GMS Journal for Medical Education最新文献

{"title":"Design, development and implementation of a national faculty development program to promote CBME in graduate medical education in Switzerland.","authors":"Andrea Meienberg, Monika Brodmann Maeder, Werner Bauer, Jan Breckwoldt","doi":"10.3205/zma001716","DOIUrl":"10.3205/zma001716","url":null,"abstract":"<p><strong>Background: </strong>Competency Based Medical Education (CBME) is a global movement in graduate medical training but implementation on a national scale is challenging. One crucial element of fostering CBME is to establish faculty development. We report the design of a national program, the process of implementation, and the results of the first two years.</p><p><strong>Methods: </strong>Following Kern's cycle of curriculum development, a group of medical education experts designed a training program covering the basic skills for teaching in clinical settings. In addition, we outlined a qualification pathway for future educators in the program.</p><p><strong>Results: </strong>The program was built upon 1-day-workshops with the topics: \"clinical teaching\", \"feedback and assessment\", \"clinical leadership\", \"supporting trainees in difficulties\". More than 30 workshops were delivered in two language regions to more than 500 clinical teachers. The median rating whether participants' expectations were met was 9 (of 10 points, IQR 8-9). The qualification pathway for future educators in the program included a nomination, a 2.5-day introductory workshop, shadowing of workshops, and stepwise acquisition of workshop parts as an educator candidate.</p><p><strong>Discussion: </strong>This faculty development program was well attended and well-received. Using Kern's established model for the design process including an extensive needs assessment helped to serve the goals of the program. Developing future educators for expanding this program proved resource intensive.</p><p><strong>Conclusion: </strong>Implementing a national faculty development program was successful based on a rigorous design process, a highly motivated expert team, and learning content tailored to the needs of the audience. Effects on the implementation of CBME still need to be evaluated.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 5","pages":"Doc61"},"PeriodicalIF":1.5,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11656187/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877882","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":"Designing structured postgraduate training programs using agile methods.","authors":"Luke S Hopf, Katja Doerry, Ann-Kristin Grzybowski, Katharina Hermann, Jessika Johannsen, Aloisa Stadlhofer, Michael Krumm, Frauke van der Meer, Kevin Paul, Nuno Ramos Leal, Ania C Muntau, Søren W Gersting","doi":"10.3205/zma001720","DOIUrl":"10.3205/zma001720","url":null,"abstract":"<p><p>Postgraduate medical education (PGME) is an essential part of medical education and increasingly shifts into focus of educational stakeholders. Structured postgraduate medical training programs are required in the U.S. through the \"American Council for Graduate Medical Education\" (ACGME) guidelines with their six core competencies as common program requirements. The basis for this development was provided in Germany with the implementation of the \"Standard Framework for Postgraduate Medical Training\" (Musterweiterbildungsordnung) issued by the German Medical Association (Bundesärztekammer). However, implementation has been gradual and program development is often conducted in a time consuming, lengthy and top-down approach without that trainee experiences or needs are being assessed or evaluated for their impact on successful medical training. We demonstrate how application of agile working can enable rapid and efficient creation and implementation of a novel postgraduate training program. The postgraduate training program ped.tracks aims to achieve a high-quality, structured and reliable postgraduate training. Moreover, it provides the opportunity to select a priority on scientific or clinical education. The entire process from the first draft to full release of the program was completed within 8 months through agile working. Our team worked using agile working techniques, creating a trainee- customized and -centred program. We anticipate that the quantity of structured postgraduate training programs will significantly increase in Germany and Europe to improve training quality and employee satisfaction. Therefore, the use of agile methods for the creation and implementation of structured training programs represents a useful approach to support program directors rapidly and effectively in this effort.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 5","pages":"Doc65"},"PeriodicalIF":1.5,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11656173/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877896","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":"Factors influencing the length of postgraduate training and motives for choosing general practice as a specialty. Results of a cross-sectional study of general practitioners after completion of the specialist examination.","authors":"Martin Fink, Ida Lotter, Monika Sennekamp","doi":"10.3205/zma001722","DOIUrl":"10.3205/zma001722","url":null,"abstract":"<p><strong>Background: </strong>The attractiveness of general practice (GP) is increasing, as is evident in its growing popularity among students and the sharp rise in specialist certifications. However, in view of the future challenges at the GP level of care, there is a shortage of young doctors. It would thus be desirable if postgraduate training could be completed quickly, particularly in this area.</p><p><strong>Objective: </strong>The aim of this article is to improve the state of knowledge of the actual length of postgraduate training in general practice and to identify the motives for choosing this specialty and possible factors influencing postgraduate training length.</p><p><strong>Project description: </strong>The cross-sectional study conducted of general practitioners (GPs) after completion of the medical specialist examination (survey period January 2020 to September 2023, population 530 persons, response rate 50%, n=265) examines the decision-making processes and the individual course of postgraduate training as pursued by newly certified general practitioners (<i>Fachärzt*innen für Allgemeinmedizin - FÄ AM</i>) in Hesse, Germany.</p><p><strong>Results: </strong>Excluding lateral entrants (<i>Quereinsteiger*innen</i>), the respondents' length of postgraduate training was 8.88 years on average (SD=3.97, median 7.75 years, Q1=6.0, Q3=10.0). The main reasons stated for choosing the specialty were personal role models and experiences made while studying. The descriptive analysis of the data collected indicates that an early choice of specialization could be associated with a shorter length of postgraduate training.</p><p><strong>Conclusion: </strong>Positive experiences during medical studies can contribute to a doctor's decision in favor of a specialty and may possibly be a factor in shortening the subsequent length of postgraduate training. From a healthcare perspective, medical education and postgraduate training should therefore be more closely linked so that those starting postgraduate training in general practice have a firm specialty preference in mind more frequently in future.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 5","pages":"Doc67"},"PeriodicalIF":1.5,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11656183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877977","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":"Development and implementation of a new part-time continuing education course in integrative oncology.","authors":"Sarah Salomo, Jutta Hübner","doi":"10.3205/zma001719","DOIUrl":"10.3205/zma001719","url":null,"abstract":"<p><strong>Introduction: </strong>Integrative oncology combines evidence-based methods of oncological therapy, supportive medicine, nutrition and physical activity as well as complementary medicine and can significantly improve the effectiveness of therapy and the quality of life for cancer patients. However, scientifically based continuing education in this area has so far rarely been available.</p><p><strong>Project outline: </strong>The part-time continuing education program in \"Integrative Onkologie\" at the University of Jena is the first in Germany to offer scientifically based training for various healthcare professions. The focus lies on evidence-based content regarding the diagnosis, therapy, prevention and survivorship of cancer from the fields of complementary medicine, sport and nutrition. The course comprises 3 semesters of distance learning with one attendance weekend in Jena and concludes with a Master's thesis (M.Sc.). All healthcare professionals with a first university degree in medicine or health sciences and at least one year of professional experience are eligible for admission. The development of the study program was supported by surveys and statements from students and experts.</p><p><strong>Results: </strong>A demand survey of students (N=128) and statements (N=15) from healthcare professionals show that the course closes a gap in education and training. The course was seen as an attractive and suitable alternative to subject-specific consecutive Master's courses. Its interdisciplinary focus and its high relevance with regard to improvements in healthcare were rated particularly positive. From the students' point of view, the topics of nutrition and physical activity were seen as particularly interesting, while the expert's statements emphasized the need for evidence-based discussion, especially in the field of complementary medicine.</p><p><strong>Discussion: </strong>The course fills an important gap and provides evidence-based further training in integrative oncology. The presented conditions are rated as appropriate and the extended professional options and improvement of care in everyday practice are emphasized. The course was approved in April 2023 and has already started with the first cohort in the winter semester 2023 (October).</p><p><strong>Conclusion: </strong>The postgraduate course in integrative oncology at the University of Jena offers thorough training for healthcare professionals and fulfills the requirements for continuing education programs. It can therefore make a significant contribution to medical consultation needs and improving care in oncology and enable a faster path to specialized continuing education for many specialties.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 5","pages":"Doc64"},"PeriodicalIF":1.5,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11656179/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877907","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":"Perceptions of supervision and feedback in PaedCompenda, the competency-based, post-graduate curriculum in pediatrics (www.paedcompenda.de).","authors":"Irene Somm, Marco Hajart, Folkert Fehr, Christoph Weiß-Becker","doi":"10.3205/zma001710","DOIUrl":"10.3205/zma001710","url":null,"abstract":"<p><strong>Aim: </strong>Both teachers and learners had clear reservations in the beginning about the usefulness and benefits of supervision and feedback, which were to be implemented as a teaching method in the competency-based, post-graduate curriculum in general ambulatory pediatrics, known as PaedCompenda (www.paedcompenda.de). This paper investigates the different perceptions of the physicians undergoing specialist training (<i>Ärzte in Weiterbildung</i>) and elucidates these differences.</p><p><strong>Method: </strong>The following data were collected as part of the research on the three-year-long implementation (2019-2023):1) Four focus group discussions (N=28) with physician trainees who had no experience in primary care pediatrics or with the post-graduate curriculum;2) Problem-oriented interviews, one at the beginning and again at the end, with physician trainees (N=28) undergoing specialist training at 19 participating medical practices belonging to two post-graduate education networks;3) Videos of patient consultations with the physician trainees (N=23);4) Videos of feedback conferences regarding the videotaped patient consultations (N=7).This data was evaluated using reconstructive grounded theory.</p><p><strong>Results: </strong>A distinctly more positive perception of the benefits of supervision and feedback as a teaching and learning method was seen in the physicians who received specialist training at the practices following the PaedCompenda curriculum. In regard to method, it is crucial that the educational setting can be experienced as a learning opportunity. Playing a central role in this is constructive and conducive feedback (a. dysfunctional routines, b. underlying lack of confidence, and c. overlooked problems).</p><p><strong>Conclusions: </strong>This paper shows the opportunities of an institutionalized form of supervision and feedback as part of a competency-based, post-graduate curriculum while also making it clear that implementation is challenging. Furthermore, the medical specialists who serve as trainers need to be specifically trained to know which approaches promote learning effectively.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 5","pages":"Doc55"},"PeriodicalIF":1.5,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11656182/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878069","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":"Pilot implementation of a sonography simulator in gynecological medical training and continuing education: A practical report.","authors":"Anne Röhle, Marie-Christin Willemer, Cahir Birdir, Katharina Nitzsche","doi":"10.3205/zma001713","DOIUrl":"10.3205/zma001713","url":null,"abstract":"<p><strong>Objective: </strong>In addition to patient consent, learning sonography requires considerable time and personnel resources. To implement patient-friendly and resource-saving ultrasound teaching, a comprehensively equipped sonography simulator (SoSim) was purchased at the Medical Interprofessional Training Centre (MITZ) of the Faculty of Medicine at TU Dresden. In a first step, the SoSim training was trialed in a sample (n=5) in cooperation with the Clinic and Polyclinic for Gynecology and Obstetrics at Dresden University Hospital (GYN). Based on the findings, the aim is to extend the project to University Medicine Dresden.</p><p><strong>Description of the project: </strong>After creating the necessary structural and organizational conditions, five female GYN trainees trained two defined modules in SoSim on transvaginal and abdominal ultrasound. The evaluation was carried out by online-based evaluation of the participants and process analysis.</p><p><strong>Results: </strong>The process analysis showed that close supervision of the learners is required and that booking individual appointments is time-consuming. The evaluation of the participants showed a positive mean change in the approval ratings for 11 out of 14 competency-based questions.</p><p><strong>Conclusion: </strong>Despite the integrated SoSim learning program, support for learners is necessary. By piloting the use of SoSim to teach transvaginal ultrasound as part of gynecological specialist training, University Medicine Dresden is a pioneer in innovative and patient-friendly teaching. The pilot project has laid the foundations for the expansion of the project into other areas.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 5","pages":"Doc58"},"PeriodicalIF":1.5,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11656176/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878080","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":"Specialist training in general practice: Developments in social-legislation-based support - a data-driven introduction.","authors":"Simon Rass, Charlotte Weber, Bernhard Gibis","doi":"10.3205/zma001707","DOIUrl":"10.3205/zma001707","url":null,"abstract":"<p><strong>Aims: </strong>Comprehensive provision of general healthcare (i.e. primary care) within the populace is contingent on there being enough general practitioners (GPs) in proximity to patients. It is no longer the case that vacated allocated positions for primary-care physicians are being filled in all regions. Support for specialist training in general medical practice is one of the measures intended to ensure provision of GP services. This analytical project aims to make a data-driven contribution to gauging the impact of such support on primary care in Germany, while also delivering pointers for further research.</p><p><strong>Methods: </strong>On the basis of routinely collected data, the history of such support was examined in detail for all practice-based, statutory health insurance (SHI)-accredited GPs during the period 2016-2022. In the analysis, GPs were broken down by whether they took up full-time or part-time roles, self-employed or salaried roles, and roles in a practice or in an ambulatory healthcare centre (MVZ).</p><p><strong>Results: </strong>During the period under review, the proportion of those who have both recently commenced work as SHI-accredited GPs and had previously used support for their specialist training, increased from 57% to 81%. The total number of new GPs (headcount) rose from 1,590 to 1,955. Results indicate that those who had availed themselves of this support take up self-employed and full-time roles more often than those who had not.</p><p><strong>Conclusions: </strong>Both take-up of support for specialist training, and the number of new GPs, increased markedly during the period under review. The data does not indicate any causal links. However, these results could form a jumping-off point for further research (in general) into support for specialist training, and (in particular) into how this may impact these individuals' subsequent work roles.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 5","pages":"Doc52"},"PeriodicalIF":1.5,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11656181/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878154","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":"Professional development of medical students - piloting a longitudinal curriculum at Jena University Hospital (LongProf).","authors":"Konrad Schmidt, Katharina Siller, Jens Rißmann, Marie Andlauer, Jana Feustel, Friederike Klein, Inga Petruschke, Sven Schulz","doi":"10.3205/zma001699","DOIUrl":"https://doi.org/10.3205/zma001699","url":null,"abstract":"<p><strong>Background: </strong>Professionalism is an important prerequisite for the quality of medical care with specific competencies anchored in the National Competence-Based Learning Objectives Catalogue Medicine 2.0. To date, there are hardly any explicit teaching formats at German universities to achieve these. A longitudinal curriculum for the development of medical professionalism (LongProf) has now been developed, implemented and evaluated at Jena University Hospital.</p><p><strong>Methods: </strong>The target group of the four-semester-curriculum were medical students from the fifth semester onwards. After a nine-month conception phase, a total of nine courses (6 teaching units each) took place from the winter semester 2021/22. Students also had the opportunity to interact with experienced doctors in mentoring sessions. The courses were evaluated by the participating students (n=23) in terms of acceptance and individually perceived professional development through quantitative surveys and qualitative focus group interviews.</p><p><strong>Results: </strong>The qualitative and quantitative evaluation revealed mostly positive feedback (mean >7/9). Students stated that the courses had provided them with lasting support in developing their own medical professionalism and in coping with the demands of their studies. The personal and long-term relationship building between students and teachers was considered particularly helpful.</p><p><strong>Discussion and conclusion: </strong>A multi-semester curriculum opens up ways for implementing the development of medical professionalism in medical studies. A trusting relationship between students and teachers, made possible by the longitudinal structure, is seen as conducive to the development of an individual medical identity. The curriculum is a useful complement to regular medical studies.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 4","pages":"Doc44"},"PeriodicalIF":1.5,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11474655/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477305","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":"Self-directed learning in post-graduate medical education: Self-judgement and supervisor judgement of competence development in Austrian nine-month basic training.","authors":"Gudrun Khünl-Brady-Ertl, Reinhard Oeser, Barbara Seemann-Hlawati, Katja Varga, Michaela Wagner-Menghin","doi":"10.3205/zma001697","DOIUrl":"https://doi.org/10.3205/zma001697","url":null,"abstract":"<p><strong>Background: </strong>Self-directed learning in the workplace should lead to the mastery of predefined learning objectives, with subjective competence judgements steering learning and promoting acceptance of feedback. Rotations should support self-directed learning in basic training by allowing junior physicians (JPs) to apply basic clinical competencies in various internal medicine and surgical departments.</p><p><strong>Aim: </strong>The study hypothesises that rotations support self-directed learning, as measured by self-judgements and supervisor judgements. Additionally, it describes JPs' willingness to reflect on their learning needs at the end of their basic training.</p><p><strong>Methods: </strong>This longitudinal study comprises 147 pseudonymised logbooks completed by JPs from three Vienna healthcare group (WIGEV) clinics. The logbook accompanies JPs' training, requiring them and their supervising specialist physicians to rate their training goal completion (10-level % scale) in training months 2, 3, 5, 6, 8 and 9. In addition, in months 3, 6 and 9, the JPs document the level of competence (knowledge, experience and proficiency) they feel they have achieved for each learning objective specified by the Austrian medical association (ÖÄK).</p><p><strong>Results: </strong>The self-judged level of training goal completion demonstrates a multi-peaked distribution with an increasing trend; the supervisors' judgement of JPs' level of training goal completion is almost parallel. The share of learning objectives where the required level of competence is seen as not yet mastered decreases throughout the training. In the 9^th month of training, approximately ¼ of the JPs indicated a need to learn in ≥10% of the learning objectives, independent of the training clinic.</p><p><strong>Conclusions: </strong>After switching departments, JPs downgraded their rating of training goal completion. Rotation supports realistic self-judgement, as competencies must be applied and reassessed in a new context. Most JPs consider the required level of competence per learning objective to be mastered at the end of basic training, yet they remain prepared to reflect critically on their learning needs.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 4","pages":"Doc42"},"PeriodicalIF":1.5,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11474653/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477308","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":"Intervention skills - a neglected field of research in medical education and beyond.","authors":"Constanze Richters, Ralf Schmidmaier, Vitaliy Popov, Johann Schredelseker, Frank Fischer, Martin R Fischer","doi":"10.3205/zma001703","DOIUrl":"https://doi.org/10.3205/zma001703","url":null,"abstract":"<p><p><i>Intervention</i> reasoning as a critical component of clinical reasoning has been understudied in medical education in contrast to the well-established field of diagnostic reasoning. This resonates in a lack of comprehensive understanding of the cognitive processes involved and a deficit in research to promote intervention skills in future clinicians. In this commentary, we present a conceptual framework for intervention reasoning that includes four phases: generating, selecting, implementing, and evaluating interventions. The conceptualization highlights cognitive processes such as developing interventions based on a patient's diagnosis and signs and symptoms; selecting the most appropriate option by contrasting, prioritizing, and evaluating interventions in terms of feasibility, effectiveness, and the patient's context-specific needs; and predicting patient outcomes within so-called \"developmental corridors\" to adjust treatments accordingly. In addition to these cognitive processes, interventions require collaborative activities, such as sharing information with other care providers, distributing roles among care teams, or acting together. Future research should validate the proposed framework, examine the impact of intervention reasoning on clinical outcomes, and identify effective training methods (e.g., simulation and AI-based approaches). In addition, it would be valuable to explore the transferability and generalizability of the model to other areas of health education and contexts outside of health education.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 4","pages":"Doc48"},"PeriodicalIF":1.5,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11474644/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477303","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}