Medical Teacher最新文献

{"title":"The number needed to teach: A framework for health professions education.","authors":"Matthew J W Low, Danielle T Miller, Matthew D Zuckerman","doi":"10.1080/0142159X.2024.2436445","DOIUrl":"10.1080/0142159X.2024.2436445","url":null,"abstract":"<p><strong>What is the educational challenge?: </strong>Health professions education is continually limited by financial resources with increasing demands for accountability. Judicious resource allocation across competing demands rests on frameworks for analyzing and comparing costs and outcomes.</p><p><strong>What are the proposed solutions?: </strong>We suggest health professions educators use the number needed to teach (NNTe) for reporting and communicating such analyses for teaching and learning.</p><p><strong>What are the potential benefits to a wider global audience?: </strong>The NNTe has the potential to improve reporting and understanding of effectiveness of teaching and learning, similar to how the number needed to treat (NNTr) has improved communication of the effectiveness of clinical interventions. Prior widespread understanding of NNTr will likely allow NNTe to be easily grasped by most clinical educators and those responsible for resource allocation decisions. This article describes the origins of and parallels between NNTr and NNTe, which summarizes and presents in concrete terms to educators, learners, and institutional leadership the investment required to prevent or produce a specific outcome. The calculation and interpretation of NNTe is demonstrated using examples from published real-world data, and its potential benefits, limitations and applications are explored.</p><p><strong>What are the next steps?: </strong>Next steps include explorations of the variety of contexts and comparisons that can be interpreted using NNTe and its corollary, the Number Need to Harm, and how recipients interpret and act upon NNTe.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1100-1102"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789475","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":"Instilling social accountability into the health professions education curriculum with international case studies: AMEE Guide No. 175.","authors":"Mohamed Elhassan Abdalla, Mohamed H Taha, David Onchonga, Robyn Preston, Cassandra Barber, Lionel Green-Thompson, David Taylor, Erin Cameron, Robert Woollard, Charles Boelen","doi":"10.1080/0142159X.2024.2412098","DOIUrl":"10.1080/0142159X.2024.2412098","url":null,"abstract":"<p><p>This AMEE guide focuses on instilling social accountability (SA) concept and values into health professions education (HPE) curricula with the goal of producing competent, compassionate healthcare professionals who can act as change agents within the healthcare system. By incorporating SA, HPE schools will instil in their students a strong sense of accountability for addressing the health needs of the communities they serve. This AMEE guide presents a comprehensive framework for embedding SA into the HPE curriculum, covering various aspects in curriculum design, implementation, and evaluation. It also includes case studies of exemplary socially accountable curricula, highlighting the experiences of schools aspiring for SA. Acknowledging how curriculum is embedded in a larger institutional structure, and that SA requires institutional commitment in its governance structure and policies is also a critical component for consideration.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1083-1096"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142469952","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":"Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity.","authors":"Kara L Neil, Abebe Bekele, Anne Qualter, Anthony Edwards, Agnes Binagwaho","doi":"10.1080/0142159X.2024.2412792","DOIUrl":"10.1080/0142159X.2024.2412792","url":null,"abstract":"<p><strong>Purpose: </strong>Significant gender disparities exist in the medical field. Medical schools play an important role in promoting gender inclusion, which can lead to increased gender equity in clinical settings. This study explores participants' experiences and gender perspectives at the University of Global Health Equity (UGHE) in Rwanda, which is prioritizing gender inclusion across several initiatives.</p><p><strong>Materials and methods: </strong>This is a qualitative study with a feminist social constructivist approach. Participants included faculty and students in UGHE's School of Medicine. Participants were selected <i>via</i> random stratified sampling by their role and sex. Twelve semi-structured interviews were conducted, six with faculty and six with students. The data was analyzed <i>via</i> coding and narrative analysis.</p><p><strong>Results: </strong>Participants described their experiences at UGHE, including strengths, weaknesses, shifts in their own gender perspectives, and recommendations for the future. Three overarching themes included the role of affirmative action, integrating gender-based training and curriculum, and strengthening institutional policies to promote inclusion.</p><p><strong>Conclusion: </strong>Medical schools play a key role in promoting gender equity and catalyzing a shift in gender perspective. Internal systems and policies impact gender inclusion. Medical schools should consider ways to build capacity for both its faculty and students in gender-related topics.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1112-1118"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142391791","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":"Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health.","authors":"I-Hui Chiang, Chi-Hsien Huang, Yu-Wei Hsieh, Yi-Feng Lin, Ru-Yi Huang, Chi-Wei Lin","doi":"10.1080/0142159X.2024.2413022","DOIUrl":"10.1080/0142159X.2024.2413022","url":null,"abstract":"<p><strong>Purpose: </strong>Incorporating social determinants of health (SDH) into medical education is crucial. However, there are limited data on standard education models and comprehensive SDH curricula in Taiwan are insufficient. This study presents a systematic SDH curriculum instructed primarily by social workers for postgraduate doctors and aims to examine the training outcomes of the innovative curriculum.</p><p><strong>Method: </strong>This study assessed training outcomes using Kirkpatrick model levels 1 and 2 regarding trainees' satisfaction and improvement of their knowledge and skills in written and standardized patient (SP) pre- and posttests conducted between 1 August 2021 and 31 July 2022.</p><p><strong>Results: </strong>A total of 28 trainees completed the training. The trainees' overall satisfaction score regarding the curriculum was high (4.6 out of 5). The median pretest scores for the written and SP tests were 66.25 ± 14.38 and 14.50 ± 5.13, respectively, whereas the median posttest scores were 80.00 ± 7.50 and 20.50 ± 6.13, respectively. Both written and SP posttest scores were significantly improved compared to the pretest scores (<i>p</i> < .001).</p><p><strong>Conclusions: </strong>The presented education model significantly improved postgraduate doctors' SDH knowledge and biopsychosocial assessment skills, and received high satisfaction scores from the trainees. Adopting social workers as primary teachers may enhance interdisciplinary collaboration between social workers and trainee doctors.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1119-1125"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142391790","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":"Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis.","authors":"Chih-Wei Yang, Chun-Ta Huang, Jeng-Yi Shieh, Yen-Lin Chiu, Chiao-Ling Tsai, Chia-Ter Chao, Yi-Ju Tsai, Mong-Wei Lin, Chao-Chi Ho, Shyh-Jye Chen, Chiun Hsu, Huey-Ling Chen","doi":"10.1080/0142159X.2024.2421993","DOIUrl":"10.1080/0142159X.2024.2421993","url":null,"abstract":"<p><strong>Purpose: </strong>Clinical shadowing(CS) offers preclinical medical students the opportunity to observe certified physicians in practice. Analyzing the content of students' reflective writings(RWs) to understand core competencies they perceived during CS, as well as stages of their reflections, can offer valuable insights for course design and instructor guidance. This study aimed to address this matter by employing a thematic analysis of students' RWs to explore the learning outcomes derived from CS.</p><p><strong>Materials and methods: </strong>The dataset of the thematic analysis comprised de-identified RWs from preclinical medical students who participated in the clinical shadowing program during the first semester of the 2019 academic year at National Taiwan University College of Medicine. Two researchers independently extracted and categorized pertinent content from the texts of RWs, aligning them with the six core competencies of ACGME and mapping them to the stages of Kolb's learning cycle. Additionally, correlation with shadowing specialties and fields was investigated.</p><p><strong>Results: </strong>In total, 155 RWs were analyzed. Patient care emerged as the most frequently reflected competency(30%), followed by systems-based practice(23%), and medical knowledge(21%). The shadowing specialties and fields had an impact on the core competencies students perceived. In terms of Kolb's learning stages, concrete experience(66%) predominated in RWs, while abstract conceptualization(19%) and reflective observation(14%) were less prevalent. For each competency, concrete experience was the prevailing stage, with active experimentation being the least dominant one. Students exhibited varying proportions of reflections at different stages for each core competency.</p><p><strong>Conclusions: </strong>Clinical shadowing experiences enable preclinical medical students to explore required clinical core competencies, with emphases depending on the shadowing specialties and fields. Currently, most reflections are concentrated at Kolb's concrete experience stage. This study offers valuable insights for designing future CS programs and improving faculty development, aimed at helping students achieve deeper and more comprehensive reflective learning in relation to core competencies, and even professional identity.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1182-1190"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142564278","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":"Preparing future healthcare professionals for evidence-based decision-making using health technology assessment as an experiential learning tool.","authors":"Laura Pickell, Heather MacDonald","doi":"10.1080/0142159X.2024.2436449","DOIUrl":"10.1080/0142159X.2024.2436449","url":null,"abstract":"<p><p>The rapid evolution of healthcare, driven by the rise of new health technologies and the growing emphasis on evidence-based care, requires health professionals skilled in assessing and utilizing evidence to support decision-making. Health technology assessments (HTAs), which involve evidence synthesis and appraisal, analysis across various domains, and tailoring evidence to local contexts, can develop these skills. These skills are also part of medical competencies. However, there is a dearth of literature on teaching HTAs to health professionals and on how the skills learned through HTA align with medical competencies. We developed an innovative experiential project that had students conduct mini-HTAs for community partners considering new technologies. Students worked in teams to evaluate and synthesize evidence, delivering a website and brief to our partners justifying their recommendations. Success was achieved by providing authentic tasks and using supportive learning strategies. The project engaged students deeply, offering them valuable skills for post-graduation work and education. In this article, we demonstrate how the learning outcomes of the project align with the CANMEDS framework of medical competencies. Secondly, we demonstrate an effective, adaptable, and unique approach of using mini-HTAs to equip students with the knowledge and skills needed to navigate the rapidly evolving landscape of evidence and technologies, preparing them as our future healthcare professionals.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1097-1099"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142813856","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":"Response to: 'A flourishing-centered curriculum can only thrive through the embrace of diversity'.","authors":"Cheryl A Maurana, Jeff D Fritz, Heather B Carroll, Alicia A Witten, Sarah E Williams, Kimara A Ellefson","doi":"10.1080/0142159X.2025.2489255","DOIUrl":"10.1080/0142159X.2025.2489255","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1235"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143811124","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":"Medical students with disabilities: Pushing for research and reconceptualization of inclusion.","authors":"Sarah Ross, Samantha Smith, Jennifer Cleland","doi":"10.1080/0142159X.2025.2501260","DOIUrl":"10.1080/0142159X.2025.2501260","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1059-1061"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143970734","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":"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":"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>Two overarching themes emerged: <i>Students as pawns in the belonging games of healthcare workers</i> and <i>The belonging games of students as foreigners in the healthcare world</i>. 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.</p><p><strong>Conclusions: </strong>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.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-17"},"PeriodicalIF":3.3,"publicationDate":"2025-06-29","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}

{"title":"Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice.","authors":"Linda Taoube, Chris Roberts, Annette Burgess, Priya Khanna, Carl R Schneider","doi":"10.1080/0142159X.2025.2515976","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2515976","url":null,"abstract":"<p><strong>Introduction: </strong>Despite challenges, interprofessional education during clinical placements offers well documented benefits. Interprofessional learning remains underutilised and under-researched in primary care practice-based settings. Sydney Medical School, Australia, implemented a program placing medical students in diverse primary care health professions. Grounded in bounded relativism and social constructivism, This study explored students' perceptions of the educational value of these placements.</p><p><strong>Methods: </strong>Data from second year medical student survey responses (n=299) from 2021-2023 and ten student written reflections and interviews (2021-2022) were triangulated. We employed situated learning theory as a theoretical framework which envisioned student learning across various health professions representing different communities of practice (CoPs). These form a complex social learning system, creating an intricate landscape of practice.</p><p><strong>Results: </strong>We derived four themes: (1) A real-world understanding of primary care (2) Reaching a broader understanding of roles (3) Broadening clinical expertise and (4) Boundary crossing and navigating barriers.</p><p><strong>Discussion: </strong>While their engagement with other health professions was peripheral, students reported considerable benefits from interprofessional learning in primary care. Using the landscape of practice model, this study highlighted how boundary objects impacted students' learning as they navigated various CoPs. These insights align with situated learning theory, emphasising the value of interprofessional experiences beyond traditional medical training.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144497488","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}