Clinical Teacher最新文献

{"title":"The Creation of an Interprofessional Education (IPE) Strategy Utilising a Delphi Method","authors":"Nebras Alghanaim,&nbsp;Samantha Rogers,&nbsp;Gabrielle Finn,&nbsp;Jo Hart","doi":"10.1111/tct.70098","DOIUrl":"https://doi.org/10.1111/tct.70098","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Support for interprofessional education (IPE) is growing, with regulatory bodies requiring its inclusion in undergraduate healthcare programmes. Although the IPE Core Competencies and Guidelines offer principles for guiding IPE implementation, they lack practical application guidance. Bridging this gap necessitates tools to translate these frameworks into actionable practices. We developed an IPE strategy to overcome barriers by providing a clear roadmap to IPE implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The study designed a three-round E-Delphi. Initially, the research team created 24 strategic statements by consolidating existing IPE competencies. In Round 1, the panel could accept, reject, modify or add new statements. In Round 2, they could accept, reject or modify the revised statements. By Round 3, the panel either accepted or rejected the final statements. The research team analysed the levels of consensus, set at 80% agreement, and thematically analysed the free-text comments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The Delphi panel consisted of 41 participants in Survey 1 and 43 in Surveys 2 and 3. The study began with 24 strategic statements across three priority areas. By the end of the Delphi process, this increased to 28 statements. Study consensus levels ranged from 74.29% to 100%, and participant retention rates were 85.4%, 67.4% and 62.7%, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The use of the E-Delphi method demonstrates its value in gathering diverse input, fostering consensus and enhancing the quality and relevance of IPE strategic development by integrating a broad range of perspectives. Further research on the scalability and long-term effects of this IPE strategy is warranted.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905085","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":"Enhancing Workplace Learning: A Video Reflexive Ethnography Study","authors":"Christy Noble,&nbsp;Rola Ajjawi,&nbsp;Linda Furness,&nbsp;Brendan Carrigan,&nbsp;Megan O'Shannessy,&nbsp;Andrew Teodorczuk,&nbsp;Stephen Billett","doi":"10.1111/tct.70096","DOIUrl":"https://doi.org/10.1111/tct.70096","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The clinical environment offers rich learning opportunities through activities and interactions. Yet, because workplace learning (WPL) is embedded in practice, it tends to be invisible. For clinical teachers and researchers, identifying what is learned and how to enhance learning is challenging. Video reflexive ethnography (VRE), an innovative observational methodology, can illuminate and enhance workplace learning processes. This study explored WPL using VRE to determine its insights and potential to enhance learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Conducted in a rural Australian GP setting, this study utilised VRE, a practice-based methodology. Participants, including medical students and GPs, engaged in video ethnography (Phase 1) and captured workplace learning encounters in brief video clips (Phase 2). Reflexive sessions followed, where participants appraised these videoed encounters (Phase 3). Framework analysis, informed by workplace learning theory, explored (1) the video excerpts to explore workplace learning affordances and (2) transcripts of the reflexive sessions to examine learners' and supervisors' learnings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis identified how supervisors guided students' learning through debriefing, dialogue, and articulation of clinical reasoning. Students shared their insights about workplace learning processes and their roles. Supervisors (medical and allied health) deepened their understanding of supervision by reflecting on their own and others' practices through video analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>This study suggests VRE is a feasible research approach that also enhances WPL. Observational and participatory research methods can make the tacit explicit and open to dialogue, offering valuable contributions to workplace learning research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889151","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":"Applying Bloom's Taxonomy in Primary Care Behavioural Health Training","authors":"Stacy A. Ogbeide,&nbsp;Yajaira Johnson-Esparza,&nbsp;Deepu George","doi":"10.1111/tct.70099","DOIUrl":"https://doi.org/10.1111/tct.70099","url":null,"abstract":"<div>\u0000 \u0000 <p>Bloom's cognitive learning taxonomy is widely used in medical education. The revised taxonomy published by Kathwohl and colleagues describes the levels in action forms to support learner thinking: Remember, Understand, Apply, Analyse, Evaluate and Create. The taxonomy has been commonly used to design and structure educational goals and objectives. However, most uses occur at the course or rotation curriculum level, whereas applying the taxonomy at the level of individual educational activities remained limited. This article addresses this limitation by applying the taxonomy in daily clinical teaching in Primary Care Behavioural Health education by providing practical clinical teaching examples and encourages its use in such real-life primary care learning contexts. Particularly, this article will provide clinical educators with a roadmap on teaching in primary care that takes into account the complexity of the patient and presenting concerns.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143871766","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":"Improving Communication Skills of Residents Using Family Meeting Simulation Exercises","authors":"Lauryn Ando,&nbsp;Brent Matsuda,&nbsp;Travis Watai,&nbsp;Gehan Devendra,&nbsp;Cody Takenaka,&nbsp;Kamal Masaki,&nbsp;Reid Ikeda","doi":"10.1111/tct.70095","DOIUrl":"https://doi.org/10.1111/tct.70095","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Effective communication skills are important to deliver serious news. Applying Kolb's experiential learning theory, we evaluated the impact of a mini-lecture and simulation-based curriculum to improve communication skills and confidence of residents delivering bad news during a Medical Intensive Care Unit (MICU) rotation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We performed an educational intervention for 26 internal medicine residents on their MICU rotation. Each resident first underwent a Mini-Clinical Evaluation Exercise (Mini-CEX) family meeting simulation with untrained actors, where they were observed and evaluated by two MICU attendings using a standardized modified SPIKES protocol evaluation tool. One week later, a 30-min PowerPoint interactive lecture on the SPIKES protocol was presented by a Chief Medical Resident. A post-didactic Mini-CEX was held 1 week after the lecture. Residents also completed a brief survey before and after the intervention to assess their level of comfort in conducting an effective family meeting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Residents were more comfortable facilitating an end-of-life family meeting after the intervention (<i>p</i> &lt; 0.001). Mini-CEX scores improved on all 20 SPIKES items (all <i>p</i> &lt; 0.001), and there was a significant improvement in Mini-CEX sum scores (premean = 24.7 vs. postmean = 46.1, <i>p</i> &lt; 0.001). Both International Medical Graduates (IMG) and US Medical Graduates (USMG) had significantly improved scores in each component of SPIKES.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>We demonstrated that the experience of a simulated family meeting followed by a 30-min didactic on the SPIKES protocol and a post-didactic family meeting improved the skills and confidence of residents in leading family meeting discussions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143861690","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":"Australian Paramedic Students' Reports of Clinical Placement Experiences: A Snapshot From two Cohorts","authors":"Lisa Hobbs,&nbsp;John Latham,&nbsp;Anita Westwood,&nbsp;Melainie Cameron,&nbsp;Jeremy Taylor,&nbsp;Scott Devenish,&nbsp;Dennis Walker","doi":"10.1111/tct.70097","DOIUrl":"https://doi.org/10.1111/tct.70097","url":null,"abstract":"<p>Clinical placements are a core requirement of paramedicine undergraduate degrees in Australia. Registered paramedics are expected to participate in teaching and mentoring of undergraduate students during placement. Additionally, universities and paramedic clinical placement providers are required to actively participate in providing 360° feedback to ensure ongoing quality of clinical placements. Most students look forward to attending clinical placement and experiencing what it is really like to be a paramedic; however, at times, students' expectations differ greatly to their experiences. In this study, we provide students' reporting of their experiences and feedback verbatim and, where possible, grouped into four themes of challenges common across placements: <i>staffing/supervisor challenges</i>, <i>clinical challenges</i>, <i>occupational hazards</i> and <i>balancing competing demands</i>. We welcome further discussion and recommend collaborations between universities, clinical placement providers and regulatory bodies to improve clinical placement experiences of paramedicine students on clinical placements, clinical supervision and, potentially, patient safety outcomes.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857112","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":"Fostering Equity: Assessing Access to Transgender Health Education in US Medical School Curricula","authors":"Rebecca Arteaga,&nbsp;Samhita Mallavarapu,&nbsp;Maurice M. Garcia,&nbsp;Sandeep Sandhu,&nbsp;Shannon M. Smith","doi":"10.1111/tct.70071","DOIUrl":"https://doi.org/10.1111/tct.70071","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Medical educators have increasingly advocated for the importance of training medical students in the care of transgender and gender diverse (TGD) patients, as the paucity of TGD-specific education among medical students may perpetuate inequities in care. However, little is known about medical students' current exposure to TGD care. The purpose of the study was to characterise the current exposure of TGD care within undergraduate medical education across the United States and Puerto Rico.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Medical students from accredited allopathic (160) and osteopathic (60) medical schools in the United States and Puerto Rico were invited to participate in an anonymous survey between January 2024 and April 2024. The survey included questions relating to student exposure to several components of TGD care and their perceived importance of receiving such training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In total, 461 students from 20 medical schools submitted at least partial responses to the survey. Overall, 68.2% (311/456) of students reported that their school's curriculum had explicit didactic training in the care of TGD patients, and only 33.0% (150/455) reported that their school's curriculum had explicit clinical training. Additionally, 78.4% (344/439) of students perceived receiving such training as very important after starting medical school.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While many medical students reported having explicit didactic training inclusive of TGD patients, clinical exposure is overall lacking. Most medical students endorsed the importance of training in the care of TGD patients. Medical school curricula should incorporate more dedicated didactic and clinical training in the care of TGD patients to better serve the TGD population.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143849291","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":"Surviving and Thriving in Medicine: Developing Theory-Based Interventions for Students From Widening Access Backgrounds","authors":"K. Gibson Smith,&nbsp;E. Ferguson,&nbsp;K. Gouveia,&nbsp;K. A. Walker,&nbsp;C. Lumsden,&nbsp;A. Poobalan,&nbsp;A. Laidlaw","doi":"10.1111/tct.70076","DOIUrl":"https://doi.org/10.1111/tct.70076","url":null,"abstract":"<p>The challenges facing students from widening participation (WP) backgrounds do not simply disappear upon entering medicine. Accordingly, it is imperative that in promoting equity in medicine, we understand how WP students may be best supported to thrive in their studies. This research aimed to develop an evidence-based and theory-informed intervention strategy to target student support amongst undergraduate WP students in medicine. Workshops were conducted with staff working in the medical school and students from WP backgrounds. Participants generated potential intervention ideas and critically considered the feasibility of implementation. Data analysis and intervention development were supported by the Theoretical Domains Framework (TDF) and Behaviour Change Wheel (BCW). The TDF and BCW were successfully conceptualised to structure an intervention strategy to enhance student support amongst WP students in medicine. Workshop participants identified support needs of students from WP backgrounds, and these were prioritised and used to drive intervention development. We outline two interventions that were developed from the research: adaptation of the existing personal tutor scheme and implementation of a WP peer network. The theory-based intervention strategy outlines a foundation that could be utilised to develop and evaluate interventions to support students from WP backgrounds in medicine. This study has demonstrated how an intervention development framework (BCW) using a theoretical base can be used to develop interventions for students from WP backgrounds. Two intervention ideas were developed from the research and were designed to promote support seeking, social connection and a sense of belonging in students from WP backgrounds.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143818434","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":"Utility of Portable Fundus Camera in Teaching Direct Ophthalmoscopy to Medical Students","authors":"Ching-Kit Tsui,&nbsp;Yuxian Zou,&nbsp;Zhenzhen Liu,&nbsp;Yiqing Li,&nbsp;Rongxin Chen","doi":"10.1111/tct.70093","DOIUrl":"https://doi.org/10.1111/tct.70093","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Direct ophthalmoscopy (DO) an essential skill for junior doctors. DO allows for quick and effective fundus examinations to detect life- and vision-threatening diseases. However, medical students often find it difficult to master DO due to the challenges associated with fundus visualisation. Innovative and effective approaches are needed at the undergraduate level to improve the acceptance and proficiency of DO.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In 2023–2024, 79 fourth-year medical students participated in a study to evaluate the acceptance and effectiveness of a new teaching approach using a portable fundus camera (PFC) during weekly ophthalmology clerkships. This study compared the PFC-assisted teaching method with the traditional DO teaching method.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p><b>The participants were allocated into two groups, with 40 in Group A and 39 in Group B.</b> They attended traditional DO and PFC-assisted modules separately in session one and then crossed over in session two. Questionnaires evaluated perceived ease of use (PEOU), perceived usefulness (PU), confidence and satisfaction at the end of the sessions. All students completed the DO performance using standard patient and fundus photointerpretation assessments and compared with previous non-intervention group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The integration of PFC-assisted teaching into the ophthalmology curriculum effectively addressed traditional barriers to learning DO, fostering confidence and skill acquisition in medical students. The blended approach of combining technology with traditional teaching facilitated a more comprehensive learning experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>PFC-assisted teaching provided an innovative and effective strategy for improving DO training. We would advocate for similar approach may help students to find out the zone of proximal development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143818435","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":"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,&nbsp;Jonathon Foggin,&nbsp;Phillipa Davies,&nbsp;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}