Medical Teacher最新文献

{"title":"Aspiration to admission: Widening access to medical education: AMEE Guide No. 181.","authors":"Riya E George, Angelique N Dueñas, Megan E L Brown, Emmanuel T O Oladipo, Adam Danquah, Vishna Devi V Nadarajah, Veena S Singaram, Debbie Aitken, Gabrielle M Finn","doi":"10.1080/0142159X.2025.2459363","DOIUrl":"10.1080/0142159X.2025.2459363","url":null,"abstract":"<p><p>SERIES INTRODUCTORY ABSTRACTWidening Access, Participation and SuccessThis AMEE guide series explores three interconnected strategies for widening access, participation, and success in medical education. The series emphasises the interdependence of these areas as essential to supporting students from entry to graduation. Each guide in the series addresses a specific phase of the student journey, from the first steps of widening access, through enhancing participation during their studies, to supporting their ultimate success. Aimed at supporting students from disadvantaged, under-represented, and culturally diverse backgrounds, these guides offer practical insights and examples. Through this series, we provide a roadmap to ensure that access, participation, and success are not treated as isolated concepts but as essential, interdependent elements that together support students throughout their journey. By presenting a cohesive framework that connects these three areas, the series aims to build a shared understanding and foster systemic changes that promote equity across all stages of medical education-from admissions to graduation and beyond. In addressing these issues holistically, medical schools can ensure that students not only enter and participate but also succeed and thrive, fulfilling their potential as future doctors.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1589-1600"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143586313","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":"The importance of selecting contextually relevant EPAs.","authors":"Daniel Nel, Gustavo Salata Romão, Susanne Peters, Olle Ten Cate, Marije P Hennus","doi":"10.1080/0142159X.2025.2495641","DOIUrl":"10.1080/0142159X.2025.2495641","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1696"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143981590","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":"Barriers and facilitators to the cultivation of communities of practice for faculty development in medical education: A scoping review.","authors":"Simon Kitto, Arone Wondwossen Fantaye, Monica Ghidinelli, Kokeb Andenmatten, Jane Thorley Wiedler, Kate de Boer","doi":"10.1080/0142159X.2025.2495628","DOIUrl":"10.1080/0142159X.2025.2495628","url":null,"abstract":"<p><strong>Background: </strong>Communities of practice (CoPs) have been promoted as a strategy to foster the professional development of faculty. In recent years, there have been a rising number of publications in the field of medical education that report on the impact of CoPs in faculty development (FD), as well as the factors that influence their cultivation. The objective of this scoping review was to comprehensively map the reported barriers and facilitators to cultivating CoPs for FD in medical education.</p><p><strong>Methods: </strong>The authors searched five electronic databases on 15 January 2022, and in a final update search on 4 August 2024. The authors used the updated Consolidated Framework for Implementation Research as an a priori coding framework to guide coding. The authors applied a quasi-statistical content analysis to quantify and draw meaning from the factors that constrain and support CoP formation, implementation and sustainability.</p><p><strong>Results: </strong>The authors generated 359 codes for barriers and facilitators from 25 included empirical and non-empirical articles, of which 295 codes (82%) were relevant to forming and implementing a CoP, and 64 (18%) relevant to sustaining a CoP. The main barriers and facilitators were related to: the sufficiency of structural, cultural and resource support; the availability and fit of required stakeholders; relevance to member needs; planning; member attraction and engagement; and reflection and evaluation of the CoP.</p><p><strong>Conclusions: </strong>This review highlights the key patterns and gaps in the emerging publications on CoP cultivation for FD in medical education, from their formation to their sustainability. There remain key unresolved problems and gaps in the evidence concerning how to create long-term participation successfully to sustain CoPs for FD in medical education. Although hybrid and virtual CoPs appear to be the way forward, there is still a need to account for individual member capabilities and needs, and the nature of the medical education context on CoP sustainability.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1654-1668"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144029369","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 to optimize group decision-making in medical education: 'Tipping' the scales toward wisdom of the crowd and minimizing groupthink.","authors":"Lea Harper, Omid Kiamanesh, Sylvain Coderre, Kenna Kelly-Turner, Melinda Davis, Kevin McLaughlin","doi":"10.1080/0142159X.2025.2488326","DOIUrl":"10.1080/0142159X.2025.2488326","url":null,"abstract":"<p><p>Group decision-making is now common in medical education, often used for decisions that are both complex and high stakes, such as determining whether to promote or remediate a trainee. In this context, it is often assumed that group decision making is superior to that of an individual, resulting in high quality decision outcomes through the pooling of collective knowledge and experience. Yet, while groups can outperform individuals, this is not guaranteed. In fact, groups are vulnerable to several cognitive biases and process issues that individuals are not subject to and these can lead to poor quality decision outcomes if not managed. As educational leaders who participate in group decision-making, we believe it is our responsibility to ensure the quality of these complex and high-stakes decisions. In this article, we discuss both the potential benefits and vulnerabilities of group decision-making by introducing the concepts of wisdom of the crowd and groupthink, respectively. With this foundation, we then offer twelve evidence-based tips that can be easily implemented in educational group decision-making to minimize groupthink and leverage the wisdom of the crowd.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1612-1617"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143811127","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":"AI and Assessment: Finding the sweet spot through flexible and balanced integration.","authors":"Olivia Ng","doi":"10.1080/0142159X.2025.2495639","DOIUrl":"10.1080/0142159X.2025.2495639","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1697"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144005387","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 lifeline for the craft of writing: A response to Masters' Artificial Intelligence and the Death of the Academic Author.","authors":"Morag Paton, Ayelet Kuper","doi":"10.1080/0142159X.2025.2523466","DOIUrl":"10.1080/0142159X.2025.2523466","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1576-1577"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144690944","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":"Artificial intelligence and the death of the academic author.","authors":"Ken Masters","doi":"10.1080/0142159X.2025.2523463","DOIUrl":"10.1080/0142159X.2025.2523463","url":null,"abstract":"<p><p>In his essay 'The Death of the Author,' Roland Barthes describes the fiction author as a blender of cultural artifacts. This paper identifies parallels between that activity and the actions currently performed by Large Language Models (LLMs). It then goes further to argue that, in Health Professions Education academia (indeed, all academia), authorship is a mechanical role ideally suited to LLMs, and should be given to LLMs, freeing academic researchers to focus on the actual creative and contributive portion of any work: the research.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1563-1565"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144690945","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":"Foundations of AI for future physicians: A practical, accessible curriculum.","authors":"Jonathan Theros, Alan Soetikno, David Liebovitz","doi":"10.1080/0142159X.2025.2463492","DOIUrl":"10.1080/0142159X.2025.2463492","url":null,"abstract":"<p><strong>What was the educational challenge?: </strong>The integration of machine learning (ML) and large language models (LLMs) into healthcare is transforming diagnostics, patient care, and administrative workflows. However, most clinicians lack the foundational knowledge to critically engage with these tools, creating risks of overreliance and missed oversight. Just as understanding computed tomography (CT) physics became essential for its safe application, clinicians must acquire basic AI literacy. Practical AI education remains absent from most medical curricula.</p><p><strong>What was the solution?: </strong>We propose a modular curriculum using Colab notebooks to teach foundational AI concepts. Colab's free, cloud-based, and interactive environment makes it accessible and engaging, even for non-data scientists. This hands-on approach emphasizes practical applications, enabling learners to explore datasets, build ML models, and interact with locally run LLMs, fostering critical engagement with AI tools.</p><p><strong>How was the solution implemented?: </strong>The curriculum consists of five interconnected modules: introduction to data science, exploring datasets, predictive modeling, advanced ML techniques and imaging, and working with LLMs. Designed to integrate into medical school data science threads, the curriculum provides structured, progressive learning tailored to clinical contexts.</p><p><strong>What lessons were learned?: </strong>Global accessibility, hands-on engagement, and modular design make this approach adaptable across diverse settings. Emphasizing ethical considerations and local relevance enhances its impact.</p><p><strong>What are the next steps?: </strong>The next step is to integrate the Colab notebook-based curriculum into the authors' medical school data science thread. To support broader adoption, adaptable teaching guides will be developed, enabling implementation at other medical schools, including those in low-resource settings, while leveraging Colab's accessibility for regional customization.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1601-1603"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143409082","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":"Optimizing interprofessional collaboration: Enhancing nurse -physician trainee dynamics.","authors":"Haiying Zhu, Zhenliang Sun","doi":"10.1080/0142159X.2025.2472798","DOIUrl":"10.1080/0142159X.2025.2472798","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1694"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143522825","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":"Introducing AI as members of script concordance test expert reference panel: A comparative analysis.","authors":"Moataz A Sallam, Enjy Abouzeid","doi":"10.1080/0142159X.2025.2473620","DOIUrl":"10.1080/0142159X.2025.2473620","url":null,"abstract":"<p><strong>Background: </strong>The Script Concordance Test (SCT) is increasingly used in professional development to assess clinical reasoning, with linear progression in SCT performance observed as clinical experience increases. One challenge in implementing SCT is the potential burnout of expert reference panel (ERP) members. To address this, we introduced ChatGPT as panel members. The aim was to enhance the efficiency of SCT creation while maintaining educational content quality and to explore the effectiveness of different models as reference panels.</p><p><strong>Methodology: </strong>A quasi-experimental comparative design was employed, involving all undergraduate medical students and faculty members enrolled in the Ophthalmology clerkship. Two groups involved Traditional ERP which consisted of 15 experts, diversified in clinical experience: 5 senior residents, 5 lecturers, and 5 professors and AI-Generated ERP which is a panel generated using ChatGPT and o1 preview, designed to mirror diverse clinical opinions based on varying experience levels.</p><p><strong>Results: </strong>Experts consistently achieved the highest mean scores across most vignettes, with ChatGPT-4 and o1 scores generally slightly lower. Notably, the o1 mean scores were closer to those of experts compared to ChatGPT-4. Significant differences were observed between ChatGPT-4 and o1 scores in certain vignettes. These values indicate a strong level of consistency, suggesting that both experts and AI models provided highly reliable ratings.</p><p><strong>Conclusion: </strong>These findings suggest that while AI models cannot replace human experts, they can be effectively used to train students, enhance reasoning skills, and help narrow the gap between student and expert performance.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1637-1644"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143586315","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}