Journal of Medical Education and Curricular Development最新文献

{"title":"Design, Implementation, and Evaluation of City as Text™ as a Place-Based Framework for Service-Learning in Pre-clinical Medical Education.","authors":"Asia T Bright, Samuel E Neher, Marianne P Florian","doi":"10.1177/23821205261475555","DOIUrl":"10.1177/23821205261475555","url":null,"abstract":"<p><strong>Introduction: </strong>Service-learning is a required component of undergraduate medical education and is associated with empathy, civic responsibility, and commitment to underserved populations. However, traditional experiential learning models underemphasize inequities shaping community health. City as Text™ (CAT), a place-based pedagogy, extends experiential learning by explicitly engaging learners in spatial, historical, and community-informed inquiry. This study evaluates the self-perceived effectiveness of a CAT-based service-learning curriculum in pre-clinical medical education for fostering students' acquired knowledge of structural drivers of health, community perspective-taking, and professional identity formation (PIF), while strengthening their understanding of civic responsibility and community as a health resource.</p><p><strong>Methods: </strong>A required CAT-informed service-learning curriculum was implemented for all first- and second-year medical students (n = 480) at McGovern Medical School. Students participated in faculty-led neighborhood explorations, engaged with community organizations, and completed structured reflective narratives. Qualitative analyses of reflections were conducted <i>a priori</i> codes based directly on curriculum objectives and clustered into four domains: acquired knowledge of structural drivers of health, community perspective-taking, (PIF), and higher-order critical thinking. Comparisons were made between MS1 and MS2 cohorts.</p><p><strong>Results: </strong>Student reflections demonstrated enhanced analysis of structural drivers of health, recognition of community organizations as essential health resources, and engagement in higher-order critical thinking. MS1 students emphasized civic responsibility and non-medical drivers of health, while MS2 students exhibited more integrative, systems-oriented reasoning and explicit professional identity reflection. Across cohorts, reflections shifted from deficit-based to asset-based perspectives, positioning communities as co-educators rather than observation sites.</p><p><strong>Conclusions: </strong>Our data demonstrate that this service-learning curriculum promoted the strengths of CAT pedagogy and the values of civic medicine for pre-clinical medical students. CAT is a scalable pedagogy for service-learning in undergraduate medical education. Embedding learning within place, history, and community partnership promotes structural analysis, PIF , and equity-oriented thinking, preparing future physicians for socially accountable practice.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261475555"},"PeriodicalIF":2.0,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13443242/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting Step 2 CK Performance Using Automated Feature Selection and Nested Cross-Validation.","authors":"Padraig Mark Healy, Syed Latifi","doi":"10.1177/23821205261474043","DOIUrl":"10.1177/23821205261474043","url":null,"abstract":"<p><strong>Background: </strong>Given the recent transition of the USMLE Step 1 exam to a pass/fail system, evaluative emphasis is expected to shift toward the USMLE Step 2 Clinical Knowledge (USMLE-CK) exam, prompting the need for advanced predictive models. In this study, we proposed a multiple linear regression approach incorporating automated feature selection to predict students' performance on the USMLE-CK exam.</p><p><strong>Methods: </strong>Our methodology integrated feature selection and model validation processes within a nested cross-validation (CV) framework to predict USMLE-CK scores. We conducted our analysis on data from four undergraduate medical student cohorts (Classes 2020 to 2023 inclusive, n = 117). A range of performance data was included for feature selection, including internal assessment data and National Board Medical Examination (NBME) <i>Clinical Science Subject Exams</i> scores. Utilizing nested CV, we constructed and assessed multiple regression models using four model evaluation metrics: mean CV error, adjusted-R², Mallows' Cp, and Bayesian Information Criteria.</p><p><strong>Results: </strong>This led to the selection of a four-predictor model (adjusted-R² = 0.68). This model incorporated a combination of NBME exams (Medicine, Neurology and Surgery) and performance in a pre-clinical unit (Gastrointestinal).</p><p><strong>Conclusion: </strong>Our approach effectively streamlined the process of building a predictive model by merging feature selection with model validation. By creating an interactive, user-friendly dashboard, we empower medical educators to predict students' USMLE-CK performance. This modeling and deployment approach holds promise for predicting student performances in other assessments.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261474043"},"PeriodicalIF":2.0,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13443233/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exit Interviews Use in Integrated Clinical Academic Training Programmes: An Online Survey to Elicit Current Practice in England and Wales.","authors":"Daniel Darbyshire, Hanan Basheer","doi":"10.1177/23821205261476109","DOIUrl":"10.1177/23821205261476109","url":null,"abstract":"<p><strong>Background: </strong>Exit interviews are widely used in human resources practice to understand employee experiences and inform organisational improvement. In academic medicine, trainees frequently transition between clinical and academic roles during integrated clinical academic training pathways, including Academic Clinical Fellowships (ACFs) and Academic Clinical Lectureships (ACLs). However, the use of exit interviews in this context is not well described.</p><p><strong>Objective: </strong>To explore the use of exit interviews within integrated clinical academic training (ICAT) programmes in England and Wales, and to identify existing practices, themes, and alternative approaches to trainee feedback.</p><p><strong>Methods: </strong>An online survey was distributed to ICAT leads across England and Wales via the InterACt network in May 2025. The survey addressed whether exit interviews were offered, their structure and content, and other feedback mechanisms. Responses were collected via email, collated using Microsoft Forms, and analysed descriptively.</p><p><strong>Results: </strong>Twenty responses were received. Only 4/20 (20%) programmes reported offering exit interviews for both ACFs and ACLs, while half (10/20) had no formal process. Practices ranged from structured, mandatory interviews to informal discussions. Where conducted, some programmes used templates or checklists, while others employed semi-structured approaches. Common themes included challenges in balancing clinical and academic responsibilities, delays in initiating research, and uncertainty around clinical academic career pathways. For ACLs, lack of bridging funding and limited post-CCT opportunities were key concerns. Positive experiences included strong institutional support, networking opportunities, and the value of induction and interim reviews. Most programmes (13/20) used alternative methods to collect feedback, particularly surveys (annual, exit, and alumni), alongside ARCP discussions and informal meetings.</p><p><strong>Conclusions: </strong>Exit interviews are not routinely implemented across ICAT programmes, although interest in their adoption is evident. Practices vary considerably, with surveys commonly used as an alternative feedback mechanism. Findings support development of a standardised exit interview approach tailored to clinical academic training.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261476109"},"PeriodicalIF":2.0,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13438350/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Multiliteracies Approach to Transforming Written Cases Into Video Case Studies in Rehabilitation Education: A Design-Based Study.","authors":"Skye Nandi Adams, Nancy Barber, Kelly-Ann Kater","doi":"10.1177/23821205261448452","DOIUrl":"10.1177/23821205261448452","url":null,"abstract":"<p><strong>Purpose: </strong>Case-based learning (CBL) is widely used in rehabilitation and continuing medical education to support the development of clinical reasoning and reflective practice. However, traditional written cases may inadequately capture the multimodal, relational, and contextual complexity of real-world clinical encounters. This paper describes a design-based process for transforming written case studies into video-based cases using a multiliteracies framework to enhance CBL in rehabilitation education, with relevance to continuing medical education.</p><p><strong>Methods: </strong>A design-based research approach guided the iterative development of three video case studies: a pediatric case, an adult recovery case, and a developed traumatic brain injury case. The process followed five design thinking phases: discovery, interpretation, ideation, experimentation, and evolution. Multiliteracies principles informed the integration of visual, auditory, linguistic, and relational modes of learning. All videos were co-created to ensure clinical accuracy, authenticity, and feasibility within a resource-constrained setting. An expert review was also conducted with the videos to explore the acceptability, feasibility, and appropriateness of the videos.</p><p><strong>Results: </strong>The design process resulted in three contextually grounded video case studies that supported learners' engagement with clinical reasoning, patient-centered care, and multidisciplinary perspectives. The design-based approach facilitated interdisciplinary collaboration and refinement, showing a scalable and cost-conscious model for educational innovation. Experts reported high feasibility and acceptability alongside strong perceived appropriateness of the videos.</p><p><strong>Conclusion: </strong>Transforming written cases into video-based case studies using a multiliteracies-informed, design-based approach offers a practical and transferable strategy for enhancing case-based learning in rehabilitation and continuing medical education. This approach supports reflective, empathetic, and contextually responsive clinical reasoning and provides a replicable framework for educators seeking to integrate digital media into health professions education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261448452"},"PeriodicalIF":2.0,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13438337/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"I Can See Where This Is Taking Me\": Medical Students' Perceptions of Humanities Courses at Aga Khan University, Kenya.","authors":"Catherine Gathu, Marthaclaire Zammit, Urvi Saboo, Robert Opoka","doi":"10.1177/23821205261475566","DOIUrl":"10.1177/23821205261475566","url":null,"abstract":"<p><strong>Background: </strong>Humanities courses in medical training are increasingly recognized as essential for developing empathetic, reflective and socially responsive physicians. Although well-established globally, their integration into medical education in African contexts remains limited. In Kenya, humanities are often peripheral within curricula dominated by biomedical sciences and clinical medicine. Aga Khan University (AKU), Nairobi, has introduced a novel medical curriculum that embeds seven core humanities courses as central components of the initial phase of its MBChB program. This study explored students' perceptions and lived experiences of these humanities courses.</p><p><strong>Methods: </strong>A retrospective descriptive study using an embedded mixed-methods design was conducted among the first two cohorts of medical students. Of the 11 courses offered in the first two trimesters, seven were humanities courses, each routinely evaluated following delivery. Evaluation data comprised quantitative closed-ended Likert-scale items and qualitative open-ended responses capturing students' perceptions of course relevance, delivery and assessment. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically using Braun and Clarke's six-phase framework to complement and provide explanatory context to the quantitative findings.</p><p><strong>Results: </strong>Students reported overall positive perceptions of the humanities courses, with a mean score of 3.9 (range: 3.7-4.2) on a five-point scale. Mean scores were similar across trimesters 1 and 2. Overall, 70.1% (89/127) of students rated the courses favorably, agreeing or strongly agreeing with positive statements about their learning experiences. Courses perceived as more relevant to medical training and those that were better organized received higher ratings. Key areas for improvement identified by students included increasing opportunities for formative assessment and enhancing consistency and structure in instructional delivery.</p><p><strong>Conclusion: </strong>Students at AKU reported positive experiences with humanities courses during the first two trimesters of their medical training. Longitudinal studies are needed to evaluate the impact of these courses on learning, professional identity formation and clinical practice in later stages of medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261475566"},"PeriodicalIF":2.0,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13434888/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148674375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometric Evaluation of Forensic Medicine Multiple-Choice Questions: An Item Analysis From a Nepali Medical College.","authors":"Alok Atreya, Devi Ram Acharya, Samata Nepal, Laxmi Prasad Sapkota, Ritesh G Menezes, Bal Chandra Luitel","doi":"10.1177/23821205261474117","DOIUrl":"10.1177/23821205261474117","url":null,"abstract":"<p><strong>Background: </strong>Multiple-choice questions (MCQs) are test items that are essential to assess the competency of medical students in forensic medicine. However, the psychometric quality of these test items in Nepali medical colleges remains largely unexplored. This study evaluated the difficulty index, discrimination index, and distractor effectiveness of forensic medicine MCQs to identify areas requiring improvement.</p><p><strong>Methods: </strong>This cross-sectional study evaluated 30 MCQs from the end-of-semester forensic medicine examination which was administered to 100 third-year medical students. The item difficulty, the discrimination index (via Kelley's 27% method), and performance of the distractor were calculated for each question.</p><p><strong>Results: </strong>The students showed high performance, with a mean score of 23.25±3.61 out of 30. Difficulty analysis showed that majority of the items (60%) fell within an acceptable difficulty range (70-90% correct), while 16.7% were very easy and 6.6% were difficult. Discrimination was good in 43.3% of the items, moderate in 23.3%, and poor in 33.3%. Distractor analysis identified non-functional distractors in a large proportion of items, including nine items (30%) with at least one zero-response option. Overall, 44 of 90 distractors (48.9%) across all items were non-functional. A statistically significant negative correlation was found between item difficulty and discrimination index (ρ = -0.4265, p = 0.019); items of moderate difficulty (50-69% correct) showed the highest mean discrimination, with both moderate- and acceptable-difficulty items outperforming items at the extremes of difficulty.</p><p><strong>Conclusions: </strong>The examination revealed adequate student performance; however, item quality analysis demonstrated the need for improvement, with approximately one-third of the items failing to meet the desired standard and therefore requiring revision due to poor discrimination or non-functional distractors. Structured faculty training in item-writing principles and regular psychometric evaluation may help improve assessment quality in Nepali medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261474117"},"PeriodicalIF":2.0,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13428155/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148654797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stressful Environments Negatively Impact the Resuscitation Skills of Doctors of Different Experience. A Randomized Controlled Cross-Over Trial.","authors":"Huiwei Chen, Yunzhu Long, Yanzhen Tian, Xin Zheng, Jie Tang, Yuzhu Xu, Hongxuan Yan, Lars Konge, Zheng Wang, Ying Li, Manhui Huang","doi":"10.1177/23821205261474060","DOIUrl":"10.1177/23821205261474060","url":null,"abstract":"<p><strong>Background: </strong>Cardio-pulmonary resuscitation (CPR) is an essential skill that all health providers must master. Simulation training on traditional manikins in a normal classroom does not prepare the trainees for the stress that could reduce the resuscitation performance of especially inexperienced providers during a real cardiac arrest. The aim of this randomized cross-over trial was to explore whether training using augmented reality (AR) was realistic enough to induce stress and impact the resuscitation skills of doctors of different experience levels.</p><p><strong>Methods: </strong>Novices, intermediates, and experienced physicians participated in this single-center, randomized, cross-over, simulation-based study. All participants had to perform CPR on a high-fidelity manikin with and without AR. In the immersive AR environment, sounds from multiple sources and visuals of bustling crowds were used to simulate a stressful environment. The State-Trait Anxiety Inventory (STAI) were used to measure the participants' perceived stress levels during the simulation sessions. Frequency and depth of chest compressions, and the ratio of chest compression time to the entire recovery cycle, i.e. the Chest Compression Fraction (CCF) were used to objectively measure the quality of the resuscitation. Trial Registration: not applicable.</p><p><strong>Results: </strong>This study included 80 participants, novices=28, intermediates=27, and experienced=25. The novices reported significantly more stress during the AR simulation while participants with a higher level of experience were less affected by the stressful environment induced by the AR system. All three groups performed significantly worse regarding compression depth when they were in the stressful AR environment. Overall, 66 (83%) participants used the correct compression rate in the standard environment vs. 44 (55%) in the AR induced stressful environment, p<0.001; only the experienced did not perform significantly worse, p=0.36. The CCF increased significantly from 56% to 60% when performing resuscitation while using AR, indicating slightly better adherence to international recommendations.</p><p><strong>Conclusions: </strong>AR successfully added stress to performance of resuscitation in a simulated environment. It made it difficult for participants to achieve accurate depth of compression under pressure and the inexperienced also performed worse regarding compression rate and reported feeling more stressed. Training resuscitation using AR might prepare health care providers for the stressful situations of a clinical cardiac arrest.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261474060"},"PeriodicalIF":2.0,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13428146/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148653737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing a Hospital Internal Medicine Interest Group - Innovative and Personalized Structured Support for Future Hospitalists.","authors":"Tatjana Gavrancic, Ebone D Hill, Ricardo J Pagán, Brittany Jackson, Jessica Laenger, Eric Zuberi, Mary S Hedges, J Colt Cowdell","doi":"10.1177/23821205261474676","DOIUrl":"10.1177/23821205261474676","url":null,"abstract":"<p><p>Hospital medicine offers diverse career opportunities, yet formal guidance for residents pursuing hospitalist careers is often lacking. To address this gap, the Hospital Internal Medicine Interest Group (HIMIG) was launched at an academic institution in the Southeastern United States to provide structured mentorship and professional development. Residents expressing interest completed an entry survey to identify career goals and areas of focus, informing a longitudinal curriculum that included education, leadership, research, quality improvement, and networking. Seventeen residents (≈25% of the IM residency program) joined HIMIG, and 88% completed the initial survey. Education, leadership, and quality improvement were top interests, while mentorship and career guidance were primary motivators. A post-implementation survey revealed all participants met mentors and felt HIMIG supported their career goals. HIMIG demonstrates a flexible, personalized approach to hospitalist career development that may serve as a model for other programs.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261474676"},"PeriodicalIF":2.0,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13420066/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An RQMN Integrated Teaching Model to Improve Clinical Competence in Undergraduate Internal Medicine Education: A Randomized Controlled Study.","authors":"Haoruo Zhang, Liqi Liao, Rui Cao, Chunlin Gong, Jiaoyue Zhong, Xindan Zhang, Siting Hong","doi":"10.1177/23821205261474113","DOIUrl":"10.1177/23821205261474113","url":null,"abstract":"<p><strong>Purpose: </strong>Integrating theoretical instruction with the development of clinical reasoning and practical competence remains a challenge in internal medicine education. This study evaluated an integrated teaching model designed to facilitate the transfer of classroom learning to clinical practice in undergraduate medical education.</p><p><strong>Methods: </strong>Eighty undergraduate medical students were randomly assigned to an RQMN group receiving the RQMN integrated teaching model-a structured sequence of role playing, question raising, making diagnostic and therapeutic plans, and novice clinical apprenticeship through supervised clerkship-or a control group receiving conventional instruction. Outcomes were assessed immediately after completion of the course and clinical clerkship using a comprehensive clinical competence evaluation and a structured questionnaire on learning experience and teaching quality.</p><p><strong>Results: </strong>No significant difference was observed in theoretical examination scores between the groups. However, the RQMN group performed significantly better in several practice-oriented domains, including medical history taking, physical examination, communication skills, clinical judgment, and medical record writing (all <i>P</i> < 0.05). Questionnaire results also showed greater improvements in learning interest, self-directed learning, teamwork, clinical reasoning, and practical skills among students in the RQMN group (all <i>P</i> < 0.05), without a marked increase in perceived learning-related stress. Overall satisfaction with teaching quality and learning experience was also higher in the RQMN group.</p><p><strong>Conclusion: </strong>The RQMN integrated teaching model was associated with short-term improvements in selected clinical skills and self-reported learning experiences immediately after course completion, while theoretical examination performance was maintained. Further studies with delayed follow-up are needed to determine whether these gains are retained and transferred to later clinical performance.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261474113"},"PeriodicalIF":2.0,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13408074/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148608514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Procedural Skills: A Structured, Evidence-Informed Framework for Clinician-Educators Across Resource Settings.","authors":"Nkechi Oluwakemi Dike","doi":"10.1177/23821205261474074","DOIUrl":"10.1177/23821205261474074","url":null,"abstract":"<p><p>Procedural competence is central to safe clinical practice, yet the teaching of procedural skills remains largely unstructured in most clinical environments. Most clinicians are trained to perform procedures, not to teach them, and many rely on informal apprenticeship models that inadequately account for how novices acquire complex skills. This paper proposes the Structured Procedural Mastery (SPM) Framework, a practical, evidence-informed approach to teaching procedural skills grounded in cognitive load theory, deliberate practice, motor learning science, and stage-based models of skill acquisition. Organized around three teaching phases - preparing to teach, teaching with deliberate progression, and consolidating learning - the framework provides a step-by-step pathway applicable to any clinical procedure, from straightforward to complex, and adaptable across resource settings. Simulation is addressed not as a technology requirement but as a structured practice environment accessible in both well-resourced and resource-limited contexts. Practical tools for faculty are included as appendices. The SPM Framework aims to give clinician-educators a clear, evidence-informed structure for translating procedural expertise into effective teaching, with particular relevance for clinical training environments in sub-Saharan Africa and other low- and middle-income country (LMIC) settings where faculty development resources are constrained.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261474074"},"PeriodicalIF":2.0,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13408071/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148621866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}