Medical Teacher最新文献

{"title":"Edgar Dale's Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters' research?","authors":"Hamed Khani","doi":"10.1080/0142159X.2024.2427743","DOIUrl":"10.1080/0142159X.2024.2427743","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"906-907"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644077","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":"Keeping it real: The future direction of medical schools.","authors":"Afsaneh Yakhforoshha, Hossein Rafiei","doi":"10.1080/0142159X.2024.2425417","DOIUrl":"10.1080/0142159X.2024.2425417","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"905-906"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142624003","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":"What influences clinical educators' motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90.","authors":"Cesar Orsini, Rintaro Imafuku, Barbara Jennings, Adam Neufeld, Jorge Tricio, Rashmi A Kusurkar","doi":"10.1080/0142159X.2024.2412166","DOIUrl":"10.1080/0142159X.2024.2412166","url":null,"abstract":"<p><strong>Background: </strong>Health professions learners are taught by full-time university faculty and by clinicians who teach alongside their clinical practice. This distributed healthcare education model ensures high-quality education but is at risk due to high learner demand, shortage of educators, and economic pressures. Understanding what factors influence clinical educators' motivation to teach may contribute to the model's sustainability and educator retention. The present review therefore aimed to systematically search and synthesise factors influencing clinical educators' motivation to teach.</p><p><strong>Methods: </strong>Multiple databases, relevant journals, and the grey literature were searched for studies reporting on clinical educators' motivation to teach. Data were analysed using a framework synthesis method, based on self-determination theory's amotivation (e.g. disinterest or unachievable challenges), controlled (e.g. interest in rewards or pressure avoidance), and autonomous (e.g. personal importance and interest) concepts, and nested within a motivation from 'above' (i.e. interactions with stakeholders and societal expectations), 'within' (i.e. personal beliefs and personality dispositions), and 'below' (i.e. perception on learners' motivation and engagement) framework.</p><p><strong>Results: </strong>Twenty-nine studies were included, published between 1998 and 2022, which reported on educators from diverse disciplines and settings. Educators reported autonomous over controlled motivation to teach, favouring enjoyment, connectedness, professional development, feeling valued for their teaching efforts, and altruistic reasons to teach, over being motivated by incentives and rewards. These results are presented in relation to their origin, as factors influencing motivation 'above', 'within', and 'below'.</p><p><strong>Conclusions: </strong>Results from this study have important implications for the development of contextual strategies to optimise learning/work environments and maximise autonomous reasons to teach, enhancing clinical educators' job satisfaction and retention.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"779-787"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142469961","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 critical review of perspective-taking measurement instruments.","authors":"Supianto","doi":"10.1080/0142159X.2024.2425036","DOIUrl":"10.1080/0142159X.2024.2425036","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"905"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142604729","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":"Formative peer evaluation instrument for a team-based learning course: Content and construct validity.","authors":"Kyle A Robertson, David J Gunderman, Jessica N Byram","doi":"10.1080/0142159X.2024.2374511","DOIUrl":"10.1080/0142159X.2024.2374511","url":null,"abstract":"<p><strong>Purpose: </strong>Team-based learning (TBL) is an evidence-based approach to promote teamwork. Peer evaluation (PE) is an essential component to shape future team engagement and promote reflection. As PEs vary in use, implementation, and assessment, this study establishes the content and construct validity of a formative PE tool for a TBL course.</p><p><strong>Methods: </strong>A ten-item instrument was developed based on a comprehensive review of PE literature and was critically edited by a team of experienced educators. Each student in a graduate histology course rated peers at two timepoints on a scale from Never to Always (0-3). The instrument's factor structure was analyzed by dividing the response set (D1 and D2); with D1 utilized for exploratory factor analysis (EFA) and D2 for confirmatory factor analysis (CFA). Cronbach's alpha assessed internal consistency.</p><p><strong>Results: </strong>Data from 158 students across four cohorts were included in the analyses (D1, D2 = 972). A three-factor solution had good overall internal consistency (alpha = 0.82), and within the subscales ranged from 0.67 to 0.81. The factor structures were resonant with existing literature on (1) <i>preparation,</i> (2) <i>providing feedback</i>, and (3) f<i>eedback receptivity and attitude.</i></p><p><strong>Conclusion: </strong>This study establishes evidence of content and construct validity of a formative PE instrument for a TBL course.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"828-834"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141555182","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":"Mentorship in medicine is a <i>Complex</i> opportunity.","authors":"Lea Harper, Christopher A Hergott, Sylvain Coderre, Kenna Kelly-Turner, Melinda Davis, Kevin McLaughlin","doi":"10.1080/0142159X.2024.2377392","DOIUrl":"10.1080/0142159X.2024.2377392","url":null,"abstract":"<p><p>Mentorship is now recognized as essential to the personal and professional development of physicians. Over the past decade, it has become a common theme in medical education literature, and through this our understanding of mentorship has evolved. Despite this progress, we believe that the prevailing reductionist view of mentorship is oversimplified and may hinder further advances in this space. Instead, we propose that mentorship be viewed through the lens of complexity theory, positioning it as a prototypical complex adaptive system. This shift in perspective will inform our mentorship interventions <i>and</i> evaluations, and can avoid the disappointment that invariably follows when we apply a simple approach to a complex situation.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"899-901"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141590652","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 for developing equitable academic extracurricular activities.","authors":"Maha Arif, Sarah Hutton, Jasleen Sanghera, Caitlyn Scott, Callum Cruickshank, Jeni Harden","doi":"10.1080/0142159X.2024.2438788","DOIUrl":"10.1080/0142159X.2024.2438788","url":null,"abstract":"<p><p>Medical students often engage with a range of extracurricular activities (ECAs) including academic activities such as research projects, peer teaching and curriculum development projects. Studies have reported the benefits of academic ECAs including the development of social and leadership skills; higher retention rates; heightened self-confidence; peer bonding; improved satisfaction; and greater postgraduate success. However, not all students are equally positioned to take advantage of such opportunities. This paper presents twelve tips to facilitate the development of equitable academic ECAs. By considering the advice offered, faculty should be able to implement ECA opportunities that are open to all interested students.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"794-799"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142829322","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":"Is use of ChatGPT cheating? Students of health professions perceptions.","authors":"Abby Swanson Kazley, Christine Andresen, Angela Mund, Clint Blankenship, Rick Segal","doi":"10.1080/0142159X.2024.2385667","DOIUrl":"10.1080/0142159X.2024.2385667","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study is to explore student perceptions of generative AI use and cheating in health professions education. The authors sought to understand how students believe generative AI is acceptable to use in coursework.</p><p><strong>Materials and methods: </strong>Five faculty members surveyed students across health professions graduate programs using an updated, validated survey instrument. Students anonymously completed the survey online, which took 10-20 min. Data were then tabulated and reported in aggregate form.</p><p><strong>Results: </strong>Nearly 400 students from twelve academic programs including health and rehabilitation science, occupational therapy, physical therapy, physician assistant studies, speech-language pathology, health administration and health informatics, undergraduate healthcare studies, nurse anesthesiology, and cardiovascular perfusion. The majority of students identify the threat of generative AI to graded assignments such as tests and papers, but many believe it is acceptable to use these tools to learn and study outside of graded assignments.</p><p><strong>Conclusions: </strong>Generative AI tools provide new options for students to study and learn. Graduate students in the health professions are currently using generative AI applications but are not universally aware or in agreement of how its use threatens academic integrity. Faculty should provide specific guidance on how generative AI applications may be used.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"894-898"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141889771","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":"Commentary to concerns regarding the assessment of clinical reasoning in medical students.","authors":"Carlos Fernando Collares, Eduardo Pleguezuelos, Eduardo Hornos","doi":"10.1080/0142159X.2024.2425027","DOIUrl":"10.1080/0142159X.2024.2425027","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"903-904"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591234","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":"Evaluating the application of ChatGPT in China's residency training education: An exploratory study.","authors":"Luxiang Shang, Rui Li, Mingyue Xue, Qilong Guo, Yinglong Hou","doi":"10.1080/0142159X.2024.2377808","DOIUrl":"10.1080/0142159X.2024.2377808","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this study was to assess the utility of information generated by ChatGPT for residency education in China.</p><p><strong>Methods: </strong>We designed a three-step survey to evaluate the performance of ChatGPT in China's residency training education including residency final examination questions, patient cases, and resident satisfaction scores. First, 204 questions from the residency final exam were input into ChatGPT's interface to obtain the percentage of correct answers. Next, ChatGPT was asked to generate 20 clinical cases, which were subsequently evaluated by three instructors using a pre-designed Likert scale with 5 points. The quality of the cases was assessed based on criteria including clarity, relevance, logicality, credibility, and comprehensiveness. Finally, interaction sessions between 31 third-year residents and ChatGPT were conducted. Residents' perceptions of ChatGPT's feedback were assessed using a Likert scale, focusing on aspects such as ease of use, accuracy and completeness of responses, and its effectiveness in enhancing understanding of medical knowledge.</p><p><strong>Results: </strong>Our results showed ChatGPT-3.5 correctly answered 45.1% of exam questions. In the virtual patient cases, ChatGPT received mean ratings of 4.57 ± 0.50, 4.68 ± 0.47, 4.77 ± 0.46, 4.60 ± 0.53, and 3.95 ± 0.59 points for clarity, relevance, logicality, credibility, and comprehensiveness from clinical instructors, respectively. Among training residents, ChatGPT scored 4.48 ± 0.70, 4.00 ± 0.82 and 4.61 ± 0.50 points for ease of use, accuracy and completeness, and usefulness, respectively.</p><p><strong>Conclusion: </strong>Our findings demonstrate ChatGPT's immense potential for personalized Chinese medical education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"858-864"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141590651","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}