Clinical Teacher最新文献

{"title":"Formalising Question Management Groups: A Critical Constituent of High-Quality Undergraduate Assessment","authors":"Hemant Maraj, Imran Jawaid","doi":"10.1111/tct.70499","DOIUrl":"10.1111/tct.70499","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148815209","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":"Integration of Clinical Case Scenarios With Anatomical Dissection Teaching—Is Recall Improved Among Medical Students?","authors":"Lauren E. E. Murphy","doi":"10.1111/tct.70497","DOIUrl":"https://doi.org/10.1111/tct.70497","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is ongoing debate about how best to deliver anatomy teaching in a modern medical curriculum. Some studies suggest that the separation of basic sciences and clinical teaching can impact students' confidence in anatomy, which has potential long-term implications on their medical career. This suggests new pedagogic approaches to improve anatomy teaching may be beneficial. This study aimed to establish if integrating a clinical case into anatomy practical classes would improve students' anatomy recall compared to anatomy teaching alone.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A ten minute clinical scenario was developed, which focused on the typical history, examination, investigations and management of a hip fracture patient. Medical students (<i>n</i> = 220) currently studying lower limb anatomy were randomised by pre-assigned anatomy groups to become intervention or control. In the intervention group, students received the clinical case teaching, followed by their anatomy session. In the control group, students attended the anatomy session. Students in both groups were then assessed on hip anatomy. The intervention group also gave their perception of the clinical case.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>This study showed that participants who received integrated teaching performed significantly better in the anatomy recall test (3.64 SD ± 0.574) than whose who had anatomy teaching only (1.95 SD ± 0.994) (chi² = 185.51, <i>p</i> &lt; 0.00001). Most participants (93.5%; 101/108) strongly agreed/agreed that integrating clinical cases into anatomy teaching benefited their learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These results suggest that students' anatomy recall may be improved by integrating clinical cases and anatomy teaching. It also suggests that students found this approach beneficial for their learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784032","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":"Cotton Candy Feedback: How Feedback Systems Can Undermine the Clinical Growth They Intend to Support","authors":"Ulf Ebeling,&nbsp;Alexandra Androni","doi":"10.1111/tct.70479","DOIUrl":"https://doi.org/10.1111/tct.70479","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784031","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":"The Promises and Perils of Clinical Decision Support Artificial Intelligence","authors":"Jorge Cervantes,&nbsp;Bhavya Vashi","doi":"10.1111/tct.70498","DOIUrl":"https://doi.org/10.1111/tct.70498","url":null,"abstract":"<div>\u0000 \u0000 <p>Evidence-based clinical decision support artificial intelligence (AI) is rapidly expanding, but its safe and effective use depends on rigorous validation, trustworthy evidence sources and careful integration into clinical workflows. Current available systems show strong potential to improve diagnostic accuracy, reduce clinician workload and possibly benefit patient care, but challenges remain before its real-world adoption. We must be responsible in its integration to ensure AI truly strengthens clinical judgment. This article is a viewpoint of AI tools for clinical decision support, addressing a rapidly evolving field and provides insights that are useful for clinicians and educators in clinical settings. When used within appropriate medical training, AI may help augment diagnostic accuracy and improve efficiency. Nevertheless, while AI offers promising features, it also presents ethical and reliability challenges, which may negatively affect the medical professional identity.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148783589","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":"From the Individual to the Ecosystem: An Institutional Framework for the Career Sustainability of Early-Career Health Professions Faculty","authors":"Emerson Roberto dos Santos,&nbsp;Matheus Querino da Silva,&nbsp;João Daniel de Souza Menezes,&nbsp;William Donegá Martinez,&nbsp;Maysa Alahmar Bianchin,&nbsp;Júlio Cesar André","doi":"10.1111/tct.70496","DOIUrl":"https://doi.org/10.1111/tct.70496","url":null,"abstract":"<div>\u0000 \u0000 <p>The career sustainability of early-career faculty in the health professions is often framed as a matter of individual resilience, a perspective that obscures institutional determinants of ill-being and attrition. We argue that retention and thriving depend on an institutional ecosystem that integrates structured mentoring, psychopedagogical support and formal recognition of faculty work. Drawing on recent evidence on burnout, resilience and career development in academic medicine, we propose the Health Professions Faculty Career Sustainability Institutional Ecosystem (EISCD-Health) and the Faculty Institutional Resilience Index (IRID-Health). We describe causal mechanisms for each axis, formulate testable predictions and outline a phased implementation agenda guided by gender and racial equity, offering clinical teachers and institutional leaders concrete levers and metrics to make early-career faculty careers more sustainable and just.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754172","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":"Assessment of Interprofessional Competencies in Primary Health Care: A Scoping Review","authors":"Ana Caroline Machado,&nbsp;Alessandra da Silva Kulkamp,&nbsp;Ana Paula Rocha,&nbsp;Ana Paula Veber,&nbsp;Fernanda Manzini,&nbsp;Isabel Cardoso de Carvalho,&nbsp;Mareni Rocha Farias,&nbsp;Marina Raijche Mattozo Rover,&nbsp;Marselle Nobre de Carvalho,&nbsp;Silvana Nair Leite","doi":"10.1111/tct.70491","DOIUrl":"https://doi.org/10.1111/tct.70491","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Interprofessional education (IPE) and interprofessional collaborative practice (IPCP) are essential strategies for developing the necessary interprofessional competencies (IPC) for collaborative practice. While self-assessment tools measuring IPC are widely used in educational settings, their application in primary health care (PHC) is limited. This study aimed to identify and analyse the available tools for assessing IPC in PHC, highlighting their characteristics and applicability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review was conducted by searching eight databases. Data extracted included publication details and descriptions of assessment tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The search identified 981 records, of which 21 studies describing 15 different assessment tools were included. Most studies were published between 2016 and 2024, conducted primarily in the United States, and involved professionals from Nursing, Medicine and Pharmacy. The tools were mainly based on the Interprofessional Education Collaborative (IPEC) Core Competencies and the Canadian Interprofessional Health Collaborative frameworks, underscoring their established role as key references for IPC. Common assessed domains and competencies included roles and responsibilities, teamwork and collaboration and interprofessional communication. Additionally, some tools incorporated competencies related to community centred care, collaborative leadership and public health, indicating their potential relevance to PHC.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This review provides a comprehensive overview of the IPC assessment tools used in primary health settings, offering insights into the diversity of evaluation methods. Faculty, health professionals and researchers should identify the most appropriate tool according to the context in which it will be used, ensuring its applicability and the generation of results that will contribute to the enhancement of IPE and IPCP.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70491","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148753642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Practical Tutorial for Creating and Sharing Student-Led Educational Podcasts in Medical Education: The PodBases Experience","authors":"Orlando Carlos Conceição-Neto,&nbsp;Frederico Medeiros Rosas da Silva,&nbsp;Erika Verissimo Villela,&nbsp;Paula Borges de Andrade Lemes,&nbsp;João Pedro Gotti Ferreira,&nbsp;Chiara Gurgel Fonseca Alberti,&nbsp;Luma Peralta Calazans,&nbsp;Fernanda Maria Afonso Mitidieri Canelas","doi":"10.1111/tct.70493","DOIUrl":"10.1111/tct.70493","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical biochemistry and molecular genetics stand out as some of the most demanding courses for first-year medical students, who often require repeated exposure to complex pathways and molecular processes. To provide additional support in this early stage of training, we created PodBases, a peer-led educational podcast integrated into an academic mentoring program and made available through a widely accessible global audio-streaming platform. The goal was to offer brief, clinically oriented episodes that reinforced key concepts and complemented traditional teaching.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The initiative followed a defined workflow involving close collaboration between student tutors and faculty. Tutors prepared scripts aligned with the weekly course content, which were subsequently reviewed for accuracy. Recordings were made using smartphones and edited with freely accessible audio-editing tools and published on a podcast-hosting service. We documented the entire process to create a practical tutorial that facilitates replication in similar educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Between May 2023 and January 2026, 30 episodes were published, reaching 13,050 streams across 16 countries. Student feedback highlighted the usefulness of the podcast during commutes and study sessions. Mentors reported skill development in communication, simplification of content and teamwork.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>PodBases demonstrates that student-generated podcasts can effectively complement traditional teaching by reinforcing core topics, supporting learner autonomy, enhancing comprehension and developing tutors' pedagogical skills. The experience suggests that peer-led digital resources can enhance comprehension while promoting engagement and professional growth in the foundational years of training.</p>\u0000 \u0000 <p><b>Trial Registration:</b> Not applicable</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708701","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":"Longitudinal Clinical Debrief in an Undergraduate Medical Programme","authors":"Susan Harris,&nbsp;Aaron Drovandi,&nbsp;Shireen Tahir,&nbsp;Sarah Merrifield","doi":"10.1111/tct.70494","DOIUrl":"10.1111/tct.70494","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Explicit teaching of clinical reasoning to medical students can be difficult to achieve, though may be facilitated through structured clinical debrief sessions supporting student discussions of case studies and placement experiences. This study aimed to understand student perceptions of the value of clinical debrief throughout their curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A scaffolded series of clinical debrief sessions were incorporated into Years 1, 3 and 5 of a 5-year UK undergraduate medical programme. Sessions are increasingly complex across year-levels and continuously improved across academic years according to student feedback. Each session receives student feedback through Likert-scale and open-ended questions on the session and their facilitating tutor, which were consolidated and analysed using descriptive statistics and AI-assisted conceptual content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>From over 8000 responses across the three year-levels and nine academic years, clinical debrief was positively viewed across all cohorts, with increasing perceived value for Year 3 students, though some decrease in perceptions for Year 5 students. Earlier year students emphasised the value for their communication and clinical reasoning skills, while later year students valued the ethical and medico-legal skill development and preparing for practice as a doctor. Tutors across all year levels were perceived highly for their contributions to an inclusive and effective learning environment and reducing professional isolation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Scaffolded clinical debrief is positively viewed by undergraduate medical students across year levels, with perceived contributions to skill development influenced by year level. Development and implementation of clinical debrief require design aligning to student experiences and expectations, with effective tutor training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70494","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708805","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 Content Validation of Entrustable Professional Activities for Community Pharmacy Practice Experiences in Brazil","authors":"Luciana Flavia de Almeida Romani,&nbsp;Marina Guimaraes Lima","doi":"10.1111/tct.70495","DOIUrl":"10.1111/tct.70495","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Entrustable Professional Activities (EPAs) have been adopted in community pharmacy practice experiences, but there are no studies describing the development and validation of EPAs in contexts before their implementation. This study aimed to develop and validate the content of EPAs for community pharmacy practice experiences in Brazil.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A multi-stage research approach based on established theoretical frameworks for EPA development was employed. Stages included: (1) team formation and preparation; (2) identification and adaptation of a validated quality assessment tool (Queen's EPA Quality—EQual) for the Brazilian context; (3) drafting EPAs by mapping Brazilian national competencies to established EPAs of the United States of America, and adapting them linguistically and contextually; (4) two rounds of expert content validation utilizing the EQual rubric in Portuguese.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Seven experts participated in the first round of evaluation; six contributed to the second. Initial assessment of 11 EPAs revealed only two EPAs surpassing all domain-specific and overall quality cut-offs in the EQual tool. The initial list of EPAs was adjusted and sent back for a second round of evaluation. The final list comprised three required EPAs scoring above the EQual rubric's overall and domain-specific cut-offs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This research proposed a list of EPAs for community pharmacy practice experiences to be adopted for the first time, offering a framework to standardize teaching, inform preceptor training, and reliably assess student competency development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70495","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708816","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":"Declining Self-Efficacy in Medical Students: Towards Empirical Testing of Adaptive Recalibration","authors":"Arif Sahin,&nbsp;Lalita Vistari,&nbsp;Melfa Lamria Berliana Lumbantoruan,&nbsp;Dery Purnama Saefudin,&nbsp;Zikri Rahman","doi":"10.1111/tct.70492","DOIUrl":"10.1111/tct.70492","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148681258","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}