Medical Teacher最新文献_第3页

Mentorship in medical research: Guiding the next generation. 医学研究导师：指导下一代。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-12-06 DOI: 10.1080/0142159X.2024.2436453

Hamrish Kumar Rajakumar

引用次数: 0

Transforming remediation for competency-based medical education. 改革补救措施，促进以能力为基础的医学教育。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-07-27 DOI: 10.1080/0142159X.2024.2382850

Jean E Klig, Calvin L Chou, Adina L Kalet

引用次数: 0

Mental health and wellness of medical students in Ontario - A mixed methods approach. 安大略医科学生的心理健康与幸福感--一种混合方法。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-10-02 DOI: 10.1080/0142159X.2024.2407965

Sira Jaffri, Kenan Kassas, Mohamed Farjalla, Dr Junaid Yousuf

{"title":"Mental health and wellness of medical students in Ontario - A mixed methods approach.","authors":"Sira Jaffri, Kenan Kassas, Mohamed Farjalla, Dr Junaid Yousuf","doi":"10.1080/0142159X.2024.2407965","DOIUrl":"10.1080/0142159X.2024.2407965","url":null,"abstract":"Medical students are highly susceptible to distress and burnout, raising concern about how this can carry over into their careers, impacting wellness, professionalism, and patient care. The aims of this study are to assess the mental health and wellness status of medical students in Ontario. This study electronically surveyed medical students across M1-M4 attending a medical school in Ontario, Canada, using the Brief COPE, DASS21, and Copenhagen Burnout Inventory (CBI) to examine their coping mechanisms, levels of stress, anxiety, and depression, the prevalence of personal, work-related, and patient-related burnout, and perceived support. Participants were recruited through mass email containing a survey link. BriefCOPE results show that students tend to rely on self-distraction, emotional support, instrumental support, and acceptance as coping mechanisms. DASS21 demonstrates that M4 students report severe stress and anxiety and mild depression. Results of CBI show moderate personal and work-related burnout, and low patient-related burnout. Qualitative analysis of students' opinion on how the institution can enhance their wellness resulted in three themes: enhanced student scheduling, more communication from the administration, and more elective wellness sessions and social events. The data presented in this study will provide insight into the overall mental health and wellness of medical students studying in Ontario and may have important implications for medical education, healthcare institutions, and health policymaking.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1029-1036"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142361775","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

Reimagining faculty development: A paradigm shift from content to transformative learning processes. 重新构想教师发展：从内容到变革性学习过程的范式转变。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-08-18 DOI: 10.1080/0142159X.2024.2390035

Balakrishnan Kichu R Nair, Jane Bleasel, Felista Mwangi, Bunmi S Malau-Aduli

{"title":"Reimagining faculty development: A paradigm shift from content to transformative learning processes.","authors":"Balakrishnan Kichu R Nair, Jane Bleasel, Felista Mwangi, Bunmi S Malau-Aduli","doi":"10.1080/0142159X.2024.2390035","DOIUrl":"10.1080/0142159X.2024.2390035","url":null,"abstract":"Background: Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny.Methods: This qualitative research aims to enhance our understanding and support of educators' ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow's transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants.Results: The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators' commitment to structured teaching, self-directed learning, and continuous improvement.Conclusion: This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"976-984"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141996193","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

'Teaching should always be a little bit interesting for the teachers, too': Preceptor experiences of co-teaching ultrasound in a clinical skills course. 教学对老师来说也应该有点意思"：临床技能课程中共同教授超声波的实习医生经验。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-09-22 DOI: 10.1080/0142159X.2024.2407119

David Staudt, Valerie Lang, Christopher Mooney

{"title":"'Teaching should always be a little bit interesting for the teachers, too': Preceptor experiences of co-teaching ultrasound in a clinical skills course.","authors":"David Staudt, Valerie Lang, Christopher Mooney","doi":"10.1080/0142159X.2024.2407119","DOIUrl":"10.1080/0142159X.2024.2407119","url":null,"abstract":"Purpose: Medical schools increasingly incorporate ultrasound into preclinical curricula but face barriers including financial constraints, shortages of qualified instructors, and limited curricular space. This study explored how integrating ultrasound co-teaching into an existing first-year clinical skills course influenced preceptors' teaching experiences and characterized areas for curricular improvement.Methods: Ultrasound instructors rotated through classrooms during small-group physical examination skills sessions with 110 medical students, joining physical examination preceptors who taught remaining session content. Twelve ultrasound and traditional preceptors' experiences were characterized through focus group interviews paired with inductive thematic analysis.Results: Four themes were identified. First, the shared classroom fostered vicarious learning and novel instruction techniques but could feel disruptive to teaching. Second, ultrasound integration prompted physical examination preceptors to adopt a learner role. Third, students appeared to associate ultrasound with anatomy and physiology more than physical examination. Finally, ultrasound integration carries multiple logistical considerations.Conclusions: Co-teaching ultrasound within clinical skills courses can promote learning and was associated with multiple effects on faculty preceptors and the teaching process. Those planning similar initiatives should consider strategies to optimize preceptor experiences, minimize disruptive potential, and promote connections between ultrasound and physical examination content.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1015-1021"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142291251","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

Current application of ChatGPT in undergraduate nuclear medicine education: Taking Chongqing Medical University as an example. ChatGPT 在核医学本科教育中的应用现状：以重庆医科大学为例。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-09-21 DOI: 10.1080/0142159X.2024.2399673

Ailin Deng, Wenyi Chen, Jinjie Dai, Liu Jiang, Yicai Chen, Yuhua Chen, Jinyan Jiang, Maohua Rao

{"title":"Current application of ChatGPT in undergraduate nuclear medicine education: Taking Chongqing Medical University as an example.","authors":"Ailin Deng, Wenyi Chen, Jinjie Dai, Liu Jiang, Yicai Chen, Yuhua Chen, Jinyan Jiang, Maohua Rao","doi":"10.1080/0142159X.2024.2399673","DOIUrl":"10.1080/0142159X.2024.2399673","url":null,"abstract":"Background: Nuclear Medicine(NM), as an inherently interdisciplinary field, integrates diverse scientific principles and advanced imaging techniques. The advent of ChatGPT, a large language model, opens new avenues for medical educational innovation. With its advanced natural language processing abilities and complex algorithms, ChatGPT holds the potential to substantially enrich medical education, particularly in NM.Objective: To investigate the current application of ChatGPT in undergraduate Nuclear Medicine Education(NME).Methods: Employing a mixed-methods sequential explanatory design, the research investigates the current status of NME, the use of ChatGPT and the attitude towards ChatGPT among teachers and students in the Second Clinical College of Chongqing Medical University.Results: The investigation yields several salient findings: (1) Students and educators in NM face numerous challenges in the learning process; (2) ChatGPT is found to possess significant applicability and potential benefits in NME; (3) There is a pronounced inclination among respondents to adopt ChatGPT, with a keen interest in its diverse applications within the educational sphere.Conclusion: ChatGPT has been utilized to address the difficulties faced by undergraduates at Chongqing Medical University in NME, and has been applied in various aspects to assist learning. The findings of this survey may offer some insights into how ChatGPT can be integrated into practical medical education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"997-1003"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142291254","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

Battling on two fronts: The mental wellbeing of war zone medics. 双线作战：战区医护人员的精神健康。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-07-18 DOI: 10.1080/0142159X.2024.2379452

Arpit Mehrotra, Abhilasha Sood

引用次数: 0

Utilizing natural language processing to analyze student narrative reflections for medical curriculum improvement. 利用自然语言处理技术分析学生的叙事反思，以改进医学课程。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-08-20 DOI: 10.1080/0142159X.2024.2390034

Amy L Olex, Adam M Garber, Sally A Santen, Courtney Blondino, Stephanie Goldberg, Deborah DiazGranados

{"title":"Utilizing natural language processing to analyze student narrative reflections for medical curriculum improvement.","authors":"Amy L Olex, Adam M Garber, Sally A Santen, Courtney Blondino, Stephanie Goldberg, Deborah DiazGranados","doi":"10.1080/0142159X.2024.2390034","DOIUrl":"10.1080/0142159X.2024.2390034","url":null,"abstract":"Motivation: Medical curricula improvement is an ongoing process to keep material relevant and improve the student's learning experience to better prepare them for patient care. Many programs utilize end-of-year evaluations, but these frequently have low response rates and lack actionable feedback. We hypothesized that student reflections written during a fourth year Sub-Internship could be used retrospectively to mine additional information as feedback for future curriculum adjustments. However, reflections contain a large amount of narrative content that would require a cumbersome and essentially infeasible manual review process for busy medical education faculty.Methods: We developed a Natural Language Processing (NLP) pipeline to automatically identify common themes and topics present in the set of reflective writings that could be used to improve the curriculum. The dataset contains required responses to a faculty issued question submitted between August 2016 and July 2018 about challenges experienced during the medical students fourth year Sub-Internship.Results: Eleven distinct topics were identified, with several being subsequently addressed in future iterations of the curriculum.Conclusion: Utilizing NLP on reflective writings was able to identify areas of curriculum improvement, and the NLP results provided a quick and easy way to explore the main themes and challenges expressed by students.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"970-975"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11949084/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142004699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning from our patients: An exploratory study to inform the development of a case tracking dashboard for internal medicine subspecialty fellows. 向患者学习：一项探索性研究，为内科亚专科研究员开发病例跟踪仪表板提供信息。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-09-02 DOI: 10.1080/0142159X.2024.2393779

Daniel J Minter, Annabel K Frank, Logan Pierce, Brian S Schwartz, Sirisha Narayana

{"title":"Learning from our patients: An exploratory study to inform the development of a case tracking dashboard for internal medicine subspecialty fellows.","authors":"Daniel J Minter, Annabel K Frank, Logan Pierce, Brian S Schwartz, Sirisha Narayana","doi":"10.1080/0142159X.2024.2393779","DOIUrl":"10.1080/0142159X.2024.2393779","url":null,"abstract":"Background: Case tracking (following-up prior patient encounters) can help inform future clinical decisions and supplement experiential learning. Internal medicine subspecialty fellows see a high volume of patients and need to become subject matter experts within a short time frame, yet little is known about their specific needs and motivations around case tracking.Objective: The objective of this study was to explore internal medicine subspecialty fellows' motivations, preferences, and practices around case tracking.Methods: We conducted interviews with internal medicine subspecialty fellows at a single academic medical center during the 2022-2023 academic year. Interviews were analyzed using qualitative content analysis.Results: 22 fellows were interviewed for our study. We found that most fellows engaged in case tracking with lists in the electronic health record (EHR). Fellows primarily tracked cases of clinical uncertainty and patients with specific diseases or conditions of interest. Fellows sought information on patients' health outcomes, results, and clinical notes. Motivations for tracking were predominantly related to curiosity, professional growth, and development of practice patterns. Barriers to case tracking included time, challenges maintaining patient lists, losing track of patients, and lack of motivation to develop and maintain an organized system.Conclusions: Internal medicine subspecialty fellows engaged in and valued case tracking as a way to supplement their experiential learning. Our study highlighted their current practices, motivations, preferences, and challenges related to case tracking. We plan to use these findings to help develop an EHR-embedded dashboard to facilitate case tracking among subspecialty fellows.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"985-990"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109394","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

The psychological impact of errors on medical professionals. 错误对医务人员的心理影响。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-06-01 Epub Date: 2024-11-28 DOI: 10.1080/0142159X.2024.2434102

Sarah Ashraf

引用次数: 0