Medical Teacher最新文献_第5页

Beyond uncertainty: Why failure demands its own pedagogy. 超越不确定性：为什么失败需要自己的教学方法。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-23 DOI: 10.1080/0142159X.2025.2564139

Furqan Shahid, Nashwah Waheed

引用次数: 0

'Brain + X': Interdisciplinary health professions education for the AI era. “大脑+ X”：面向人工智能时代的跨学科卫生专业教育。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-22 DOI: 10.1080/0142159X.2025.2560570

Xiao Min Zhang, Boxing Li, Lianyan Huang

{"title":"'Brain + X': Interdisciplinary health professions education for the AI era.","authors":"Xiao Min Zhang, Boxing Li, Lianyan Huang","doi":"10.1080/0142159X.2025.2560570","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2560570","url":null,"abstract":"Artificial intelligence (AI) is reshaping healthcare, necessitating a transformation in health professions education. To prepare future professionals for an AI-integrated landscape, curricula must evolve beyond traditional biomedical training to incorporate interdisciplinary knowledge and AI-related competencies. However, current education often falls short in equipping students with the necessary skills. The 'Brain + X' course exemplifies the effectiveness of interdisciplinary learning in enhancing both theoretical understanding and practical AI applications. By integrating neuroscience fundamentals with AI techniques and hands-on training, the course fosters critical thinking and cross-disciplinary problem-solving skills. Participants reported significant improvements in data analysis, scientific conceptualization, and theoretical knowledge expansion. Survey data indicate that 96% of students found the course directly applicable to their research, while 91.9% demonstrated an enhanced capacity to address cross-disciplinary challenges. Pre- and post-course evaluations further revealed increased mastery of neuroscience methodologies and recognition of AI's indispensable role in healthcare. Additionally, the course strengthened students' ability to synthesize knowledge across disciplines, promoting long-term intellectual and professional growth. These findings underscore the necessity of interdisciplinary AI education in health professions. The 'Brain + X' model provides a foundation for integrating AI into healthcare training, fostering a new generation of professionals equipped to navigate and contribute to an increasingly AI-driven medical ecosystem.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145113827","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

From COVID to code: tracing recent AMEE themes-from global health crisis to the emergence of AI in medical education. 从COVID到代码：追踪最近的AMEE主题-从全球卫生危机到医学教育中人工智能的出现。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-20 DOI: 10.1080/0142159X.2025.2559921

Zohrehsadat Mirmoghtadaie

引用次数: 0

Exploring emerging physician competencies: Analyzing insights from medical care influencers on X. 探索新兴医师能力：分析医疗保健影响者对X的见解。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-20 DOI: 10.1080/0142159X.2025.2560578

Yunzhu Ouyang, Qi Guo, Cecilia B Alves, Andrea J Gotzmann, Marguerite Roy, Judy L McCormick

{"title":"Exploring emerging physician competencies: Analyzing insights from medical care influencers on X.","authors":"Yunzhu Ouyang, Qi Guo, Cecilia B Alves, Andrea J Gotzmann, Marguerite Roy, Judy L McCormick","doi":"10.1080/0142159X.2025.2560578","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2560578","url":null,"abstract":"Purpose: In the post-COVID era, recognizing evolving physician competencies is crucial for guiding medical education and test development. This study aimed to extract valuable insights concerning emerging physician competencies from influencers' posts on X, leveraging an AI-driven approach.Method: Two datasets pertaining to medical competency were analyzed, with posts collected from January 1, 2020, to June 1, 2023. Social network analyses were performed to identify influencers leading medical competency conversations on X. ChatGPT was utilized for textual analyses of influencers' posts to reveal core themes of physician competencies.Results: Social network analysis revealed that medical professionals played a predominant role in disseminating information on medical competency on X. Textual analysis identified six core themes in the CanMEDS dataset-clinical learning environment, anti-racism, EDI, adaptive expertise, planetary health, and leadership development-and seven in the MedEd dataset-cultural competency, structural competency, assessment models, virtual care, EDI, leadership development, and wellness.Conclusion: The identified themes emphasize physicians' competencies in addressing health disparities, preparing for real-world challenges, adapting to the evolving healthcare landscape, and leading effectively in diverse healthcare settings. The findings hold significant implications for medical education, test development, and the integration of artificial intelligence in physician competency assessment.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145102778","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

Implementing entrustable professional activities: Practical lessons and legal considerations from an international interview study. 实施可信赖的专业活动：来自国际访谈研究的实践教训和法律考虑。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-20 DOI: 10.1080/0142159X.2025.2559917

Marije P Hennus, Severin Pinilla, Claire Touchie, M J van Dam

{"title":"Implementing entrustable professional activities: Practical lessons and legal considerations from an international interview study.","authors":"Marije P Hennus, Severin Pinilla, Claire Touchie, M J van Dam","doi":"10.1080/0142159X.2025.2559917","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2559917","url":null,"abstract":"Purpose: Entrustable professional activities (EPAs) provide a framework for supervising and assessing readiness for independent practice in postgraduate medical education. Their implementation has raised concerns about legal liability. This study explored practical and legal implications of EPA implementation across international contexts.Methods: Fifteen participants from various specialties and 12 countries across six continents, all involved in EPA implementation, participated in qualitative semi-structured interviews. Interviews focused on accountability, competence assessment, and legal considerations. Thematic analysis was conducted.Results: Five themes were identified: (1) Shifting accountability: EPAs shift accountability to trainees as competence increases, though supervision remains essential; (2) Sharing responsibilities: EPAs support role clarity and shared responsibility, with autonomy varying by setting; (3) Ascertaining competence: EPAs offer a transparent framework for competence assessment; (4) (Mis-)conceptions of legal consequences: legal concerns were largely unfounded as supervisors were still viewed as legally accountable; and (5) Context matters: implementation is shaped by institutional, regulatory, and cultural contexts, requiring local adaptation.Conclusions: Participants perceived EPAs as strengthening educational accountability and competence assessment without altering legal responsibilities. Successful implementation depends on alignment with local context, emphasizing their role as flexible educational tools rather than legal instruments. Continued research should examine their long-term legal and institutional impact in postgraduate training.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145102797","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

Mentors' and mentees' perspectives on mentoring competence and areas for improvement in postgraduate medical education - A cross-sectional study. 师徒对研究生医学教育指导能力的看法及需改进之处——横断面研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-18 DOI: 10.1080/0142159X.2025.2553627

Minna Ylönen, Verneri Hannula, Teuvo Antikainen, Kristina Mikkonen, Jonna Juntunen, Panu Forsman, Pauliina Aukee, Sami Lehesvuori, Anneli Kuusinen-Laukkala, Raija Hämäläinen, Petri Kulmala

{"title":"Mentors' and mentees' perspectives on mentoring competence and areas for improvement in postgraduate medical education - A cross-sectional study.","authors":"Minna Ylönen, Verneri Hannula, Teuvo Antikainen, Kristina Mikkonen, Jonna Juntunen, Panu Forsman, Pauliina Aukee, Sami Lehesvuori, Anneli Kuusinen-Laukkala, Raija Hämäläinen, Petri Kulmala","doi":"10.1080/0142159X.2025.2553627","DOIUrl":"10.1080/0142159X.2025.2553627","url":null,"abstract":"Purpose: A successful mentoring process and relationship require active engagement from both mentor and mentee. This study explored and evaluated the experiences, perceptions and associated factors of mentoring within postgraduate medical education from both mentors' and mentees' perspectives.Materials and methods: The Mentors' Competence Instrument (MCI) was used to collect data in the three Wellbeing Service Counties in Finland. The cross-sectional survey yielded a total of 154 mentor and 79 mentee responses. Statistical analyses were conducted on the quantitative data, while the qualitative data were analysed using inductive content analysis.Results: Statistically significant differences between the two groups were observed in Reflection during mentoring, Constructive feedback, and Learner-centred evaluation. The youngest mentees (under 31 years old) received the highest overall evaluations across all MCI sum variables. Areas for improvement were identified by the mentees in the structures and resourcing of mentoring, the quality of the mentoring relationship, the mentoring process, and the pedagogical competence of the mentors.Conclusion: Mentees tended to evaluate the mentoring they received less positively than mentors assessed their own mentoring competence. Younger mentees appeared to rate their mentoring experience more favorably than older mentees. Mentees highlighted various aspects of mentoring that could benefit from further development.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145086498","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

'It hurts even when it's not about us.' Reframing microaggressions in medical education in Japan: Qualitative research. “即使这不是关于我们的事情，也会让人伤心。”重构日本医学教育中的微侵犯：定性研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-16 DOI: 10.1080/0142159X.2025.2561209

Junki Mizumoto, Hirohisa Fujikawa

{"title":"'It hurts even when it's not about us.' Reframing microaggressions in medical education in Japan: Qualitative research.","authors":"Junki Mizumoto, Hirohisa Fujikawa","doi":"10.1080/0142159X.2025.2561209","DOIUrl":"10.1080/0142159X.2025.2561209","url":null,"abstract":"Introduction: Microaggressions are common in medical education but have been studied mainly in Western contexts. This study explored medical students' experiences of microaggressions in Japan to contextualize them within broader sociocultural structures. Methods: Participants were recruited through the Japan Association for Medical Student Societies (Igakuren), the sole nationwide representative body. Eligible individuals were current executive committee members or physicians within six years of graduation who had previously served. Data gained from in-depth online interviews were analyzed using a thematic analysis. Results: Twenty-one participants reported diverse microaggressions during clinical training. To capture these, the conventional microaggression triangle (source, recipient, bystander) was expanded with a fourth element: topic. Three themes emerged: (i) microaggressions about marginalized patients, (ii) hierarchy and dehumanization of students, and (iii) managing microaggressions. These findings highlight how hierarchical norms and structural inequities perpetuate microaggressions in medical education in Japan. Discussion: Microaggressions in Japan reflect structural inequities and entrenched hierarchies, including gender-based discrimination, rather than isolated interpersonal slights. Addressing them requires empowering students, preparing faculty for constructive intervention, and reforming hierarchical norms. This study provides a culturally grounded perspective to advance global discussions on equity in health professions education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145075834","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

Struggling productively with professionalism: Swinging the pendulum between behaviors and identity. 以专业精神为生产力奋斗：在行为和身份之间摇摆。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-13 DOI: 10.1080/0142159X.2025.2556873

Shiphra Ginsburg

{"title":"Struggling productively with professionalism: Swinging the pendulum between behaviors and identity.","authors":"Shiphra Ginsburg","doi":"10.1080/0142159X.2025.2556873","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2556873","url":null,"abstract":"Professionalism has long been a contentious and evolving focus in medical education, with a long history of educators grappling with definitions, concepts and frameworks. Drawing on over two decades of scholarship and personal reflection, this article traces the trajectory of professionalism assessment in medicine, using the concept of \"productive struggle\" as a guiding frame. Initially championing behavioural frameworks as more objective and assessable than character-based definitions, researchers came to recognize the complexity and contextual nature of professional conduct. Both learners and faculty struggle to define and assess which behaviours are most professional, and behaviours alone may be insufficient signals of professionalism without insight into underlying rationales and the environments in which actions occur. As identity formation gained traction-emphasizing internalization of professional values-the pendulum swung away from behaviours. While conceptually appealing, this shift brought its own tensions, including learner resistance, concerns about surveillance and performance of professionalism, and conflicts between personal and professional identities. The author highlights growing discomfort among both learners and supervisors, especially when professionalism is used punitively or when wellness and discomfort are falsely positioned as mutually exclusive. Ultimately, the author promotes a \"both-and\" approach that integrates behaviours and identity, while acknowledging contextual influences and allowing space for growth. This will hopefully lead to the pendulum swinging in shorter arcs, towards a middle ground. In the meantime, we are faced with eager learners who want to develop as professionals while maintaining their own health and intersecting identities, and faculty who respect this yet are finding it increasingly challenging to promote productive struggle.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-5"},"PeriodicalIF":3.3,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054759","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

Generating synthetic patient vignettes from real medical texts for the teaching of clinical reasoning. 为临床推理教学从真实医学文本中生成合成的病人小插曲。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-13 DOI: 10.1080/0142159X.2025.2537334

Ligia Maria Cayres Ribeiro, Grigory Sidorenkov, Noha El-Baz, Rozemarijn Vliegenthart, Moniek Y Koopman, Steven J Durning, Marco A de Carvalho Filho

{"title":"Generating synthetic patient vignettes from real medical texts for the teaching of clinical reasoning.","authors":"Ligia Maria Cayres Ribeiro, Grigory Sidorenkov, Noha El-Baz, Rozemarijn Vliegenthart, Moniek Y Koopman, Steven J Durning, Marco A de Carvalho Filho","doi":"10.1080/0142159X.2025.2537334","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2537334","url":null,"abstract":"What was the educational challenge?: Experience with simulated clinical cases is a relevant component in the development of clinical reasoning (CR). Generating and vetting cases that are locally relevant is, however, a complex and time-consuming process.What is the proposed solution?: We propose the use of generative artificial intelligence (AI) to create synthetic patients (SyP), in the form of narratives, based on real-world data describing patients' symptoms. We pilot tested this solution with self-reported questionnaires of patients with chest discomfort using a chatbot.What are the potential benefits to a wider global audience?: Automatically creating vetted clinical narratives that are locally relevant would amplify the teaching of CR, allowing for a larger exposure of students to clinical cases. We synthesized SyP from narrative data that retained the initial diagnostic hypothesis of the original patients as defined by a general practitioner. Our results indicate that a more efficient process of generating cases for educational purposes mediated by AI is feasible.What are the next steps?: We plan to fine-tune the process to improve the narratives while preserving confidentiality. In the future, the process could be used on a large scale for the development of diagnostic abilities and communication skills.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-4"},"PeriodicalIF":3.3,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054756","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

Pillars of purpose in teaching. 教学目的的支柱。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-12 DOI: 10.1080/0142159X.2025.2558907

Daniel D Pratt, Brett Schrewe, Martin V Pusic

引用次数: 0