by project type, enrolment or location. Verification of AI output was the most prominent practice in both cohorts, treated as the condition of AI use. Efficiency was the most consistently stated rationale for AI use, often alongside reports that output was unreliable. Prompt refinement emerged as a competence acquired informally but dependent on disciplinary knowledge. Most supervisors felt unprepared, not only to use the tools but to judge when student use was legitimate, and the two most confident had funded that competence themselves. The primary contradiction lay within the object-motive: the written report, historically a workable proxy for research capability, no longer reliably evidences it.</p><p><strong>Discussion: </strong>Students generated norms for AI use that lacked institutional standing and were invisible to supervisors, while the programme, responding to student AI use rather than those norms, began remodelling how capability is evidenced, including through oral assessment. Connecting these two processes is the central curricular task, requiring discipline-based AI literacy, forums in which student practice and the rationale for assessment changes are shared, equitable supervisor development, and assessment of reasoning over text production.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-12"},"PeriodicalIF":4.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149137454","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":"Staying on time and on task: How task sequencing and task timing prompts impact open-ended learning.","authors":"Jaimie Coleman, Adam Gavarkovs, Ryan Brydges","doi":"10.1080/0142159X.2026.2743046","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2743046","url":null,"abstract":"<p><strong>Introduction: </strong>Open-ended learning activities in which learners engage without an instructor's direct support can often feel effortful and challenging. Learners can struggle with having to monitor and control how they learn the content and how they are progressing towards task demands. We aimed to determine the impact of prompting learners on how to sequence and when to switch tasks in an open-ended learning activity. We collected data on knowledge acquisition, perceived task experience and invested mental effort.</p><p><strong>Methods: </strong>Physiotherapy students learned about 12 diseases over 60 min in a course setting. We included prompts for task sequence (i.e. order of learning each disease) and timing (i.e. how long to spend on each). The systemic sequence (SS) group received both prompts, the systematic choice (SC) received timing prompts only, and the no prompt (NP) group received none. All participants recorded the sequence in which they learned the 12 diseases on a passport. Immediately after the session, participants completed a knowledge acquisition assessment and rated their perceived task experience.</p><p><strong>Results: </strong>According to an ANOVA, the NP group scored significantly higher than the SS group and the SC group on the immediate knowledge acquisition assessment (<i>p</i> < 0.05). The NP group also reported higher ratings of energy, lower ratings of fatigue, but no difference in invested mental effort.</p><p><strong>Discussion: </strong>Prompts for task sequences and timing did not appear to meaningfully influence participant's learning and engagement strategies. Our findings imply that preserving a learners' autonomy (i.e. using the passport) may be more effective than directive supports, which may unintentionally leave learner's feeling 'controlled' and de-motivated.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":4.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149137452","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":"Promoting transparency, reproducibility, and rigor: Medical teacher launches registered reports.","authors":"Dario Cecilio-Fernandes, Jennifer Cleland","doi":"10.1080/0142159X.2026.2740160","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2740160","url":null,"abstract":"<p><p>Concerns about research integrity, reproducibility, and publication bias have prompted calls for greater transparency and rigour across the scientific process. In response, Medical Teacher is the first health professions education journal to adopt Registered Reports. This new section involves peer review of study rationale, methods, and analysis plans before data collection, with publication decisions based on methodological rigor rather than study outcomes. Only confirmatory research requiring hypothesis testing will be accepted under Registered Reports. This approach helps reduce questionable research practices, while supporting the publication of robust research regardless of results.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":4.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149137516","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":"A scoping review of interprofessional education between health professions and education students.","authors":"Sherryn Evans, James Woodman, Tim Corcoran, Jemma Skeat, Valerie Watchorn","doi":"10.1080/0142159X.2026.2743050","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2743050","url":null,"abstract":"<p><strong>Introduction: </strong>Effective collaboration between classroom teachers and health professionals is essential for supporting school students' learning and wellbeing, yet evidence indicates that such collaboration is often fragmented in practice. While interprofessional education (IPE) is intended to prepare graduates for collaborative practice across complex contexts by enabling learners from different disciplines to learn with, from, and about each other, the extent to which IPE initiatives have included collaborative learning between pre-service health professions and education students is unclear.</p><p><strong>Method: </strong>A scoping review was conducted in accordance with Joanna Briggs Institute methodology to map IPE initiatives involving pre-service health professions and education students. A systematic search of six databases was conducted, with two reviewers independently screening studies for eligibility. A collaboratively developed data charting framework was applied to extract and analyse data from the included studies.</p><p><strong>Results: </strong>Thirty-one publications describing 19 distinct IPE initiatives were identified in the eligible literature. Initiatives varied considerably in scale, ranging from small placement programs to large cohort workshops delivered face-to-face, online or in blended formats. Common pedagogical approaches included case-based discussions, simulations, and collaborative projects. Across initiatives, reported outcomes primarily reflected perceived or self-reported improvements in interprofessional knowledge, attitudes, and collaborative skills, and knowledge relevant to supporting school students. However, despite these reported positive outcomes, the review identified constraints to implementation across interpersonal, pedagogical, curriculum, and institutional levels.</p><p><strong>Discussion: </strong>While interpersonal and pedagogical challenges influenced the design and delivery of IPE initiatives, curriculum-level demands (crowded and accreditation-driven programs) and institutional conditions (siloed faculties, governance arrangements, and resource and scheduling limitations) also shaped how IPE could be implemented. Together, these findings highlight challenges embedding and sustaining cross-sector IPE within higher education. Addressing these challenges will be important if universities are to embed IPE between health professions and education students as a core component of pre-service preparation.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-12"},"PeriodicalIF":4.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149137480","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":"Trends in authorship in medical teacher: A 20-year review of regionality and gender indicates slow and unsteady progress.","authors":"David Hope, Jennifer Cleland","doi":"10.1080/0142159X.2026.2740177","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2740177","url":null,"abstract":"<p><strong>Introduction: </strong>Publishing in medical education journals contributes to global discussions on how to train health professionals and, at an individual level, is important for career advancement. However, some groups are under-represented in medical education scholarship - especially those from the 'global south' and, historically, women. To examine this further, we carried out a bibliometric analysis of twenty years of <i>Medical Teacher</i> data to identify geographic and gender differences in representation among the journal authorship, and to identify any visible impacts of relevant editorial policy changes.</p><p><strong>Methods: </strong>We used OpenAlex, a citation recording tool, to extract all publications from <i>Medical Teacher</i> between 1^st January 2006 and 31^st December 2025, for a total of 5,590 total records. We then applied the United Nations Trade and Development (UNCTAD) definition of 'global north' (GN) membership to identify the location of authors and used genderize.io to predict the gender of first authors. We then examined trends (in percentages) over time for geographic region and gender.</p><p><strong>Results: </strong>The share of authors from the global south, and the share of first authors who are women, has been rising slowly for twenty years. However, progress is both localised and unsteady: much of the increase in global south authorship is driven by Asia (and within that, Singapore), and a gap remains whereby GN publications are more likely to have women as first authors. Since 2019, women are the majority of first authors.</p><p><strong>Discussion: </strong>Progress in diversifying medical education scholarship is being made, but it is slow, geographically localised, and does not seem responsive to journal policies to increase fairness and representation. However, the analysis here shows that such bibliometric reviews can be done in a cost-effective and routinised way, allowing journals to iterate on their attempts to expand diversity with evidence.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":4.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149137520","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":"Using a theory-based approach to explore medical students' engagement with exemplar-based feedback and self-reflection for communication skills.","authors":"Thea G Musselman, Kendra Hester, Jason Snyder, Angelo D'Addario, Anastasiya A Lipnevich, Krista Mattern","doi":"10.1080/0142159X.2026.2735289","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2735289","url":null,"abstract":"<p><strong>Introduction: </strong>Patient-Centered Communication (PCC) is essential to quality medical care and a crucial skill in medical education. While prior studies have focused on communication skills training in medical education, less is known about how learners engage in self-reflection when learning and practicing communication skills. The current study investigates levels of learner cognitive and reflective engagement with exemplar-based feedback and guided self-reflection to inform best practices for integrating self-regulated learning (SRL) supports in medical education.</p><p><strong>Methods: </strong>Participants consisted of medical students in years one through three. Participants watched video vignettes depicting patients asking a question or making a statement, recorded verbal responses to the patients, reviewed their response alongside two exemplar responses, and completed a self-evaluation checklist aligned with defined communication learning objectives, and responded to three structured reflection prompts comparing their responses to the exemplars. Using an AI-assisted, human-in-the-loop coding process, participant engagement was evaluated using the ICAP taxonomy and Kember categorizations, each coded on a 1-4 scale reflecting framework-specific criteria. SRL strategies were coded as a separate unit of analysis that informed engagement.</p><p><strong>Results: </strong>Participants demonstrated moderate to high engagement across the eight vignettes, characterized by predominantly <i>Active</i> (ICAP) and <i>Understanding</i> (Kember) level responses, with 91% of participants reaching peak <i>Constructive</i> (ICAP) engagement and 64% reaching peak <i>Reflective</i> (Kember) engagement at least once, along with widespread use of SRL strategies. Engagement varied between reflection prompts and across vignettes, with the third prompt and certain vignettes consistently eliciting deeper engagement.</p><p><strong>Discussion: </strong>Results indicate that learners engaged meaningfully with exemplar-based feedback and self-reflection. Deeper engagement emerged with prompts that required comparison or improvement planning. While engagement varied by vignette and prompt, learners employed SRL strategies in nearly every reflection. These findings indicate that the use of exemplar responses and enhanced prompt design may support broader conceptual and deeper future learning.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-14"},"PeriodicalIF":4.0,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128010","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":"Integrating New Fields of Study into Professional Identity: A social identity and landscapes of practice lens.","authors":"Kelly Kovaric, Stephanie B Corliss, Nicholas D Phelps","doi":"10.1080/0142159X.2026.2739536","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2739536","url":null,"abstract":"<p><strong>Introduction: </strong>The medical profession exists at the crossroads of many fields of study, including ethics, basic science, and communication. However, health professions students struggle with integrating new fields of study into their clinical practice and professional identities. This study examines how medical students perceive their professional identities as they consider, integrate, and identify with new fields of study related to the medical profession.</p><p><strong>Methods: </strong>Three researchers qualitatively coded reflections on professional identity integration from 43 medical students exploring a new field of study by pursuing a dual degree or distinction experience at one of two partnering institutions. Themes were triangulated using landscape of practice (LoP) theory and social identity complexity theory (SIT).</p><p><strong>Results: </strong>Three themes emerged corresponding to the stages of LoP theory and were further categorized by social identity complexity theory: (1) Approaching, Discovering, and Engaging an Unknown LoP Composed of the New Field of Study and MD/DO, (2) Finding Competence when Aligning with the LoP, and (3) Imagining a Coherent Professional Identity in the LoP. As students progressed through engaging, aligning, and imagining, they expressed social identities that were intersecting, compartmentalized, physician-dominant, or merged. Students developed a merged social identity by feeling competent practicing in an LoP where both their medical degree and the new field of study would be needed. Students with a merged social identity displayed systems-based practice in their clinical decision-making and recognized the need to communicate across disciplines to improve patient care.</p><p><strong>Discussion: </strong>To support the integration of new fields of study into students' evolving professional identities, medical educators could explore strategies to facilitate a merged identity. The authors provide suggested supports.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":4.0,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149111860","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":"Learning when teleassessment can be trusted: A qualitative study in physiotherapy education.","authors":"María José Estebanez Pérez, Pilar Ferrer-Martínez, Pablo Pastora Estebanez, Rocío Díaz Muñoz, María Jesús Vinolo Gil, José Manuel Pastora Bernal","doi":"10.1080/0142159X.2026.2733144","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2733144","url":null,"abstract":"<p><strong>Introduction: </strong>Digital technologies are increasingly embedded in health professions education, requiring students not only to perform technology-mediated practices, but also to judge when such practices can be trusted. Remote functional assessment via videoconferencing exemplifies this challenge; however, there is limited understanding of how students perceive its trustworthiness and judge its appropriateness during professional training. This study aimed to explore how physiotherapy students make sense of remote functional assessment during training, including its appropriateness and perceived trustworthiness, and to identify the educational, practical, and contextual factors shaping their professional judgement in this context.</p><p><strong>Methods: </strong>A qualitative descriptive study with an interpretive orientation used focus groups. Twenty-three third-year physiotherapy students completed a two-week blended programme combining face-to-face instruction with remote administration of the Timed Up and Go (TUG) and Five Times Sit-to-Stand (5STS) tests. Data were analysed using inductive reflexive thematic analysis following Braun and Clarke.</p><p><strong>Results: </strong>Four themes were identified: (1) remote assessment as a conditionally legitimate but secondary practice; (2) negotiating perceived reliability in technology-mediated assessment; (3) the need for preparation and structured educational support; and (4) motivation and perceived clinical realism as modulators of engagement. Students' accounts suggested that remote assessment was considered appropriate primarily in situations of necessity, while face-to-face assessment remained the reference standard. Students' confidence in the trustworthiness of remote assessment was shaped by technological, environmental, and interactional conditions.</p><p><strong>Discussion: </strong>Teleassessment was experienced not as a straightforward extension of face-to-face practice, but as a professional activity whose appropriateness and perceived trustworthiness were contingent on technological, environmental, and interactional conditions. These findings suggest that physiotherapy students may benefit from educational approaches that explicitly address when remote assessment may be appropriate, how it can be adapted, and when face-to-face examination remains necessary.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":4.0,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149111918","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 on engaging effectively with emotion in Health Professions Education.","authors":"Lynnea M Mills, Jerusalem Merkebu","doi":"10.1080/0142159X.2026.2743045","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2743045","url":null,"abstract":"<p><p>Emotion is a ubiquitous component of the clinical environment that profoundly influences cognition, academic achievement, and professional identity. This Twelve Tips article highlights the importance of dismantling outdated models of emotions in health professions education and recognizing affect as a fundamental driver of clinical performance and learning. The article provides a practical guide to establishing relational trust, normalizing affective responses, cultivating emotional granularity, and developing adaptive emotion regulation skills for both learners and faculty, with consideration of the essential boundaries of the educator role and the value of shared meaning-making.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-7"},"PeriodicalIF":4.0,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149112022","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":"Reflections on optimising video-based benchmarking for OSCE examiners.","authors":"Fang Huang","doi":"10.1080/0142159X.2026.2743048","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2743048","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":4.0,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149111961","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}