Medical Teacher最新文献

{"title":"Disclosure is not enough: Rethinking the epistemic implications of AI in academic writing.","authors":"Remy M J P Rikers","doi":"10.1080/0142159X.2026.2660976","DOIUrl":"10.1080/0142159X.2026.2660976","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1613-1614"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147817378","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":"Paper-based radial anatomy puzzles as educational tools: A pilot study at a dental school.","authors":"Inês M Lúcio, João D Afonso, José João Mendes, Pedro Rodrigues, Renata G Raidou, Daniel Simões Lopes","doi":"10.1080/0142159X.2025.2568053","DOIUrl":"10.1080/0142159X.2025.2568053","url":null,"abstract":"<p><p><b>What was the educational challenge?:</b> Grasping anatomical relationships remains a persistent challenge in medical education, particularly when instruction relies on traditional tools such as textbooks and static illustrations. This challenge also extends to retaining and refreshing vast amounts of anatomical relationships over time.<b>What were the solutions and how were these implemented:</b> We examined radial anatomy puzzles as educational physicalization-based tools that encode anatomical knowledge maps in a tangible form, consisting of concentric, rotating paper rings on which labels and thumbnails of anatomical structures are printed on each ring. By rotating and aligning these elements, users engage in hands-on construction of spatial and conceptual relationships, thereby uncovering through physical interaction the conceptual connections between anatomical landmarks and structures. The tools were positively received by students.<b>Lessons learned and next steps:</b> Radial anatomy puzzles can be effective, low-tech tools for reinforcing anatomical understanding and facilitating knowledge refreshing through hands-on interaction. Future work will focus on refining the physical design for greater durability and usability, disentangling the effects of active puzzle-solving from passive review of completed solutions and ensuring puzzles align with classroom-relevant teaching practices and learning needs.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1443-1446"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145301891","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":"Comparing performance and integrity of proctored physical, unproctored online, and proctored online MBBS exams.","authors":"Kandamaran Krishnamurthy, Alok Kumar, Damian Cohall, Michael H Campbell, Kenneth Connell, Maisha Emmanuel, Naveen Seecheran, Euclid Morris, Joanne Paul-Charles, Md Anwarul Azim Majumder","doi":"10.1080/0142159X.2026.2628961","DOIUrl":"10.1080/0142159X.2026.2628961","url":null,"abstract":"<p><strong>Introduction: </strong>The rapid pivot to online assessment during COVID-19 raised concerns about the fairness and psychometric quality of high-stakes medical examinations. This study compared performance and integrity indices across three successive modalities of The University of the West Indies Final MBBS Medicine and Therapeutics written paper.</p><p><strong>Methods: </strong>Institutional records for every candidate in 2019 (proctored physical, <i>n</i> = 508), 2020 (un-proctored online, <i>n</i> = 529) and 2021 (physically onsite proctored online, <i>n</i> = 361) were analyzed retrospectively (<i>N</i> = 1 398). Mean scores, score dispersion, categorical outcomes, Cronbach's alpha, and item-difficulty indices were contrasted with one-way ANOVA, χ² tests, and odds ratios.</p><p><strong>Results: </strong>Examination modality significantly influenced performance. The mean (± SD) scores were highest in the unproctored online exam (2020: 68.4 ± 6.5), followed by proctored physical exam (2019: 64.2 ± 7.2) and proctored online (2021: 60.5 ± 7.3). The difference in the mean score of the three modalities was highly significant (<i>p</i> < 0.0001). Pass rates peaked in 2020 (92%) versus 2019 (81%) and 2021 (70%). The odds of failing the examination in 2021 were more than five times higher than in 2020 (OR = 5.652). Reliability (Cronbach's α) highest in 2019 (0.813) and 2021 (0.770) but very low in 2020 (0.307). Odds of failing in 2021 were 5.65 times higher than 2020.</p><p><strong>Discussion: </strong>Examination modality strongly impacted on performance and reliability. Unproctored online exams led to grade inflation, reduced variability, and low reliability, while proctored formats-physical or virtual-reinstated assessment rigor, fairness, and psychometric integrity, emphasizing the need for robust invigilation in high-stakes medical assessments.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1497-1505"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147276456","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":"Perspectives and experiences of racialized students in entry-level health professional education: A scoping review.","authors":"Sarah Arulchelvam, Joshua John Jexy, Manshi Rana, Siyani Kugathasan, Sukham Sohal, Jocelyn Ye, Nicholas Young, Jasdeep Dhir","doi":"10.1080/0142159X.2026.2628962","DOIUrl":"10.1080/0142159X.2026.2628962","url":null,"abstract":"<p><strong>Introduction: </strong>Despite implementing equity, diversity, and inclusion (EDI) policies, racialized minorities continue to be underrepresented in health professional programs report experiencing microaggressions and prejudice in the workforce. By not exploring the experiences of racialized students in entry-level health professional programs, EDI policies risk becoming irrelevant or performative.</p><p><strong>Methods: </strong>A search was conducted in five databases with a grey literature search. Two reviewers independently screened articles against the criteria, and relevant data summarized. Studies exploring perspectives about racism and discrimination, or related concepts, among non-dominant ethno-racial, and health professional students were included.</p><p><strong>Results: </strong>A total of 3606 studies were identified through database searching and 70 articles included and analyzed. Black students and nursing students were most frequently represented. Research primarily emerged from the United States (US). The key themes within the experiences of racialized students included isolation, otherness, discrimination and microaggressions. Key recommendations highlighted a need for mentorship opportunities and strategic retention programs.</p><p><strong>Discussion: </strong>Racialized students in health professional programs experience isolation and otherness. Geohistorical contexts might influence the locations, disciplines and terminology emerging among studies. Further investigation should explore any existing relationship. These findings warrant a call to action to educators, advocators and regulators to consider the experiences and recommendations. Future research should evaluate the implementation and effectiveness of these recommendations.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1576-1591"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147271284","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":"Advocacy as clinical behaviour, not curricular rhetoric.","authors":"Khushi Sakhi","doi":"10.1080/0142159X.2026.2684745","DOIUrl":"10.1080/0142159X.2026.2684745","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1613"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148226583","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 physician as a catalyst: Reimagining medical education for an AI era.","authors":"Milit S Patel, Edward Christopher Dee, Samarra Toby, Mena Ramos, Leo Anthony Celi","doi":"10.1080/0142159X.2026.2653205","DOIUrl":"10.1080/0142159X.2026.2653205","url":null,"abstract":"<p><p>Current medical education is caught in a paradox: it aims to train compassionate patient advocates yet its structure often fosters compliance and burnout, ill-equipping physicians to challenge the systemic drivers of poor health. The rapid integration of artificial intelligence (AI) into clinical practice is automating the cognitive-diagnostic tasks that have long defined physician training, from pattern recognition to data synthesis. This shift presents a specific, time-limited opportunity: rather than simply adopting AI as an efficiency tool within the existing transactional model, medical education can use this moment to fundamentally reimagine the physician's role and the training that shapes it. This requires moving beyond traditional competency-based models to embrace a pedagogy of advocacy, grounded in critical consciousness and systems-level thinking. By transforming curricula to address structural determinants of health, reassessing how we evaluate competence, and creating protected space for advocacy, we can train a new generation of physicians prepared not only to treat disease but to partner in transforming the systems that perpetuate it, through a phased approach aligned with AI maturity in clinical practice.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1606-1612"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147654548","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 building institutional readiness for program-level assessment transformation.","authors":"Diana Saragi Turnip, Gary Velan, Patsie Polly","doi":"10.1080/0142159X.2026.2681205","DOIUrl":"10.1080/0142159X.2026.2681205","url":null,"abstract":"<p><p>Program-level approaches to assessment are increasingly adopted in health professions education to strengthen curriculum coherence, integrate longitudinal feedback and support program-level assurance of learning. However, the institutional conditions required for sustainable program-level assessment transformation are often assumed rather than systematically developed. Extending prior guidance focused primarily on assessment design, this paper positions institutional readiness as central to successful implementation. Drawing on organisational readiness theory, which conceptualises readiness as a shared organisational state characterised by change commitment and change efficacy, we propose twelve practical tips for diagnosing, sequencing and sustaining program-level assessment transformation. Organised across four readiness domains: structural, cultural, pedagogical and evaluative, and supported by a developmental continuum, this framework operationalises readiness theory into actionable guidance for staged implementation.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1447-1454"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148150286","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 resilient health professions education in fragile contexts: AMEE guide No. 182.","authors":"Mohamed Hassan Taha, Majed Wadi, Abdelrahim Mutwakel Gaffar, Esra Abdallah Abdalwahed Mahgoub, Ghaith Alfakhry, David Taylor, Mohamed Elhassan Abdalla","doi":"10.1080/0142159X.2025.2606070","DOIUrl":"10.1080/0142159X.2025.2606070","url":null,"abstract":"<p><p>Health Professions Education (HPE) cannot rely on assumptions of stability. Fragile contexts - wars, disasters, political upheaval, and systemic weakness - disrupt teaching and learning, assessment, accreditation, and the well-being of learners and faculty. This AMEE Guide provides a framework for building resilient HPE that survive crises and use them as opportunities for reform. The Guide identifies three types of fragility and explores their impact on institutions, human capital, clinical training, and social accountability. To boost resilience, the guide recommended adaptive strategies that include creating crisis management committees, implementing modular and competency-based curricula, allowing credit transfers for displaced learners, and incorporating tailored training programs. For curriculum delivery innovations range from hybrid and low-tech methods to peer-assisted approaches, diaspora involvement, and community-based services. A practical model for fair and feasible assessment in disrupted environments is suggested, with a focus on outcomes, flexibility, and cross-border recognition for rethinking accreditation and quality assurance. Systems thinking underpins the Guide, highlighting how destructive cycles such as brain drain can erode capacity, while virtuous cycles - driven by technology adoption, partnerships, and community integration - can foster recovery and growth. The guide also calls on educators, institutional leaders, and policymakers to move from reactive responses to proactive preparedness.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1423-1438"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145945055","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":"Accreditation science-the need for evidence to guide the global expansion of medical education accreditation.","authors":"Sean Tackett, Mohammed Ahmed Rashid, Cynthia Whitehead, David Rojas, Roghayeh Gandomkar","doi":"10.1080/0142159X.2026.2623978","DOIUrl":"10.1080/0142159X.2026.2623978","url":null,"abstract":"<p><p>Accreditation systems create and enforce the rules for medical education. When accreditors expand their scope or change their standards or protocols, every medical school they regulate must change, with lasting impacts on large numbers of graduating physicians. Because the accreditation of undergraduate medical education (UME) has become globally accepted and widespread, one may assume it is supported by strong evidence. Such is not the case. This article recounts the origins of accreditation in the U.S. over 100 years ago as an effort to distinguish allopathic physicians from their competitors. It describes how the U.S. model for UME accreditation formed the basis for approaches endorsed by global organizations, and accreditation expanded without research demonstrating that a specific combination of standards, self-studies, and site visits was optimal or necessary. Allowing assumptions about accreditation to go unchecked can create problems, such as the misalignment of accreditation systems with needs, wasted resources, and lack of trust. Accreditation science-systematic inquiry that directly interrogates and informs accreditation policies and practices-offers a way to test assumptions and generate evidence that leads to higher quality accreditation practices. We describe resources that can be used for accreditation science and examples of accreditation science so that more of the global medical education community can participate in this emerging field. We also suggest priority areas of investigation, such as how accreditation judgments are made and the economics of accreditation and international accreditor marketplaces. The scientific method has for centuries proven to be the most efficient way to generate knowledge that improves the lives of people. It is past time for accreditation to move from its longstanding basis in tradition and assumption into an era defined by scientific inquiry.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1455-1466"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146100488","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":"Male-dominated participation in the first two years of medical school: A mismatch between reality and perception.","authors":"Connor C Park, Keith D Brendes, Karrie Lundstrom, Kiley O'Neil, Maya A Jayaram, Paul Kang, Jonna M Leyrer-Jackson","doi":"10.1080/0142159X.2026.2628948","DOIUrl":"10.1080/0142159X.2026.2628948","url":null,"abstract":"<p><strong>Introduction: </strong>Although women now comprise most U.S. medical students, male physicians continue to dominate leadership roles, earn higher salaries, and hold more full professorships. These disparities suggest that cultural dynamics contributing to gender inequities may emerge early in medical training. This mixed-methods study investigated gender differences in perceived and actual participation in mandatory educational sessions during the first two years of medical school.</p><p><strong>Methods: </strong>First, a survey assessed student perceptions of gendered participation across mandatory first- and second-year educational sessions. Subsequently, these sessions were observed for eight weeks at a single institution. Observed sessions included full-class Didactic and Social/Ethical sessions (120 students) and smaller Clinical sessions (30 students). For each participation instance (asking or answering a question), the gender of the student and instructor was recorded. Students could opt out.</p><p><strong>Results: </strong>Survey responses indicated that most students perceived no gender-based differences in Social/Ethical or Clinical sessions. Female students, however, reported that men participated more frequently in Didactic sessions, while male students perceived no disparity (<i>p</i> = 0.001).</p><p><p>Observational data showed male students accounted for 72.4% of 311 participation events (<i>p</i> < 0.001). Men contributed significantly more in Didactic (81.2%) and Social/Ethical sessions (67.1%; both <i>p</i> < 0.001), with no significant difference in Clinical sessions (54% male; <i>p</i> = 0.19). Male participation decreased in sessions led by female instructors compared with male (<i>p</i> = 0.036) or mixed-gender faculty (<i>p</i> = 0.023).</p><p><strong>Discussion: </strong>Despite objective gender disparities in participation, most first- and second-year students did not perceive differences. Notably, only female students perceived this discrepancy in their pre-observation surveys, and only in the context of didactic sessions. This imbalance may reinforce early professional norms favoring male visibility and engagement, perpetuating gender inequities in academic medicine. Addressing these dynamics is essential for fostering equitable learning environments and promoting diverse leadership in medicine.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1488-1496"},"PeriodicalIF":4.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147290080","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}