Medical Teacher最新文献

{"title":"Responding to disruption: Can AI authorship withstand scrutiny regarding academic integrity in health professions education scholarship?","authors":"Nothando Sithulile Nkambule, Yu-Che Chang","doi":"10.1080/0142159X.2025.2523467","DOIUrl":"10.1080/0142159X.2025.2523467","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1573-1575"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144690951","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":"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":"1678-1684"},"PeriodicalIF":3.3,"publicationDate":"2025-10-01","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":"An audit of AI-related documents across U.S. medical schools: A framework-based qualitative content analysis.","authors":"Emily Rush, Jessica N Byram, Colleen N Garnett, Nicole DeVaul, Laura Smith, Margaret Checchi, Daniel Martin, Leslie A Hoffman, Kirstin M Brown, Daniel J Mumbower, Robert M Becker, Victoria A Roach, Alison F Doubleday, Danielle N Edwards, Rebecca S Lufler, Alexandra Wactor, Sophia Boxerman, Suzanne Smith, Hannah Herriott, Adam B Wilson","doi":"10.1080/0142159X.2025.2564869","DOIUrl":"10.1080/0142159X.2025.2564869","url":null,"abstract":"<p><strong>Purpose: </strong>Medical schools would benefit from systematic guidance for developing comprehensive artificial intelligence (AI) policies, given generative AI's rapid integration into medical education. This study developed and applied an idealized AI policy framework to analyze AI-related documents at U.S. medical school institutions, providing reference points for the development and refinement of institutional policies.</p><p><strong>Methods: </strong>AI-related documents from institutions with U.S. allopathic and osteopathic medical schools were systematically collected (from August to October 2024) and analyzed using a comprehensive framework containing 24 subthemes across six themes: Background/Context, Governance, AI Literacy, Tools/Usage, Ethical/Legal Considerations, and Technology Support and Infrastructure. Publicly available online documents were systematically coded to generate framework subtheme scores indicating breadth of coverage across framework themes.</p><p><strong>Results: </strong>AI-related documents retrieved from 73.7% (146/198) of U.S. medical school institutions covered an average of 8 of 24 subthemes, representing a mean framework coverage score of 32.3% ± 19.8 Rarely addressed subthemes included Audit and Compliance Mechanisms (6.8%, 10/146), Technical Infrastructure (6.2%, 9/146), and Environmental Stewardship (1.4%, 2/146). Academic Honesty and Plagiarism dominated AI-related documents (81.5%, 119/146), followed by Decision-Making Authority (54.1%, 79/146) and Critical Evaluation (52.1%, 76/146). Formal AI policies demonstrated significantly higher framework coverage than other AI document types (44.0% vs 30.4%, <i>p</i> = 0.003). Seven institutions with the highest coverage (≥13/24 subthemes) shared seven common distinguishing features, with six present universally.</p><p><strong>Conclusions: </strong>AI-related documents currently emphasize academic integrity over strategic planning, with substantial gaps in infrastructure and review mechanisms. Institutions can enhance their AI policies by incorporating common features identified in well-designed policies and following frameworks that strike a balance between immediate concerns and long-term adaptability.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-13"},"PeriodicalIF":3.3,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145192079","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":"Beyond 'quantum thinking': The timeless power of metacognition in medicine.","authors":"Andres Felipe Yepes-Velasco","doi":"10.1080/0142159X.2025.2566265","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2566265","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145191619","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":"From burnout to belonging: Implications for pre-clerkship medical student wellbeing.","authors":"Jan M Engel-Morton, Stephen Waite, Jenny Houston","doi":"10.1080/0142159X.2025.2561783","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2561783","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145186252","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":"Correction.","authors":"","doi":"10.1080/0142159X.2025.2565963","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2565963","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145176681","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 feasibility study of an AI-based virtual human training design in suicide gatekeeper education.","authors":"Pei-I Lee, Chia-Yi Wu","doi":"10.1080/0142159X.2025.2561204","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2561204","url":null,"abstract":"<p><strong>Background: </strong>Suicide gatekeeper training is a preventive approach that equips nonprofessionals with the knowledge and skills to recognize and minimize suicide risks. AI-based virtual human technology offers an innovative way to deliver the training via immersive and interactive learning experiences.</p><p><strong>Objective: </strong>The study evaluated the acceptability and practicality of using Virti^® virtual human simulation technique to design a Question-Persuade-Referral communication training and explored university students' learning experiences and feedback of the design.</p><p><strong>Design: </strong>Both qualitative and quantitative findings reflected Virti^® learning outcomes. User satisfaction and confidence of Virti and suicide gatekeeper knowledge were measured along with semistructured inquiries collecting the learning experiences. Virti^® was implemented in a 3-hour gatekeeper training session, including classroom teaching (1.5h) and Virti^® practice (1.5h) via mobile or tablet.</p><p><strong>Results: </strong>Fifty-three undergraduates participated in the study (average age 19.2). The post-training score of the item, \"I become better understood that gatekeeper care is essential.\" was rated the highest (Mean=8.23, SD=1.68), while \"confidence in acting as a suicide gatekeeper\" rated the lowest (Mean=5.82, SD=2.41). Three themes emerged through student feedback: Enhancing communication skills and confidence; perceived value and educational potential of Virti^®; and technical limitations and improvement of Virti^®.</p><p><strong>Conclusion: </strong>The study validated that AI-based Virti^® scenarios were feasible for suicide gatekeeper training and communication skills promotion. Addressing technical issues may further strengthen user confidence.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145149990","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 prompt-powered worksheet: Transforming educators' generative AI trepidation into student learning tools.","authors":"Y Cho, C M Croniger, M W McEnery, R McLin, A L Wilson-Delfosse","doi":"10.1080/0142159X.2025.2558903","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2558903","url":null,"abstract":"<p><p>Health professions educators face a challenge of leveraging generative AI to enhance learning while preventing passive engagement that undermines the critical thinking essential for patient safety. Faculty express concerns about AI fostering superficial understanding, yet many institutions lack appropriate pedagogical solutions. This challenge is compounded by variations in faculty AI expertise across institutions, hindering the intentional integration of AI into educational practices, ultimately leaving students to use these tools without proper guidance. To address the challenge, we developed a prompt-powered worksheet that empowers faculty to create learning tools while preserving critical thinking skills when students use AI for learning. The worksheet guides faculty through sequential steps using pre-designed prompts with their chosen chatbot as a brainstorming partner, eliminating the need for complex AI prompting skills while maintaining human expertise in pedagogical design. Testing of the prompt-powered worksheet at an international workshop demonstrated the universal accessibility of the strategy regardless of prior AI experience. Educators shifted from viewing AI as a threat to embracing it as a creative collaborator.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-4"},"PeriodicalIF":3.3,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145138023","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":"Effective teamwork within healthcare - Let's finally make it happen! A realist evaluation.","authors":"Kehoe A, Ellawala A, Karunaratne D, Tiffin P A, Crampton P E S","doi":"10.1080/0142159X.2025.2561782","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2561782","url":null,"abstract":"<p><strong>Introduction: </strong>Effective teamwork is essential for the successful functioning of healthcare. Breakdowns in teamwork are frequently flagged as contributing to major patient safety issues. Current research indicates a lack of knowledge regarding key factors that impact upon teamwork and how medical educators can best prepare students. This study explores how doctors work within healthcare teams; exploring barriers and enablers to effective teamworking.</p><p><strong>Methods: </strong>A realist evaluation was used to understand the contextual influences and subsequent mechanisms that impact teamwork outcomes. Phase 1 included a realist literature review and scoping interviews with key stakeholders (<i>n</i> = 9). Phase 2 included 63 realist interviews representing a wide range of professional groups, roles and demographics across the UK healthcare.</p><p><strong>Results: </strong>The initial program theory developed in Phase 1 was refined during Phase 2, integrating and extending the dispersed and patchy current evidence on the contexts, mechanisms, and outcomes of teamwork. Enablers included building a positive and supportive culture, effective communication, leaders who are understanding and approachable, clearly defined roles and respect, and continuity and experience of those in newer roles. Barriers included high service demands and work pressures, power imbalances and negative hierarchy, a lack of support for those new to teams and organisations, poor communication, poor leadership, a lack of appreciation and understanding of the needs of differing groups within teams, and finally EDI issues. There were particular difficulties for those in newer roles.</p><p><strong>Discussion: </strong>We have identified that team dynamics are likely to be hindered by transient teams, lack of support, dysfunctional leadership and communication, and non-approachable colleagues. There are currently clear difficulties in how doctors interact with those in newer roles, and the ways in which team members are integrated into teams. This is the first research to develop a teamworking programme theory that can be used to support educators, institutions and regulators.[Box: see text].</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-17"},"PeriodicalIF":3.3,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145138038","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":"Shedding light on the shadow curriculum in professional identity formation.","authors":"Jenny Houston, Jan Engel-Morton, Stephen Waite, Victoria Ruth Tallentire","doi":"10.1080/0142159X.2025.2564144","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2564144","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145125192","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}