Clinical Teacher最新文献

{"title":"TCT editorial: The Clinical Teacher in adolescence","authors":"Jill Thistlethwaite","doi":"10.1111/tct.13792","DOIUrl":"10.1111/tct.13792","url":null,"abstract":"<p>Twenty years of <i>The Clinical Teacher</i> (TCT): a cause for celebration and a time to reminisce. When the first issue of TCT was published in 2004, I was a recent arrival in Australia having left the United Kingdom for an academic post in the north of Queensland. Life was certainly different in the tropics. The new journal was also different to other contemporary scholarly publications in its use of colour and pictures and shorter, more practical articles. The first editorial from John Bligh introduced the ‘magazine’ as ‘focusing on medical education, especially written for teaching clinicians’.<span><sup>1</sup></span></p><p>I have written many times about the importance of context to frame one's teaching and health professional practice for learners and readers. Australia has many similarities to my country of birth, but it took time to understand and work within a non-identical health service and funding model. New arrivals need to be humble, receptive to advice and flexible to meet the needs of the populations they serve. This applies to educators, health professionals and, yes, journals and their editors.</p><p>In 2014, I became co editor-in-chief. In my first editorial, I suggested that TCT was now entering its adolescence. In human terms, adolescence is a period of rapid growth and development leading to maturity. A new editor also brings change, and over the next 2 years, we introduced new article types while emphasising our focus was not now solely medical education but also clinical education for all health professions. We particularly welcomed articles on interprofessional education (IPE), a longstanding passion of mine. There was a move to include more diverse voices, amongst the team of associate editors, and published writers, and on the newly formed editorial advisory group. In addition, we provided more advice about the requirements for ethical approval in relation to health professional education research and evaluation<span><sup>2</sup></span> and more explanatory text during the submission process.</p><p>While certain topics in education are always trending, such as those I mentioned in my first editorial in 2014 (widening participation/equitable access to health professional education; professionalism; assessment of competence), others are mentioned less frequently (e.g., the flipped classroom that became endemic or flopped depending on your point of view<span><sup>3, 4</sup></span>) or debunked (e.g., learning styles<span><sup>5</sup></span>). Newer subjects included podcasts, sustainability, climate change and the use (and abuse) of social media in education.</p><p>The first of our <i>Clinical Teacher's Toolbox</i> by the world-renowned educator David Boud still resonates today with its perennial topic of feedback.<span><sup>6</sup></span> This paper remains one of the most cited pieces in TCT. The second Toolbox gives advice and strategies for including patients (consumers) as educators,<span><sup>7</sup></span> compl","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141899143","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":"Back to the future: The Clinical Teacher (TCT) 20 years on …","authors":"Annette Burgess, Paul E. S. Crampton","doi":"10.1111/tct.13790","DOIUrl":"10.1111/tct.13790","url":null,"abstract":"<p>In 2024, we celebrate the 20th anniversary of The Clinical Teacher (TCT). Established in 2004 by the Association of the Study of Medical Education (ASME)<span><sup>1</sup></span> and Wiley,<span><sup>2</sup></span> and first edited by Professor John Bligh, TCT was designed as a platform to explore ‘<i>the practical issues clinical teachers face in their day to day work’</i>.<span><sup>3</sup></span> Fast-forward, and this aim has certainly stood the test of time. The lay of the land in clinical education continues to change as the needs of adult learners shift and health care delivery evolves, bringing many new challenges and exciting opportunities.</p><p>Over the past 20 years, the health professions education field has changed immeasurably across the world with the ever-increasing numbers of university programmes, education roles and service learning placements. Technological shifts, regulatory reforms and changing patient demographic needs have also revisioned the pedagogic approaches which shape our field. Across 2020 and 2021, editors Professor Jill Thistlethwaite and Dr Aileen Barrett navigated the journal through the Covid-19 pandemic, where clinical teaching rapidly adapted to meet the needs of social distancing requirements in a changing health workforce, fostering innovation. Although online learning was already well accepted across the health professions as a means to increase knowledge,<span><sup>4</sup></span> its effectiveness in skills development had been less explored.</p><p>As co-editors, we are very fortunate to have the opportunity to look back at what has been co-created over time. Many of the subject areas published in the first volume remain topical. For example, ‘Teaching Anatomy without cadavers’<span><sup>5</sup></span> remains a contemporary issue within the modern medical curricula. Once a long-held method of learning in anatomy, whole-body dissection has largely been replaced by cost and time-efficient teaching methods but with little agreement on what works best.<span><sup>6</sup></span> In the first volume of TCT, problem-based learning (PBL) was discussed as a relatively new form of student learning.<span><sup>7</sup></span> Although PBL remains popular, still present in many medical schools, a new contender is team-based learning (TBL). Having gained popularity across the health professions, TBL is seen as a resource efficient strategy among large student cohorts to foster knowledge recall, small group collaboration, large group discussions and feedback.<span><sup>8-10</sup></span> Interprofessional Education (IPE) gained much attention over the years,<span>11-14</span> and both TBL and IPE have emerged as important student-centred pedagogical approaches to prepare health professional students for practice, where a collaborative team environment for patient care is essential.</p><p>TCT has a long history of supporting researchers, nurturing educational leaders and the development of educators through various ac","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13790","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141473342","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":"Correction to “Clinical teaching fellows, the new norm?—Experiences of fellows and education faculty”","authors":"","doi":"10.1111/tct.13788","DOIUrl":"10.1111/tct.13788","url":null,"abstract":"<p>\u0000 <span>Couchman, D</span>, <span>Donnachie, D</span>, <span>Tarr, J</span>, <span>Bull, S</span>. <span>Clinical teaching fellows, the new norm?—experiences of fellows and education faculty</span>. <i>Clin Teach.</i> <span>2022</span>; <span>19</span>(<span>4</span>): <span>299</span>–<span>307</span>. https://doi.org/10.1111/tct.13487</p><p>The original article did not recognise the joint-first authorship of Dan Couchman and Douglas Donnachie. This should have read as Dan Couchman and Douglas Donnachie are joint-first authors.</p><p>We apologise for this error.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13788","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285532","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 clinical education through patient voices","authors":"Waseem Jerjes","doi":"10.1111/tct.13784","DOIUrl":"10.1111/tct.13784","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141077467","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":"Navigating imposter phenomenon: A collective journey towards empowerment","authors":"Zaha Kamran Siddiqui","doi":"10.1111/tct.13783","DOIUrl":"10.1111/tct.13783","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066202","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":"Characterising ableism to promote inclusivity within clinical teaching","authors":"Megan E. L. Brown,&nbsp;Gabrielle M. Finn","doi":"10.1111/tct.13785","DOIUrl":"10.1111/tct.13785","url":null,"abstract":"&lt;p&gt;Ableism largely occupies silent spaces in health professions education (HPE). By this, we mean that discussions of its manifestations and how we can act as a collective to challenge its impact are infrequent and often remain unheard. The silence around naming and characterising ableism hinders progress towards inclusive HPE environments.&lt;/p&gt;&lt;p&gt;Ableism is the production, and reproduction, of social/cultural/economic/political beliefs, practices and norms that devalue and oppress those perceived not to meet these norms.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; This includes discrimination against disabled people. Ableism negatively impacts health and is implicated in systemic barriers to employment and education.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Within HPE, scholars are increasingly recognising the importance of naming, and ‘learning ableism’, by identifying the hidden norms that shape practice.&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; However, as strategies to ‘unlearn’ ableism are not yet well established, it can be challenging for clinical teachers to know where to start in recognising and addressing ableism in practice. The purpose of this article is to summarise high-quality, contemporary scholarship on ableism to promote inclusive practice.&lt;/p&gt;&lt;p&gt;&lt;i&gt;Shaw&lt;/i&gt; et al. &lt;i&gt;(2023)&lt;/i&gt;&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt;: An in-depth study regarding the experiences of autistic medical students within the United Kingdom. The study reports Autistic students face challenges relating to encountering stereotypes, sensory processing and norms relating to socialisation. Significantly, the study advocates for increased understanding and support from medical schools, emphasising the importance of combating ableism.&lt;/p&gt;&lt;p&gt;&lt;i&gt;Hogan&lt;/i&gt; et al. &lt;i&gt;(2019)&lt;/i&gt;&lt;span&gt;&lt;sup&gt;4&lt;/sup&gt;&lt;/span&gt;: Explores the perspectives of disabled communities regarding improving HPE. Emphasises the need for training to be more inclusive and responsive to disabled people's needs, advocating for the integration of disabled people's lived experiences within curriculum to challenge ableist attitudes and practices.&lt;/p&gt;&lt;p&gt;&lt;i&gt;Jain&lt;/i&gt; et al. &lt;i&gt;(2023)&lt;/i&gt;&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt;: This paper highlights the importance of incorporating a JEDI lens within educational &lt;i&gt;research&lt;/i&gt;, with a focus on doing so to understand and challenge ableism. It discusses the complexities of engaging with JEDI issues in research, highlighting how neglecting these can lead to exclusionary practices. The paper encourages readers to actively engage with diverse perspectives and challenge ableism to facilitate inclusive practice.&lt;/p&gt;&lt;p&gt;&lt;i&gt;Singh&lt;/i&gt; et al. &lt;i&gt;(2022)&lt;/i&gt;&lt;span&gt;&lt;sup&gt;6&lt;/sup&gt;&lt;/span&gt;: The authors advocate for a paradigm shift towards embracing disability inclusion. The paper critically examines HPE and how it often portrays and treats disabled people as problematic. An alternative approach is proposed, where disabled trainees are seen and treated as integral to diverse educational communities. To challenge the systemic barriers and ableist attitude","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961196","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":"Sustainable quality improvement: An essential ingredient for sustainability in modern medical curricula?","authors":"Jenna Chambers,&nbsp;Hugh Alberti,&nbsp;Michael Harrison,&nbsp;Nicola Mulgrew","doi":"10.1111/tct.13776","DOIUrl":"10.1111/tct.13776","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Health care delivery contributes a significant carbon footprint in the United Kingdom, and paradoxically climate change is linked to poorer human health outcomes. New General Medical Council (GMC) requirements mandate medical graduates must be able to apply sustainable care to their practice. Implementation of sustainable health care (SHC) teaching is a new challenge for medical schools, and there are several identified barriers including an overcrowded curriculum, lack of expertise within faculties, lack of institutional support and inadequate assessment techniques.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We established a new SHC curriculum spiralling throughout the overall medical curriculum, and as part of this introduced a sustainable quality improvement (susQI) project to our final year cohort. SusQI considers the environmental, social and financial impacts as well as patient and population outcomes. Our students undertook this in their final year GP assistantships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We sought multi-sourced data through focus groups, formal end of placement feedback, informal feedback and external feedback. We applied thematic analysis to focus group transcriptions and triangulated with the other data sources. We identified some common themes: First, susQI was enjoyed and valuable; second, it allowed meaningful participation; third, it created a co-learning environment; and fourth, timing and curriculum placement are important when integrating susQI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>SusQI can implement SHC into the overcrowded medical curriculum in a low cost, low resource manner without the need for experienced faculty. SusQI is empowering for students and grants them an active team role. Expansion into secondary and tertiary care is feasible, and we contend that susQI can be placed in other health care curricula.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13776","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140869613","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":"Building a socially accountable medical school: A layered analysis of the Hackensack Meridian School of Medicine","authors":"Miriam Hoffman,&nbsp;Keith Metzger,&nbsp;Ofelia Martinez","doi":"10.1111/tct.13775","DOIUrl":"10.1111/tct.13775","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>If medicine fundamentally exists to care for the wellbeing of individuals and societies, there should be a direct and comprehensive link between a medical school's social mission and its educational programme. We have not found a description of development or reform that utilises social mission to guide the comprehensive development of the educational programme. As a new school, we utilised a systematic mission-driven approach to develop the curriculum, pedagogical methods and structure of the programme. Using layered analysis, this paper demonstrates how a school's mission can drive all aspects of the educational programme. This supports the transferability of this work to other schools so that they can achieve their unique missions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Layered analysis is used for reporting an intervention through three tiered lenses: philosophies, principles and techniques. This provides a structure to guide implementation and evaluation. It can also be used to transfer the innovation to other contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Each principle guiding the school's development is linked to context specific techniques and drives the focus of programme evaluation. Evaluation approaches using these principles are described, including an example of composite student performance data in a core area of focus.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Through layered analysis of a medical school that developed and implemented a mission-driven curriculum, this can enable other schools to transfer this approach to achieve their missions through the design and implementation of their programmes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861270","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":"Looking forward……","authors":"Annette Burgess,&nbsp;Paul E. S. Crampton","doi":"10.1111/tct.13774","DOIUrl":"10.1111/tct.13774","url":null,"abstract":"<p>As the new joint Editors of <i>The Clinical Teacher</i>, we greatly look forward to engaging health professionals in sharing their innovations and scholarly practices as educators.</p><p>Importantly, we acknowledge the wonderful work of Dr Aileen Barrett as Editor across the past three years, in encouraging a warm, inclusive, diverse and creative environment for readers and authors and promoting the scholarly work of early career researchers. In particular, Aileen has set about developing the work of those new to the field through various initiatives to help them find their ‘scholarly voice’ and enhance the legacy of health professions education communities. Notably, it is taking two editors to attempt to fill her shoes…</p><p>I (Paul) am Director of the Health Professions Education Unit at Hull York Medical School (HYMS), UK. I joined HYMS in 2019 as Programme Director for the MSc, Postgraduate Diploma and Certificate in Health Professions Education. With a psychology background, I completed my PhD at Durham University in 2015. I have extensive experience in undergraduate and postgraduate medical research including approaches to teaching and learning, professional development and curriculum development.</p><p>I (Annette) am Professor of Medial Education at Sydney Medical School, The University of Sydney, Australia, where I completed my PhD in Medical Education in 2013. My teaching and research interests span across disciplines and include topics on clinical teacher training, faculty development, peer assisted learning and team-based learning.</p><p>As joint Editors, we are delighted to take on this new challenge as we bring different experiences and share responsibilities in the production of the journal with other team members. We are fortunate to have the support of associate editors, editorial staff, peer reviewers and the production team. In collaboration, we strive to provide an accessible and visible platform for health professionals and educators to share scholarly educational innovations and research. We want you (the reader) to learn something new from every issue; with papers stimulating insight, discussion and innovation, tackling key issues which impact on our field.</p><p>As such, <i>The Clinical Teacher</i> offers a range of article types, varying in breadth and depth. For example, the ‘Research’ article type considers what works best for whom in what context and how. In these manuscripts, we are keen to see <i>originality</i>, <i>important</i>, <i>rigorous and practical</i> work which will appeal to our international readership in moving understandings forward. While we are keen to see where initiatives have worked, beyond this, we also want to know how, why and what makes the difference in whether an initiative is successful or not and what are the key implications for clinical teachers. Whereas the ‘Innovation Implementation, Improvement’ article type allows the opportunity to showcase shorter pieces with a strong focus on th","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13774","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140867871","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":"Technical skills assessment: The expert versus the algorithm","authors":"Lachlan Dick,&nbsp;Victoria Ruth Tallentire","doi":"10.1111/tct.13769","DOIUrl":"10.1111/tct.13769","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140864736","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}