Medical Teacher最新文献

{"title":"Simulation-based education's impact on medical students' tolerance of uncertainty: A grounded theory study.","authors":"Rebekah Cole, Carly Bowling, Xiao Ren, Leslie Vojta","doi":"10.1080/0142159X.2024.2438787","DOIUrl":"10.1080/0142159X.2024.2438787","url":null,"abstract":"<p><p>The purpose of this grounded study was to explore how medical students encountered and managed uncertainty during a high-fidelity simulation. We interviewed 15 fourth year medical students as they progressed through the scenario and used constant comparative analysis to analyze our interview data. Three themes emerged from our data, which informed our theoretical framework: 1) Uncontrollable circumstances were the root of uncertainty; 2) uncertainty drove unhelpful responses evident in self and team; and 3) enhanced tolerance of uncertainty developed through cognitive restructuring and collaboration. Understanding how medical students successfully manage uncertainty during a high-fidelity simulation provides valuable insights for medical educators aiming to intentionally support and enhance students' uncertainty tolerance. Encouraging students to employ techniques such as cognitive restructuring and fostering social support during simulation can be valuable strategies for preparing them for the challenges of uncertainty in their future medical careers.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1478-1482"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142813857","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":"Pass/fail grading in preclinical courses and differential attainment between racially/ethnically minoritized groups and non-minoritized groups.","authors":"David J Cipriano, José Franco, Robert Treat","doi":"10.1080/0142159X.2024.2436452","DOIUrl":"10.1080/0142159X.2024.2436452","url":null,"abstract":"<p><p>Many medical schools are transitioning to pass/fail grading from tiered grading systems which have been associated with increased competition, grade inflation, decreased wellness, and grading disparities along racial/ethnic lines. This retrospective cohort study followed two cohorts of students from one medical school for four years. One cohort was the last class to enter the school under a 5-point grading system for preclinical courses and the other was the first cohort to enter school under a pass/fail grading system for preclinical courses. Data was collected on various performance measures for the 501 students who comprised these two cohorts. Given the enduring problem of differential attainment between underrepresented in medicine (URiM) students to non-URiM students, we explored whether a change in grading systems impacted all students similarly. Overall students did as well or better in classroom performance, clerkship subject exams, and licensing exams following the change and the effect was essentially equal for URiM and non-URiM students alike. The most important finding was a decrease in differential attainment between URiM and non-URiM students after the change to pass/fail grading for the great majority of the performance measures studied.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1464-1469"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142801412","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":"Accuracy, satisfaction, and impact of custom GPT in acquiring clinical knowledge: Potential for AI-assisted medical education.","authors":"Jiaxi Pu, Jie Hong, Qiao Yu, Pan Yu, Jiaqi Tian, Yuehua He, Hanwei Huang, Qiongjing Yuan, Lijian Tao, Zhangzhe Peng","doi":"10.1080/0142159X.2025.2458808","DOIUrl":"10.1080/0142159X.2025.2458808","url":null,"abstract":"<p><strong>Background: </strong>Recent advancements in artificial intelligence (AI) have enabled the customization of large language models to address specific domains such as medical education. This study investigates the practical performance of a custom GPT model in enhancing clinical knowledge acquisition for medical students and physicians.</p><p><strong>Methods: </strong>A custom GPT was developed by incorporating the latest readily available teaching resources. Its accuracy in providing clinical knowledge was evaluated using a set of clinical questions, and responses were compared against established medical guidelines. Satisfaction was assessed through surveys involving medical students and physicians at different stages and from various types of hospitals. The impact of the custom GPT was further evaluated by comparing its role in facilitating clinical knowledge acquisition with traditional learning methods.</p><p><strong>Results: </strong>The custom GPT demonstrated higher accuracy (83.6%) compared to general AI models (65.5%, 69.1%) and was comparable to a professionally developed AI (Glass Health, 83.6%). Residents reported the highest satisfaction compared to clerks and physicians, citing improved learning independence, motivation, and confidence (<i>p</i> < 0.05). Physicians, especially those from teaching hospitals, showed greater eagerness to develop a custom GPT compared to clerks and residents (<i>p</i> < 0.05). The impact analysis revealed that residents using the custom GPT achieved better test scores compared to those using traditional resources (<i>p</i> < 0.05), though fewer perfect scores were obtained.</p><p><strong>Conclusions: </strong>The custom GPT demonstrates significant promise as an innovative tool for advancing medical education, particularly for residents. Its capability to deliver accurate, tailored information complements traditional teaching methods, aiding educators in promoting personalized and consistent training. However, it is essential for both learners and educators to remain critical in evaluating AI-generated information. With continued development and thoughtful integration, AI tools like custom GPTs have the potential to significantly enhance the quality and accessibility of medical education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1502-1508"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143080586","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":"Development and validation of a core competency scale for nursing internship supervisors.","authors":"Qihong Ran, Changqiang Li, Jing Ren, Xi Lin","doi":"10.1080/0142159X.2024.2442629","DOIUrl":"10.1080/0142159X.2024.2442629","url":null,"abstract":"<p><strong>Background: </strong>Clinical practicums are a crucial part of nursing education wherein nursing internship supervisors (NIS) play a vital role in facilitating hands-on experience. However, many NIS start their teaching roles without adequate educational training, despite the importance of this task. Therefore, the aim of this study was to develop and validate a reliable and credible core competency scale for NIS.</p><p><strong>Methods: </strong>We used the framework from the Academy of Medical Educators for the training of NIS in healthcare. We combined a literature review, theory-based inquiry, qualitative interviews, and expert consultation to create the initial scale. The final scale underwent comprehensive evaluation by 653 NIS and 653 nursing internship students from three leading hospitals in Luzhou, Sichuan Province, resulting in a total of 1306 participants.</p><p><strong>Results: </strong>The study produced the Core Competency Scale for NIS, a refined instrument covering six dimensions (professional socialized mentoring capacity, clinical teaching competencies, student counseling communication and coordination skills, nursing process competencies, curriculum design capacity, clinical problem-solving skills) and 39 items. The scale showed a content validity index of 0.98 and strong criterion-related validity, with a correlation coefficient of <i>r</i> = 0.73 (<i>p</i> < 0.01) against the Clinical Teaching Effectiveness Instrument scale. Cronbach's alpha ranged from 0.973 to 0.990, indicating high reliability and validity.</p><p><strong>Conclusion: </strong>The Core Competency Scale for NIS demonstrates robust reliability and validity, serving as a valuable tool for assessing the core competencies of nursing instructors. It provides a strong foundation for the development and application of training programs tailored to enhance the skills of nursing faculty in the clinical setting.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1523-1534"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872494","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":"Bridging the gaps in AI performance evaluation in medical education.","authors":"Permphan Dharmasaroja","doi":"10.1080/0142159X.2025.2467301","DOIUrl":"10.1080/0142159X.2025.2467301","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1557-1558"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143414669","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":"Refining examiner alignment measures in OSCEs: A call for broader application and deeper insight.","authors":"Supianto","doi":"10.1080/0142159X.2025.2467281","DOIUrl":"10.1080/0142159X.2025.2467281","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1558-1559"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143414671","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 randomised cross-over trial assessing the impact of AI-generated individual feedback on written online assignments for medical students.","authors":"Leon Nissen, Johanna Flora Rother, Marie Heinemann, Lara Marie Reimer, Stephan Jonas, Tobias Raupach","doi":"10.1080/0142159X.2025.2451870","DOIUrl":"10.1080/0142159X.2025.2451870","url":null,"abstract":"<p><strong>Purpose: </strong>Self-testing has been proven to significantly improve not only simple learning outcomes, but also higher-order skills such as clinical reasoning in medical students. Previous studies have shown that self-testing was especially beneficial when it was presented with feedback, which leaves the question whether an immediate and personalized feedback further encourages this effect. Therefore, we hypothesised that individual feedback has a greater effect on learning outcomes, compared to generic feedback.</p><p><strong>Materials and methods: </strong>In a randomised cross-over trial, German medical students were invited to voluntarily answer daily key-feature questions <i>via</i> an App. For half of the items they received a generalised feedback by an expert, while the feedback on the other half was generated immediately through ChatGPT. After the intervention, the students participated in a mandatory exit exam.</p><p><strong>Results: </strong>Those participants who used the app more frequently experienced a better learning outcome compared to those who did not use it frequently, even though this finding was only examined in a correlative nature. The individual ChatGPT generated feedback did not show a greater effect on exit exam scores compared to the expert comment (51.8 ± 22.0% vs. 55.8 ± 22.8%; <i>p</i> = 0.06).</p><p><strong>Conclusion: </strong>This study proves the concept of providing personalised feedback on medical questions. Despite the promising results, improved prompting and further development of the application seems necessary to strengthen the possible impact of the personalised feedback. Our study closes a research gap and holds great potential for further use not only in medicine but also in other academic fields.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1544-1550"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143008429","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 using phenomenology as a qualitative research approach in health professions education.","authors":"Mohsen Tavakol, John Sandars","doi":"10.1080/0142159X.2025.2478871","DOIUrl":"10.1080/0142159X.2025.2478871","url":null,"abstract":"<p><p>Phenomenology is a qualitative research approach that seeks to understand the individual meanings of lived experience. This 12 Tips article highlights the importance of understanding the philosophical foundations that inform the choice of phenomenological research study, including descriptive and interpretive phenomenology. The article provides a practical guide to the choice of the most appropriate phenomenological research approach and the process of data collection, iterative data analysis and interpretation, with consideration of the essential aspects of bracketing and reflexivity.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1441-1446"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143634280","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 ethical imperative of civility in medicine.","authors":"Diann S Eley","doi":"10.1080/0142159X.2025.2517727","DOIUrl":"10.1080/0142159X.2025.2517727","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1407-1409"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144275264","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":"Building on the conversation about mentorship in medical research.","authors":"Anaïs Deere, Alison M Sturrock","doi":"10.1080/0142159X.2025.2464211","DOIUrl":"10.1080/0142159X.2025.2464211","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1556"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143399481","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}