Medical Teacher最新文献

{"title":"A three-step approach to enhancing the educational value of workplace-based assessments.","authors":"Ryan Lam","doi":"10.1080/0142159X.2024.2424314","DOIUrl":"10.1080/0142159X.2024.2424314","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"902"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142563846","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":"Trauma-informed precepting: A novel curriculum for faculty development.","authors":"Taylor Brown, Allison Fialkowski, Sadie Elisseou, Samara Grossman, Zachary Sager, Jennifer Potter, Nhi-Ha Trinh","doi":"10.1080/0142159X.2024.2382858","DOIUrl":"10.1080/0142159X.2024.2382858","url":null,"abstract":"<p><strong>Purpose: </strong>Traumatic experiences are ubiquitous and associated with negative impacts on health and wellbeing in patients, students, and clinicians. Trauma-informed care (TIC) is a harm reduction framework that aims to minimize re-traumatization and the negative health impacts of trauma. TIC is increasingly being incorporated into undergraduate medical education (UME) curricula; however, to date, there is no standardized curriculum to support faculty in precepting TIC clinical skills.</p><p><strong>Methods: </strong>We created a series of five educational modules in an asynchronous online format to support faculty in the instruction and precepting of TIC clinical skills in UME. The modules instruct on trauma epidemiology, trauma-informed clinical skills, trauma-informed precepting, and trauma-informed self-care (TISC). The modules are interactive and utilize multimedia content.</p><p><strong>Results: </strong>Fifty-three faculty members of the primary care clerkship participated in the modules. After the modules, faculty demonstrated increased knowledge of TIC, though their comfort in applying principles with patients and students was unchanged.</p><p><strong>Discussion: </strong>We present a novel, standardized curriculum to support faculty in the practice and precepting of TIC clinical skills. The intervention is shown to promote knowledge surrounding TIC. In the future, pairing these asynchronous modules with in-person training may be necessary to improve comfort with the application of these skills.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"872-877"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141788622","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":"Large language models for generating script concordance test in obstetrics and gynecology: ChatGPT and Claude.","authors":"Zuhal Yapıcı Coşkun, Yavuz Selim Kıyak, Özlem Coşkun, Işıl İrem Budakoğlu, Özhan Özdemir","doi":"10.1080/0142159X.2025.2497888","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2497888","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate the performance of large language models (ChatGPT-4o and Claude 3.5 Sonnet) to generate script concordance test (SCT) items for assessing clinical reasoning in obstetrics and gynecology.</p><p><strong>Methods: </strong>This cross-sectional study involved the generation of SCT items for five common diagnostic topics in obstetrics and gynecology in primary care settings. A total of 16 panelists evaluated the AI-generated SCT items against 11 predefined criteria. Descriptive statistics were used to compare the models' performance across criteria.</p><p><strong>Results: </strong>ChatGPT-4o had an overall agreement rate of 90.57% for SCT items meeting the quality criteria, while Claude 3.5 Sonnet achieved 91.48%. The criterion with the lowest scores was \"The scenario is of appropriate difficulty for medical students,\" with ChatGPT-4o rated at 71.25% and Claude 3.5 Sonnet at 76.25%.</p><p><strong>Conclusion: </strong>Large language models can generate SCT items that effectively assess clinical reasoning; however, further refinement is required to ensure the appropriate level of difficulty for medical students. These findings highlight the potential of AI to enhance the efficiency of SCT generation in obstetrics and gynecology within primary care settings.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-5"},"PeriodicalIF":3.3,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143993108","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":"Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions.","authors":"Harry G Potter, John C McLachlan","doi":"10.1080/0142159X.2025.2496382","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2496382","url":null,"abstract":"<p><strong>Purpose: </strong>Assessment design significantly influences evaluation of student learning. Multiple choice questions (MCQ) and very short answer questions (VSAQ) are commonly used assessment formats, especially in high-stakes settings like medical education. MCQs are favoured for efficiency, coverage, and reliability but may lack depth in assessing critical thinking. VSAQs require students to generate responses, potentially enhancing depth, but posing challenges in consistency and subjective interpretation.</p><p><strong>Methods: </strong>Data from parallel MCQ/VSAQ exams over three years was collected. Summary statistics for each exam (marks, time, and discrimination index; DI) and the effect of year and question characteristics were analysed.</p><p><strong>Results: </strong>VSAQs were associated with lower marks (<i>p</i> < 0.001), longer time (<i>p</i> < 0.001), and higher DI (<i>p</i> < 0.001). Question characteristics (e.g. basic science or clinical stems) significantly affected the mark, time, and DI, changing across years, but not interacting with question format.</p><p><strong>Conclusion: </strong>While MCQs resulted in higher marks, VSAQs provided higher discrimination of student performance. Response options in MCQs likely enhance recall, however real-world settings also offer contextual cues. Question characteristics affect student performance independently of format, likely due to differences in cohort career progression. Future research should investigate predictive validity and standard setting of VSAQs in a basic science context.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143990202","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":"SOAP^E in action: Pioneering a path to equity through a novel teaching approach.","authors":"Monnique Johnson, Monica Ormeno, Natalie Burman","doi":"10.1080/0142159X.2025.2495635","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2495635","url":null,"abstract":"<p><p><b>What was the educational challenge?</b> Inequities in healthcare workforce composition lend to diversity, equity and inclusion (DEI) related conflicts. These teachable moments provide opportunities to address inequitable patient care and improve the learning climate but frequently go unacknowledged due to a myriad of reasons. <b>What was the solution?</b> The Subjective, Objective, Assessment, Plan, for Equity (SOAP^E) framework, adapted from the traditional SOAP clinical documentation tool, is a cognitive guide to augment learning from DEI teachable moments (DEITM). SOAP^E facilitates recognition of opportunities, examination of emotions and behaviors, and fosters mutual understanding between teacher and learner. We aimed to provide a practical real-time framework for application of theoretical DEI principles with minimal resources. <b>How was the solution implemented?</b> Through pilot workshops, participants engaged in reflective exercises with illustrative video, didactic content, and small group work to apply SOAP^E. Participants were challenged to recognize and address DEITM impacting marginalized individuals. Workshops culminated in a large group discussion of vignette approaches. <b>What lessons were learned that are relevant to a wider global audience?</b> Workshop evaluations emphasized small group settings allowed participants to engage in vulnerable conversations enhanced by facilitator guidance to organize reflections and develop plans. Participants expressed a desire to apply the tool in their clinical settings. Facilitators learned the importance of navigating with intentionality to ensure safety of all voices. <b>What are the next steps?</b> Next steps include measuring the effectiveness of SOAP^E in the clinical teaching setting and further exploring impact on marginalized trainees and faculty.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144008344","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":"Reflections on 'Teaching physical examination techniques for medical trainees with hearing and mobility disabilities: Guidelines for medical educators'.","authors":"Muhammad Abdur Rehman, Afrah Arshad","doi":"10.1080/0142159X.2025.2497893","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2497893","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144021698","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":"https://doi.org/10.1080/0142159X.2025.2495639","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-04-26","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":"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":"https://doi.org/10.1080/0142159X.2025.2495641","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-04-24","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":"https://doi.org/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":"1-15"},"PeriodicalIF":3.3,"publicationDate":"2025-04-24","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":"Sexual misconduct in healthcare: Promoting safety for all through an emergent system.","authors":"Valerie Rae, Sarah Galbraith, Amanda Swan, Sara Robinson, Victoria Ruth Tallentire","doi":"10.1080/0142159X.2025.2495626","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2495626","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-4"},"PeriodicalIF":3.3,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144012802","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}