Clinical Teacher最新文献

{"title":"ChatGPT: A Useful Tool for Medical Students in Radiology Education?","authors":"Musab Sirag,&nbsp;Brian M. Moloney","doi":"10.1111/tct.70220","DOIUrl":"10.1111/tct.70220","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Large language models (LLMs) such as ChatGPT are increasingly being explored as educational tools in medical education, particularly in radiology. This study evaluated the accuracy of ChatGPT in recommending appropriate imaging investigations across diverse clinical scenarios, with a focus on its potential as an educational tool for medical students and junior doctors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>ChatGPT-4 (March 2024 version) was presented with a 12-case questionnaire derived from the American College of Radiology's Appropriateness Criteria (ACR-AC). One topic was selected from each of 10 diagnostic sections and two from the interventional section. The model's recommendations were compared with those published by the ACR-AC, which are based on expert consensus. The same questionnaire was also completed by 160 final-year medical students and junior doctors, and their collective performance was compared to ChatGPT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>ChatGPT achieved a 100% concordance rate (12/12 scenarios) with expert panel recommendations. In contrast, the student/doctor cohort achieved a 68.0% concordance rate. The difference was statistically significant (<i>p</i> &lt; 0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>ChatGPT demonstrated high accuracy in recommending appropriate imaging investigations in a structured, guideline-based setting. These findings suggest that LLMs may serve as a valuable adjunct in radiology education, particularly in supporting imaging decision making among less experienced clinicians. However, further validation in real-world clinical environments is warranted.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145208154","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":"Clinical Documentation Skills: Insights From Resident Doctors","authors":"Jack Slade,&nbsp;Alysha Hussain","doi":"10.1111/tct.70218","DOIUrl":"10.1111/tct.70218","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145194029","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":"Expanding perspectives on Clinical Teaching Fellowships","authors":"Alysha Hussain,&nbsp;Jack Slade","doi":"10.1111/tct.70224","DOIUrl":"10.1111/tct.70224","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145194039","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":"Indigenous Elders and Academic Leaders' Perspectives on Training Residents to Work With Indigenous Populations: A Constructivist Grounded Theory Study","authors":"Marghalara Rashid,&nbsp;Wayne Clark,&nbsp;Jessica L. Foulds,&nbsp;Ida John,&nbsp;Julie Nguyen,&nbsp;Ming-Ka Chan,&nbsp;Pamela Roach,&nbsp;Melanie Morris,&nbsp;Molly Whalen-Browne,&nbsp;Sarah Forgie","doi":"10.1111/tct.70219","DOIUrl":"10.1111/tct.70219","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Indigenous populations continue to experience healthcare inequities due in large part to the ongoing impacts of colonization. A literature review revealed that postgraduate educational interventions can help reduce inequities, including cultural safety training and formal Indigenous training curricula for residents. However, it was noted that these interventions are not part of many training programmes, and the voices of Indigenous communities were often absent in the creation of cultural safety curricula. This study aimed to explore ways to improve postgraduate training and better prepare residents to care for Indigenous patients from the perspectives of Indigenous elders and academic leaders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A constructivist grounded theory approach was employed to organize and interpret the data. Interviews employed conversational methods, including open-ended, semistructured interview questions, to facilitate conversation with the study participants. Theoretical sampling was used to recruit Indigenous elders (<i>n</i> = 4) and academic leaders (<i>n</i> = 16) across two provinces in Canada. Data were transcribed and subsequently entered as verbatim transcripts to facilitate data analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The analysis revealed the following themes with numerous subthemes: (1) Helping faculty on their journey of truth, reconciliation and unlearning; (2) leading by example and with humility; (3) compensation for Indigenous curriculum-related activities acknowledges the value of Indigenous colleagues; and (4) clinical practice is enriched by the integration of Indigenous approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Residency programmes should ensure that the necessary supports are available for faculty and academic leaders who aim to develop and implement Indigenous curricula. Providing resources to academic leaders is vital for the successful implementation of Indigenous curricula.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193998","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":"An Online Repository of Teaching Scripts: Leveraging Group Wisdom for Teaching","authors":"Lindsay Weiss,&nbsp;Courtney Byrd,&nbsp;Sunita Hemani,&nbsp;H. Barrett Fromme","doi":"10.1111/tct.70221","DOIUrl":"https://doi.org/10.1111/tct.70221","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Experienced clinical educators often use teaching scripts developed over time to teach frequently encountered clinical topics. Teaching scripts are structured, evidence-based tools that enhance clinical education by providing concise, high-yield learning points during patient rounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A team of paediatric hospitalists (inpatient attendings) and trainees developed a large repository of online teaching scripts to offer pre-created, evidence-based teaching approaches for the inpatient setting. This repository is located on the American Academy of Paediatrics (AAP) Section on Hospital Medicine (SOHM) website. Clinicians around the nation (and globally) were invited to submit teaching scripts incorporating evidence-based, high-yield teaching points and strategies. Each script underwent review by multiple members of the AAP SOHM Teaching Script Subcommittee to ensure accuracy, usability, and novelty. Currently, there are over 60 teaching scripts published on the website, each with a link for feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Between 2019 and 2021, the repository received 6652 page views. Survey data show that 97% of users found the scripts beneficial for improving their teaching effectiveness, 84% planned to use them and 76% expressed interest in creating their own script.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>A national repository of peer-reviewed teaching scripts is useful to offer readily accessible, high-quality educational resources. This initiative enhances teaching efficiency, supports faculty development and provides a scalable model for medical education. Future studies should assess the impact on learner comprehension and patient outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146518","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":"An Educational Evaluation of Medical Students' Attitudes Towards Intellectual Disability","authors":"Maja Donaldson,&nbsp;Molly Hebditch,&nbsp;Nina Arnesen,&nbsp;Penny Geer,&nbsp;James Fallon,&nbsp;Sarah Stringer,&nbsp;Stephanie Daley","doi":"10.1111/tct.70214","DOIUrl":"https://doi.org/10.1111/tct.70214","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There are 1.5 million people with intellectual disability living in the United Kingdom. It is recognised that people with intellectual disability are a marginalised group whose health experiences and outcomes are lower than those without intellectual disabilities. A contributing factor is a lack of knowledge and skills in the medical workforce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>One medical school in England sought to address this challenge by developing an Intellectual Disability Training session for fourth-year medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We sought to assess the impact of the new Intellectual Disability Training session on student attitudes towards people with intellectual disability and student satisfaction with the session. All students were invited to take part in this evaluation prior to completion of the mandatory Intellectual Disability Training. Students were asked to a complete a pre-post attitude questionnaire and a satisfaction survey. One hundred eighty students participated in the evaluation out of a cohort of 210 students. Paired outcome data were collected for 113 students. A significant increase in attitude scores was found in four of the five factors (discomfort, emotional, knowledge of capacity/rights and behaviour). Feedback from the session has identified positive aspects, as well as areas for development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This evaluation has identified that an Intellectual Disability Training session can positively impact student attitudes towards people with intellectual disabilities. Such programmes could be implemented more widely at undergraduate level to enhance the future care delivery to this marginalised group of people.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70214","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146572","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":"Editorial: The Patient/Consumer Voice in Health Professional Education","authors":"Jill Thistlethwaite,&nbsp;Angela Towle,&nbsp;Carolyn Canfield","doi":"10.1111/tct.70215","DOIUrl":"https://doi.org/10.1111/tct.70215","url":null,"abstract":"&lt;p&gt;Twenty years ago, the first conference ‘Where's the patient voice in health professional education?’ was held in Vancouver, Canada. This was followed in 2015 by a second iteration that resulted in the Vancouver Statement on the patient voice [&lt;span&gt;1&lt;/span&gt;], a document that identified nine priorities for action in the areas of policy, recognition and support, innovation, research and evaluation, and dissemination and knowledge exchange.&lt;/p&gt;&lt;p&gt;This year, November 2025, the third conference will consider what has been achieved in patient participation in health professional education (HPE) in the last two decades. There have been great advances in patient and public participation in health services research [&lt;span&gt;2&lt;/span&gt;] and there is a growing literature on consumer engagement in health care delivery and its outcomes. With regard to HPE we stress that the patient voice is an active partnership in which patients are involved in one or more of education development, curriculum co-design, facilitation of learning, feedback dialogue and assessment [&lt;span&gt;3&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;This virtual issue of The Clinical Teacher complements the conference's theme and highlights the diversity of work being carried out globally to ensure that the patient's voice is being heard and is sparking innovation. The papers stress the active patient voice rather than activities involving patient cases or engaging with lived patient experiences where patients had no other role than providing their stories. While most papers focus on the global north, Jawwad and colleagues' qualitative study explored patient involvement in health professional education in Pakistan, emphasising the need to respect cultural contexts and diversity [&lt;span&gt;4&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;Co-production of curriculum and co-design of education are important and relatively new processes that feature in the articles. For example, the involvement of patients in curriculum co-production, where patients are equal partners with faculty and students, helped enrich content and provided an important patient perspective in an innovation at the University of Leicester Medical School (UK) [&lt;span&gt;5&lt;/span&gt;]. Patients' involvement in a pharmacy-based simulation from co-design to debriefing was shown to promote inclusive communication and enhance the authenticity of scenarios [&lt;span&gt;6&lt;/span&gt;]. Advocacy groups were recruited to co-design a perinatal bereavement programme for medical students in Ireland [&lt;span&gt;7&lt;/span&gt;]. Brand and colleagues from Australia provide a guide to co-design of education, stressing the need for institutional and infrastructure support to ensure success and the importance of authentic perspectives [&lt;span&gt;8&lt;/span&gt;]. These examples of patient partnership are underpinned by patient lived experience along with feedback to facilitate open dialogue between patients and professionals, both clinicians and educators. Not all professionals are skilled in eliciting and acting on such feedback, but training can help","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70215","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146573","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 Educational Evaluation of Medical Students' Attitudes Towards Intellectual Disability","authors":"Maja Donaldson,&nbsp;Molly Hebditch,&nbsp;Nina Arnesen,&nbsp;Penny Geer,&nbsp;James Fallon,&nbsp;Sarah Stringer,&nbsp;Stephanie Daley","doi":"10.1111/tct.70214","DOIUrl":"https://doi.org/10.1111/tct.70214","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There are 1.5 million people with intellectual disability living in the United Kingdom. It is recognised that people with intellectual disability are a marginalised group whose health experiences and outcomes are lower than those without intellectual disabilities. A contributing factor is a lack of knowledge and skills in the medical workforce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>One medical school in England sought to address this challenge by developing an Intellectual Disability Training session for fourth-year medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We sought to assess the impact of the new Intellectual Disability Training session on student attitudes towards people with intellectual disability and student satisfaction with the session. All students were invited to take part in this evaluation prior to completion of the mandatory Intellectual Disability Training. Students were asked to a complete a pre-post attitude questionnaire and a satisfaction survey. One hundred eighty students participated in the evaluation out of a cohort of 210 students. Paired outcome data were collected for 113 students. A significant increase in attitude scores was found in four of the five factors (discomfort, emotional, knowledge of capacity/rights and behaviour). Feedback from the session has identified positive aspects, as well as areas for development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This evaluation has identified that an Intellectual Disability Training session can positively impact student attitudes towards people with intellectual disabilities. Such programmes could be implemented more widely at undergraduate level to enhance the future care delivery to this marginalised group of people.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70214","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146352","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":"Editorial: The Patient/Consumer Voice in Health Professional Education","authors":"Jill Thistlethwaite,&nbsp;Angela Towle,&nbsp;Carolyn Canfield","doi":"10.1111/tct.70215","DOIUrl":"https://doi.org/10.1111/tct.70215","url":null,"abstract":"&lt;p&gt;Twenty years ago, the first conference ‘Where's the patient voice in health professional education?’ was held in Vancouver, Canada. This was followed in 2015 by a second iteration that resulted in the Vancouver Statement on the patient voice [&lt;span&gt;1&lt;/span&gt;], a document that identified nine priorities for action in the areas of policy, recognition and support, innovation, research and evaluation, and dissemination and knowledge exchange.&lt;/p&gt;&lt;p&gt;This year, November 2025, the third conference will consider what has been achieved in patient participation in health professional education (HPE) in the last two decades. There have been great advances in patient and public participation in health services research [&lt;span&gt;2&lt;/span&gt;] and there is a growing literature on consumer engagement in health care delivery and its outcomes. With regard to HPE we stress that the patient voice is an active partnership in which patients are involved in one or more of education development, curriculum co-design, facilitation of learning, feedback dialogue and assessment [&lt;span&gt;3&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;This virtual issue of The Clinical Teacher complements the conference's theme and highlights the diversity of work being carried out globally to ensure that the patient's voice is being heard and is sparking innovation. The papers stress the active patient voice rather than activities involving patient cases or engaging with lived patient experiences where patients had no other role than providing their stories. While most papers focus on the global north, Jawwad and colleagues' qualitative study explored patient involvement in health professional education in Pakistan, emphasising the need to respect cultural contexts and diversity [&lt;span&gt;4&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;Co-production of curriculum and co-design of education are important and relatively new processes that feature in the articles. For example, the involvement of patients in curriculum co-production, where patients are equal partners with faculty and students, helped enrich content and provided an important patient perspective in an innovation at the University of Leicester Medical School (UK) [&lt;span&gt;5&lt;/span&gt;]. Patients' involvement in a pharmacy-based simulation from co-design to debriefing was shown to promote inclusive communication and enhance the authenticity of scenarios [&lt;span&gt;6&lt;/span&gt;]. Advocacy groups were recruited to co-design a perinatal bereavement programme for medical students in Ireland [&lt;span&gt;7&lt;/span&gt;]. Brand and colleagues from Australia provide a guide to co-design of education, stressing the need for institutional and infrastructure support to ensure success and the importance of authentic perspectives [&lt;span&gt;8&lt;/span&gt;]. These examples of patient partnership are underpinned by patient lived experience along with feedback to facilitate open dialogue between patients and professionals, both clinicians and educators. Not all professionals are skilled in eliciting and acting on such feedback, but training can help","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70215","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146354","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 Online Repository of Teaching Scripts: Leveraging Group Wisdom for Teaching","authors":"Lindsay Weiss,&nbsp;Courtney Byrd,&nbsp;Sunita Hemani,&nbsp;H. Barrett Fromme","doi":"10.1111/tct.70221","DOIUrl":"https://doi.org/10.1111/tct.70221","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Experienced clinical educators often use teaching scripts developed over time to teach frequently encountered clinical topics. Teaching scripts are structured, evidence-based tools that enhance clinical education by providing concise, high-yield learning points during patient rounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A team of paediatric hospitalists (inpatient attendings) and trainees developed a large repository of online teaching scripts to offer pre-created, evidence-based teaching approaches for the inpatient setting. This repository is located on the American Academy of Paediatrics (AAP) Section on Hospital Medicine (SOHM) website. Clinicians around the nation (and globally) were invited to submit teaching scripts incorporating evidence-based, high-yield teaching points and strategies. Each script underwent review by multiple members of the AAP SOHM Teaching Script Subcommittee to ensure accuracy, usability, and novelty. Currently, there are over 60 teaching scripts published on the website, each with a link for feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Between 2019 and 2021, the repository received 6652 page views. Survey data show that 97% of users found the scripts beneficial for improving their teaching effectiveness, 84% planned to use them and 76% expressed interest in creating their own script.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>A national repository of peer-reviewed teaching scripts is useful to offer readily accessible, high-quality educational resources. This initiative enhances teaching efficiency, supports faculty development and provides a scalable model for medical education. Future studies should assess the impact on learner comprehension and patient outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146574","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}