Clinical Teacher最新文献

{"title":"Beyond the Hype: A Scoping Review of TikTok's Potential and Pitfalls in Clinical Education","authors":"Hester Lacey,&nbsp;Sara Donetto,&nbsp;Jim Price,&nbsp;Wajeeha Aziz","doi":"10.1111/tct.70413","DOIUrl":"10.1111/tct.70413","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Multimedia, including TikTok, is increasingly predominant for asynchronous and synchronous learning. This scoping review aimed to determine the role of TikTok for clinical education, including assessment of learning benefits, limitations, accessibility, acceptability and feasibility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a scoping review following Joanna Briggs Institute's (JBI) guidelines. Literature eligibility criteria included any literature discussing TikTok for clinical education. Findings were narratively synthesised on a bespoke data collection tool and analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>This review highlighted both strengths and risks relating to TikTok for clinical education. Identified strengths included benefits for student engagement and enjoyment from learning, improving accessibility and acceptability of learning content and opportunities for advocacy and outreach. The scope of educational opportunities included direct learning of clinical information, academic discourse and dissemination and professional networking. Learning benefits related to integrative multimedia pedagody and reduction of learner cognitive load, which optimised the learning potential from content viewed. Benefits detailed were predominantly conceptual, with a lack of studies analysing TikTok educational use and risk of bias from studies high. Risks and challenges relating to TikTok were notable, including cybersecurity, misinformation, addiction and exploitation risks from social media use, as well as a lack of professional guidance and legislation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While TikTok has potential, its integration into clinical education remains limited by risks. Ethical considerations limit the feasibility and justifiability of learner and educator use. Without formal legislation, governance, resource provision and training, the use of TikTok by clinical educators is practically unrealistic and offers unacceptable educational, academic, personal and professional risks to both learners and educators.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13069437/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147655446","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":"The Surgical Placement Experience: Navigating A New Learning Approach as Medical Students","authors":"Tengyu Zhao,&nbsp;Melden Darrell Barcelona","doi":"10.1111/tct.70417","DOIUrl":"10.1111/tct.70417","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647734","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":"Artificial Intelligence Use in Problem-Based Learning: Implications for Clinical Reasoning","authors":"Michal Feigis,&nbsp;Elaine Burke","doi":"10.1111/tct.70425","DOIUrl":"10.1111/tct.70425","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647745","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":"How to Teach Generative Artificial Intelligence in Undergraduate Medical Education","authors":"Eva Feigerlova","doi":"10.1111/tct.70420","DOIUrl":"10.1111/tct.70420","url":null,"abstract":"<p>Generative artificial intelligence (AI) refers to computational systems capable of analysing data, recognising patterns and generating outputs that may support decisions. In healthcare, AI has the potential to improve diagnostic accuracy and provide clinical decision support. As AI becomes ubiquitous in clinical workflows, clinical teachers must be prepared not only to use AI tools but also to interpret, appraise and oversee their outputs safely and effectively. However, evidence indicates that medical curricula have not kept pace with technological adoption; structured AI education remains sparse or inconsistent across institutions. To address this gap, educators must define what medical students should learn about AI and how to teach it. Whereas existing literature defines what learners should know about AI, our work provides a pragmatic framework for how they should learn to use it in practice. By integrating verification, critical appraisal and ethical reflection into everyday clinical teaching, our workflow offers a scalable and adaptable model for preparing future clinicians to engage safely and responsibly with generative AI.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13063796/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640779","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":"Core + Clusters: A Practical Clinical Reasoning-Based Toolkit for Revitalizing Physical Diagnosis Training","authors":"Deepthiman Gowda,&nbsp;Ronald C. Silvestri,&nbsp;Benjamin Blatt,&nbsp;Lynn Kosowicz,&nbsp;Asra R. Khan,&nbsp;Ananya Gangopadhyaya","doi":"10.1111/tct.70416","DOIUrl":"10.1111/tct.70416","url":null,"abstract":"<div>\u0000 \u0000 <p>The way we teach physical diagnosis needs to be revitalized. Medical students now see patients in their first year, and the traditional head-to-toe physical exam (HTTE) can be overwhelming with its over 100 manoeuvres and does not give learners physical exam readiness for early clinical work. We have developed and implemented <b>Core + Clusters (C + C)</b>. C + C begins with a streamlined <b>Core Exam</b>, with approximately 40 manoeuvres, that prepares learners for early clinical experiences. <b>Diagnostic Clusters</b>, the second component of C + C, are sets of history-taking questions and physical examination manoeuvres critical to discriminating among diagnoses in common clinical presentations. They build on prior education models by combining hypothesis-driven history-taking with hypothesis-driven physical examination to better resemble clinical practice. The C + C model is feasible, requires resources similar to those used in the HTTE curriculum and is flexible enough to adapt to the curricula of diverse institutions. In this paper we offer a C + C toolkit which describes the C + C components, gives examples of curricular implementation and shares lessons we have learned from over 10 years of experience with C + C.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640837","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":"AI in the Classroom: Navigating ChatGPT in Case-Based Learning","authors":"Nabilah Maher Chowdhury","doi":"10.1111/tct.70415","DOIUrl":"10.1111/tct.70415","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147629416","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":"Identifying Themes in the Knowledge and Attitudes of UK Healthcare Professionals Towards Transgender and Nonbinary Patients: An Evidence Review","authors":"Amy Martin,&nbsp;Louise Preston","doi":"10.1111/tct.70367","DOIUrl":"10.1111/tct.70367","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Trans (trans) is an umbrella term referring to diverse gender identities including transgender and nonbinary. Trans people have faced discrimination in healthcare settings as demonstrated in research reporting the experiences of trans patients. There is limited UK-based literature on this topic, particularly from healthcare professional (HCP) perspectives. This review draws together existing evidence on themes in the attitudes and knowledge of HCPs towards trans patients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this evidence review, a systematic search was conducted of multiple key databases using key concepts: (1) transgender, (2) attitudes and (3) healthcare professionals. Reflexive thematic analysis was used to analyse the qualitative data and narrative synthesis for the quantitative data. MMAT checklists were used to critically appraise the data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>After thematic analysis of 14 articles, five themes were developed: (1) discriminatory attitudes towards trans patients, (2) knowledge gaps and training needs, (3) uncertainty around caring for trans patients, (4) impact of HCP knowledge and attitudes on trans patients, (5) trans inclusive attitudes of HCPs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The main themes were interlinked: Discriminatory attitudes (Theme 1) were connected to knowledge gaps (Theme 2), which were linked with uncertainty (Theme 3), ultimately all negatively impacting trans patients (Theme 4). Recommendations such as embedding trans healthcare education in HCP curriculums and implementing trans-inclusive policy were made. Recommendations from these findings aim to contribute to a more trans-inclusive healthcare culture where trans patients feel welcome instead of stigmatised and can build trusting HCP–patient relationships with positive consequences for patient care.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13051252/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147625118","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":"The GEMstone Maze: Gamification of Medical Skills and Knowledge","authors":"K. Matthews,&nbsp;J. Matthews,&nbsp;J. Davies,&nbsp;M. Waddington,&nbsp;A. Da Silva","doi":"10.1111/tct.70411","DOIUrl":"10.1111/tct.70411","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147629457","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":"Positive Insights on Student Research Engagement in Academic Undergraduate General Practice: A Mixed Methods Study","authors":"Nandakumar Ravichandran,&nbsp;Crea Carberry,&nbsp;Nia Clendennen,&nbsp;John Broughan,&nbsp;Geoff McCombe,&nbsp;Walter Cullen","doi":"10.1111/tct.70409","DOIUrl":"10.1111/tct.70409","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research engagement during medical school enhances students' critical thinking, research skills, and competitiveness for future careers. The University College Dublin (UCD) Student Summer Research Awards (SSRA) programme provides undergraduate medical students with an opportunity to undertake supervised research projects. This study aimed to evaluate the feasibility and acceptability of the SSRA General Practice programme among medical students engaged in primary care research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed-methods study was conducted, including a secondary analysis of programme participation data (2016–2024) and a self-administered survey distributed to former SSRA participants. Quantitative data were analysed using IBM SPSS Version 27, whereas qualitative responses were examined through thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 82 applicants, 45 students (54.8%) were selected for the SSRA General Practice programme, with 44 (97.7%) successfully completing it. Research dissemination was high, with 40 (90.9%) participants presenting at SSRA Poster Night and having their abstracts published. Additionally, 16 (36.4%) published in scientific journals, and 29 (65.9%) presented at national and international conferences. Among 18 survey respondents, the majority reported increased research skills (77.8%), satisfaction with supervision (77.8%), enhanced motivation for research (50.0%) and general practice careers (55.6%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The GP SSRA programme has demonstrated positive outcomes by increasing student engagement in research and reported greater interest in primary care research and general practice. Future efforts should focus on increasing funding, supervisor involvement and integrating structured research training into the medical curriculum.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13050675/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147625193","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":"The Prioritisation Problem: Newly Qualified Doctors‘ Perceptions of Undergraduate Task Prioritisation Training at the University of Leeds","authors":"Abby Chisholm","doi":"10.1111/tct.70406","DOIUrl":"10.1111/tct.70406","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147596643","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}