Clinical Teacher最新文献

{"title":"Humility and Confidence in Medical Education: Can They Co-Exist?","authors":"Diantha Soemantri","doi":"10.1111/tct.70086","DOIUrl":"https://doi.org/10.1111/tct.70086","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143787270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Busy Bedsides and Virtual Visits: Early Clinical Experience Under Threat","authors":"James Fisher, Jonathon Foggin, Phillipa Davies, Paul Paes","doi":"10.1111/tct.70090","DOIUrl":"https://doi.org/10.1111/tct.70090","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143787269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using PowerPoint and H5P to Create Interactive Animated Instructional Videos","authors":"Nazlee Sharmin,&nbsp;Shahram Houshyar,&nbsp;Thomas R. Stevenson,&nbsp;Ava K. Chow","doi":"10.1111/tct.70094","DOIUrl":"https://doi.org/10.1111/tct.70094","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The advantages of animated videos in education are widely recognised, yet their use by educators is restricted by the technical skills and resources needed for their production.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We have used the built-in animation and voice-over narration features of Microsoft PowerPoint to create full-fledged animated videos for students in the Doctor of Dental Surgery (DDS) program. H5P was used to add interactive self-assessment questions to the videos. Three interactive animated videos on oral epithelium and biofilms were posted in the learning management system (LMS) for the first and second year DDS students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A descriptive study was conducted to demonstrate student interactions and perceptions of interactive animated videos. First and second-year DDS students were automatically enrolled in the study. Student engagement data, in the form of the number of interactions with the interactive animated videos, were collected from the LMS. They were also invited to participate in a voluntary survey. Although the interactive animated videos were posted as supplementary learning content, most students accessed the videos. Ninety-four percent of the survey respondents indicated that the videos helped clarify concepts and made learning enjoyable. They also positively valued the interactive self-assessment questions incorporated into the videos.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>PowerPoint can be a simple yet effective way to create animated videos. Although this study has a small number of participants, the findings highlight the potential of interactive animated videos as an effective teaching tool to enhance student engagement and learning experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143787268","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":"Evaluation of a Direct Observation, Coaching and Assessment Model for the Internal Medicine Clerkship","authors":"Katherine C. Wrenn,&nbsp;Cancan Zhang,&nbsp;Amy R. Weinstein","doi":"10.1111/tct.70091","DOIUrl":"https://doi.org/10.1111/tct.70091","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>With a trend towards competency-based assessment in medical education, there is a need for increased direct observation, feedback and coaching of medical students during clinical rotations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>To increase observation and provide more coaching and feedback, we designed a model in which a faculty coach met with students longitudinally during the internal medicine clerkship. The first session included an observed history and physical (H&amp;P), and the coach and student identified skill areas to focus on in remaining sessions. All sessions included a debrief with feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Students received a survey to rate the amount and quality of observation and feedback received, and we used ordinal logistic regression models to assess the intervention. We conducted thematic analysis to assess what students found most useful. Students in the intervention group reported more direct observation performing the H&amp;P (OR = 9.17, 95% CI [1.86, 70.05], <i>p</i> = 0.01) and found the personalized feedback and increased opportunities to discuss clinical reasoning valuable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>With a growing need for longitudinal observation of clinical skills to allow for competency-based assessments, at a time in which there is often insufficient continuity between students and supervising physicians, this model helps address needs for increased direct observation, coaching and feedback on skill development over time.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality Standards of Transitional Programmes for International Medical Graduates: An International Modified Delphi Study to Develop a Theory-Based Framework","authors":"Carlos Murillo-Zepeda,&nbsp;Mark Pearson,&nbsp;Amaya Ellawala","doi":"10.1111/tct.70092","DOIUrl":"https://doi.org/10.1111/tct.70092","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Interventions aimed at supporting international medical graduates during the transition to host countries facilitate adjustment to these new workplace environments. Despite the progress made on clarifying the mechanisms operating behind successful interventions, there is still a theory-practice gap that stems in part from lack of guidance on their design and implementation. Therefore, this study sought to develop and validate a set of standards to enhance the quality of the design and implementation of programmes aimed at supporting the transition of international medical graduates to the host countries' healthcare and educational systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A modified e-Delphi method was applied for this study. Initially, a literature review was carried out to identify potential participants. Subsequently, a preliminary questionnaire was developed by adapting the key assumptions of a programme theory. Then, the consensus panel was assembled including researchers and programme directors with expertise in training international medical graduates. Participants' ratings were polled iteratively over two rounds, and items with a consensus agreement above 50% in the relevance criterion were included in the final set of standards.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The response rate was 16% (20/119). Most panellists were from European countries and the majority held professor positions in urban, university-based settings. This set of quality statements emphasise the importance of organisational culture and the responsibility of host-institutions to support the transition of IMGs to the new workplace environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This project provides a validated theory-based framework to inform decisions on the design and implementation of programmes aimed at supporting the transition of international medical graduates to the host countries' healthcare and educational systems. Further research endeavours should evaluate the impact of this set of standards on adjustment outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143787173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Perceptions of Narrative Feedback in Entrustable Professional Activities","authors":"Rebecca Lee,&nbsp;Neil Dhami,&nbsp;William Gibson,&nbsp;Deena M. Hamza,&nbsp;Anna E. Oswald,&nbsp;Mandy Moffat","doi":"10.1111/tct.70089","DOIUrl":"https://doi.org/10.1111/tct.70089","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Entrustable professional activity (EPA) observations can be used to develop a holistic picture of trainee competency in professional tasks. Narrative feedback is an essential component of EPAs, but there is a lack of published literature capturing undergraduate student perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Students who completed Year 3 of the MD programme in 2022–2023 at one institution in Canada were invited to participate in a survey designed to elicit their perceptions of narrative feedback in EPAs. Survey methods included closed-ended questions (analysed descriptively) and open-ended questions (analysed through thematic analysis).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The response rate to the survey was 23%. Over 60% of students reported that narrative comments in EPAs were specific and aligned with EPA scores, and 86% reported that the narrative feedback was individualised at least some of the time. However, 57% reported that they never or rarely received actionable feedback for growth. Students demonstrated mixed feelings as to whether EPAs help support their clinical development. Some noted that they can help students identify gaps and reinforce positives. Others reported preferring verbal feedback to written feedback and that EPAs resulted in an administrative burden. Over 90% of students reported barriers to obtaining EPAs, and almost 90% expressed the need for changes to EPAs. A predominant theme from students was the desire for a reduction in EPA requirements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Students perceived the narrative feedback to be individualized and specific but reported that the feedback rarely contained feedback for growth. Students identified several barriers to EPA completion and provided recommended changes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143786803","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":"Simulation to Improve Medical Student Understanding of Doulas' Role","authors":"Caroline N. Goldfarb,&nbsp;Celeste Royce,&nbsp;Salvatore Daddario,&nbsp;Jeannette C. Myrick,&nbsp;Laura Pichardo,&nbsp;Kimberley Campbell,&nbsp;Elysia Larson","doi":"10.1111/tct.70085","DOIUrl":"https://doi.org/10.1111/tct.70085","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Birth doula services in the United States are increasingly covered by insurance and sought out by patients. To be effective team members on labour and delivery (L&amp;D), it is critical that medical students understand doulas' role and how to collaborate with doulas in patient care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>To this end, we developed an L&amp;D simulation for students to practice working with doulas. Preclinical medical students participated with an obstetrician, anesthesiologist, nurse and doula in a simulated patient birth and debrief.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A descriptive evaluation was conducted via presimulation and postsimulation surveys asking students to evaluate their comfort “caring for a patient with a doula” and understanding of the “doula [role] during a delivery” on a 7-point scale. Presimulation to postsimulation comparisons were done with linear regressions with clustering. This project received a nonhuman subjects research determination. In total, 255 students participated across 2 years; 212 students completed surveys. Of students who completed presimulation surveys (<i>N</i> = 201), 17.8% had previous L&amp;D experience. Participating in the simulation significantly increased both students' comfort collaborating with a doula (3.1 points) (95% confidence interval [CI]: 2.9–3.4) and their understanding of the doula role (3.2 points) (95% CI: 2.9–3.5). Presimulation, students with prior L&amp;D experience had higher understanding of doulas' role than those without experience (0.70 points, 95% CI: 0.09–1.3).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Including birth doulas in obstetric simulations is an effective method to improve preclinical medical students' awareness and understanding of the doula role, providing an important opportunity to improve L&amp;D collaboration and patient care.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143787174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘It's the way I talk, y'knaa?’: Accent, Dialect, Assumptions and Bias in Medical Education","authors":"Mary Robinson,&nbsp;Karen Patrice Corrigan,&nbsp;James Fisher","doi":"10.1111/tct.70084","DOIUrl":"https://doi.org/10.1111/tct.70084","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty Development for the People: Workplace-Based Solutions for Busy Clinicians","authors":"Erica C. Brode,&nbsp;Joey M. Bernal,&nbsp;Susannah B. Cornes,&nbsp;Lekshmi Santhosh,&nbsp;Josette A. Rivera,&nbsp;Shradha A. Kulkarni,&nbsp;Jennifer R. Mandal,&nbsp;Duncan M. Henry,&nbsp;Katherine S. Bartz,&nbsp;Sandrijn M. Van Schaik","doi":"10.1111/tct.70073","DOIUrl":"https://doi.org/10.1111/tct.70073","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Across clinical learning environments (CLEs), learners often encounter supervising clinicians who do not self-identify as educators and, therefore, may not seek out faculty development to augment their teaching skills. To reach those faculty, we conducted a proof-of-concept project framed by Billet's theory on workplace learning, bringing tailored faculty development to the clinical workplace.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We recruited 22 faculty champions from 8 clinical departments at our institution, reflecting a broad and diverse range of CLEs. We created core materials for faculty development around feedback skills, which the faculty champions adapted to meet the needs of their individual CLEs. They took a variety of different approaches, including online modules, instructional posters in the OR and brief workshops offered during existing meetings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Between fall 2019 and summer 2022, this faculty development initiative reached a large number of faculty across departments, with the highest participation if activities were embedded in existing meetings. Based on available survey data, faculty satisfaction ratings with the offerings were high, and self-perceived competence increased. Despite successes, we also encountered challenges, including variable uptake dependent on departmental priorities, leadership buy-in and incentives offered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This proof-of-concept project led to ongoing integration of workplace-based faculty development offerings at our institution, where a central ‘hub’ provides a broad array of activities and resources that can be adapted to different contexts (‘spokes’). The lessons learned from this work can inform other institutions in the development and implementation of initiatives aimed at augmenting the reach of faculty development for busy clinicians.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community-Powered Learning: A Qualitative Analysis of Postgraduate Medical Trainee Development Through Journal Club","authors":"Anne L. Murray,&nbsp;Brian H. Walsh,&nbsp;Anél Wiese","doi":"10.1111/tct.70087","DOIUrl":"https://doi.org/10.1111/tct.70087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Journal clubs are a core feature of postgraduate medical education. They are used to teach critical appraisal skills and evidence-based medicine to postgraduate trainees. Studies have been carried out examining the purpose and goals of journal club, but with minimal input from learners. Thus, the research question was devised, ‘why do postgraduate trainees find journal clubs effective for their continuous professional development and what underlying processes facilitate their learning and engagement in these settings?’</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative study was designed to capture the opinions of the learners when considering learning through journal club. Semi-structured interviews were felt to be most appropriate to allow participants to explore freely how they learn from journal club as well as the aspects of the club that support or hinder learning. Data were analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>21 interviews were conducted within two departments in adjoining hospitals. There were 6 consultants, 9 registrars and 6 SHOs interviewed. The median (IQR) interview time was 23.5 (19.5–27.3) minutes. The themes identified were committed participation, with subthemes of habit formation and positive environment, and transformative participation, with subthemes of emerging leaders and shared experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion/Conclusion</h3>\u0000 \u0000 <p>The themes identified from our interviews align with principles of communities of practice and legitimate peripheral participation. Regular meetings in a positive learning environment are vital. Mutual engagement and role modelling contribute hugely to trainee learning from journal club, through the development of relationships between junior and senior members in the preparation, delivery and discussion of literature.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143726864","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}