Medical Teacher最新文献_第9页

Students as pawns: A qualitative study of the impacts of encountering incivility on medical students during clinical placements. 作为棋子的学生：在临床实习期间遇到不文明行为对医学生影响的定性研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-06-29 DOI: 10.1080/0142159X.2025.2517716

Kate Jutsum, Helen Wilcox, Andrew Rixon

{"title":"Students as pawns: A qualitative study of the impacts of encountering incivility on medical students during clinical placements.","authors":"Kate Jutsum, Helen Wilcox, Andrew Rixon","doi":"10.1080/0142159X.2025.2517716","DOIUrl":"10.1080/0142159X.2025.2517716","url":null,"abstract":"Background: Incivility is a pervasive issue in healthcare, known to affect patient safety and clinician wellbeing. However, its impact on medical students during clinical placements remains underexplored. This study investigates how experiences of incivility influence medical students' sense of belonging and professional identity.Methods: Using reflexive thematic analysis, qualitative data from 58 final-year medical students at an Australian university was analysed. Data was gathered through open-ended online surveys that invited students to describe their experiences of conflict and its impacts.Results: Two overarching themes emerged: Students as pawns in the belonging games of healthcare workers and The belonging games of students as foreigners in the healthcare world. Students often found themselves excluded, targeted, or witnessing interprofessional conflict. These experiences undermined their sense of belonging, hindered their learning, and contributed to emotional distress. Students responded with various strategies: seeking affiliation, performing facework, or choosing to disaffiliate entirely.Conclusions: This study highlights the emotional burden and identity challenges faced by medical students navigating clinical placements. The concept of 'belonging work' offers a new lens for understanding these dynamics. Educational interventions that foster positive belonging and prepare students for conflict may enhance wellbeing and professional identity development.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1447-1463"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144528847","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

What constitutes a medical miseducation? Ten mishaps, readily remedied. 什么是医学错误教育？十种不幸，容易补救。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-01-08 DOI: 10.1080/0142159X.2024.2442640

Alan Bleakley

引用次数: 0

Implementing a Visual Thinking Strategies program in health professions schools: An AMEE Guide for health professions educators: AMEE Guide No. 179. 在卫生专业学校实施视觉思维策略方案：卫生专业教育工作者的AMEE指南：AMEE指南第179号。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-01-31 DOI: 10.1080/0142159X.2025.2458287

Gauri Agarwal, Philip Yenawine, Sujal Manohar, Margaret S Chisolm

引用次数: 0

Artificial Intelligence in Health Professions Education assessment: AMEE Guide No. 178. 卫生专业教育评估中的人工智能：AMEE指南第178号。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-01-09 DOI: 10.1080/0142159X.2024.2445037

Ken Masters, Heather MacNeil, Jennifer Benjamin, Tamara Carver, Kataryna Nemethy, Sofia Valanci-Aroesty, David C M Taylor, Brent Thoma, Thomas Thesen

引用次数: 0

Changing systems & emerging trends: Seven roles of future-ready medical students. 不断变化的系统和新兴趋势：为未来做好准备的医学生的七个角色。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-02-20 DOI: 10.1080/0142159X.2025.2469610

Krishna Mohan Surapaneni

引用次数: 0

The hidden power of beliefs. 信仰的隐藏力量。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-02-07 DOI: 10.1080/0142159X.2025.2458810

Dan Pratt

引用次数: 0

From struggle to strength: Embracing productive failure in clinical learning. 从挣扎到力量：在临床学习中拥抱富有成效的失败。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 DOI: 10.1080/0142159X.2025.2550477

Maria Mylopoulos, Naomi Steenhof, Timothy Mickleborough, Adelle Atkinson, Maria Athina Tina Martimianakis

{"title":"From struggle to strength: Embracing productive failure in clinical learning.","authors":"Maria Mylopoulos, Naomi Steenhof, Timothy Mickleborough, Adelle Atkinson, Maria Athina Tina Martimianakis","doi":"10.1080/0142159X.2025.2550477","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2550477","url":null,"abstract":"It has become increasingly apparent that healthcare is characterized by a great degree of novelty, ambiguity, and complexity. Traditional approaches to education in the health professions that emphasize the acquisition and assessment of isolated knowledge and skills as the gold standard do not prepare learners to adapt, innovate, and continue to learn throughout their careers. Productive failure, originating in the adaptive expertise literature, is an evidence-based instructional approach that has been shown to prepare students across the continuum of education for future learning. However, while productive failure is frequently used in classrooms, less is known about how to apply this approach in a clinical learning environment where learners are expected to learn while also fulfilling the work expectations of taking care of patients. In this paper, we define productive failure, describe research on how productive failure supports the development of adaptive expertise, and introduce the pedagogical implications of this work for educators, learners, administrators and patients. Drawing on cognitive and socio-culture research, and insights from quality improvement strategies, we will discuss how the clinical learning environment can be leveraged to ensure that learning through struggle is productive and safe.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-8"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961147","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

Educators' perceptions and learning needs regarding the implementation of escape rooms in health professions education. 教育工作者对在卫生专业教育中实施密室逃生的看法和学习需求。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2024-12-14 DOI: 10.1080/0142159X.2024.2438790

Lucy Bray, Peter Dieckmann

{"title":"Educators' perceptions and learning needs regarding the implementation of escape rooms in health professions education.","authors":"Lucy Bray, Peter Dieckmann","doi":"10.1080/0142159X.2024.2438790","DOIUrl":"10.1080/0142159X.2024.2438790","url":null,"abstract":"Purpose of the article: Despite the rising popularity of escape rooms as an experiential learning method, the literature lacks an in-depth understanding of educators' challenges and requirements when implementing this approach. To address this gap, this research explores health professions educators' perceptions and learning needs concerning the integration of escape rooms into health professions education.Materials and methods: This qualitative descriptive study recruited 18 health professions educators, who participated in an escape room educational activity comprising a standardised introduction, briefing, escape room and debriefing. Data was collected using focus group interviews, conducted immediately after the escape room experience. Data was analysed using thematic analysis.Results: Thematic analysis revealed five themes and eleven subthemes, encompassing participants' perceptions and learning needs regarding escape rooms, and wider aspects regarding their application and implementation. Participants generally responded positively to escape rooms, recognising their potential for providing personlised learning experiences. Participants' learning needs included deeper knowledge of the escape room approach, as well as assistance in designing and facilitating escape rooms.Conclusions: This study contributes valuable insights into educators' perspectives on escape rooms, informing the development of targeted faculty development programs. While educators demonstrated enthusiasm, providing support for designing and facilitating escape rooms is crucial.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1470-1477"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824111","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

Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees. 建立一个支持性的临床学习环境：引导新注册护士了解他们对医师培训生专业发展的影响。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-01-09 DOI: 10.1080/0142159X.2024.2445035

Steph Schatzman-Bone, Michael G Healy, Rebecca Minehart, Jennifer Curran, Olivia Foley, Katelin McDilda, Gino Chisari, Brian Nahed, Lori R Berkowitz

{"title":"Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees.","authors":"Steph Schatzman-Bone, Michael G Healy, Rebecca Minehart, Jennifer Curran, Olivia Foley, Katelin McDilda, Gino Chisari, Brian Nahed, Lori R Berkowitz","doi":"10.1080/0142159X.2024.2445035","DOIUrl":"10.1080/0142159X.2024.2445035","url":null,"abstract":"What was the educational challenge?: Nurses play an essential role in the professional development of physician trainees within the clinical learning environment (CLE), but rarely receive formal training regarding this role.What was the solution?: Utilizing a multifaceted, systematic approach, we developed an educational program for newly licensed nurses which addressed their role in the CLE and the professional development of physician trainees.How was the solution implemented?: We delivered two 90-minute workshops to approximately 40 nurses during the 2021-2022 academic year. Participants completed workshop session evaluations and the Clinical Learning Environment Quick Survey (CLEQS). Data were descriptively analyzed. Workshops were positively received, with most participants rating them as very good/excellent (Workshop #1: 83.3% and Workshop #2: 72.2%). The CLEQS results suggested that the participants' CLEs were predominantly healthy and supportive, with most respondents indicating that they would recommend their unit to colleagues (before Workshop #1: 92.2% and after Workshop #2: 100.0%).What lessons were learned that are relevant to a wider global audience?: Our educational program acknowledges the important role nurses play in the professional development of physician trainees, and equips them with tools to promote teamwork, communication, and a growth mindset towards interactions with physician trainees.What are the next steps?: We continue to iterate our interactive workshops to prepare nurses for their important role in the professional development of physician trainees. To employ more active learning strategies, we developed pre-workshop videos. Thus far, we have delivered these workshops to nearly 600 nurses.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1435-1437"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951253","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

Coaching through liminal phases: A qualitative study of graduating medical students' perceptions of the value of coaching experiences over the course of medical school. 通过阈限阶段的辅导：一项关于医学院毕业医学生对辅导经验价值认知的定性研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-01-09 DOI: 10.1080/0142159X.2024.2442633

Sara W Nelson, Nathan R Stack, Lauren N Boehm, Victoria M Hayes, Taimur Dad, Maria A Blanco

{"title":"Coaching through liminal phases: A qualitative study of graduating medical students' perceptions of the value of coaching experiences over the course of medical school.","authors":"Sara W Nelson, Nathan R Stack, Lauren N Boehm, Victoria M Hayes, Taimur Dad, Maria A Blanco","doi":"10.1080/0142159X.2024.2442633","DOIUrl":"10.1080/0142159X.2024.2442633","url":null,"abstract":"Purpose: To explore graduating medical students' insights on the value of coaching experiences during each year of medical school while examining how coaching may support student development at various stages of training.Methods: We invited all graduating students who participated in the coaching program from first through fourth year to participate in one 90-minute virtual focus group. We conducted a thematic analysis of all the focus group transcripts using inductive open coding to develop themes.Results: Twenty-three students participated. In the pre-clerkship years, students valued the coaching experience as a support and a conduit through transitioning into becoming a medical student by nurturing reassurance, self-validation, and community building. As medical school progressed into clerkship years, students valued their coaching experience as a source of emotional support to navigate the challenges of transitioning to workplace learning. In the final year, students valued the longitudinal relationship with their coaches for perspective-taking, reflection, and growth as they transitioned to residency while exploring their values and interests and deciding on their specialty.Conclusions: Our study describes the value of providing students with a longitudinal coaching relationship to support medical school transitions while helping students find meaning and growth in these liminal spaces.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1517-1522"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951188","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