Clinical Teacher最新文献

{"title":"Time Well Spent: A Practical Toolkit for Clinical Teachers","authors":"Mary Beth Howard,&nbsp;Ashley M. Paul","doi":"10.1111/tct.70326","DOIUrl":"10.1111/tct.70326","url":null,"abstract":"<div>\u0000 \u0000 <p>Time is the invisible currency of academic medicine: highly valued, poorly distributed and often unmanaged at the institutional level. For clinical teachers, who balance patient care, teaching, research and administrative responsibilities, time management is both a professional competency and a safeguard against burnout. This Toolbox presents evidence-guided, practical strategies for optimizing time in the clinical teaching environment, drawn from organizational behaviour, behavioural economics and implementation science. Six tools form the core of this framework. The first tool, <i>Values Alignment</i>, encourages educators to define core values and ensure that time investments reflect both personal priorities and institutional missions. The <i>Focus Block</i> tool emphasizes reserving peak cognitive hours for complex tasks, such as curriculum design, manuscript preparation and learner feedback, by using calendar blocking to safeguard this time. <i>Task Batching and Reframing</i> addresses the ‘overhead tax’ of administrative work, advocating for containment strategies, batching and reframing. The <i>Time-to-Thrive Matrix</i> helps distinguish urgent but low-value tasks from high-value, meaningful work. The <i>Boundaries and Options tool</i> focuses on avoiding overcommitment by evaluating opportunities against bandwidth, values and strategic goals. Finally, the <i>Workload Equity Audit</i> emphasizes recognizing and redistributing invisible labour, ensuring protected time and fair workload allocation as both a matter of equity and faculty retention. Lessons learned emphasize aligning values with work, protecting focus, addressing administrative burden, prioritizing intentional boundary-setting and ensuring equity—strategies relevant to both clinical teachers and their institutions. A supplemental <i>Time Well Spent</i> Toolkit supports practical application in daily practice.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145746010","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":"Using a Cultural Humility Workshop to Improve Trainee Confidence","authors":"Stacy A. Ogbeide,&nbsp;Bridget Murphy,&nbsp;Angel K. A. Ogbeide","doi":"10.1111/tct.70331","DOIUrl":"10.1111/tct.70331","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Avoidance of important cultural dialogues among behavioural health clinicians can lead to worse treatment outcomes. Additionally, the quality of training in cultural humility for doctoral psychology trainees is also inconsistent. This project examined the effectiveness of a cultural humility workshop for behavioural health consultant trainees in primary care on trainees' self-rated perceptions of cultural humility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In this project, we compared pre- and postscores on self-perceived cultural humility after participants (<i>n</i> = 12) attended an in-person cultural humility in primary care workshop.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We found no significant differences in perceived ability to seize cultural opportunities or perceived ability to address microaggressions after the training, but perceived cultural humility was approaching significance. Though nonsignificant, all differences were in the expected direction, providing conditional support for our hypotheses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These findings provide important implications for training current and future behavioral health consultant trainees on practical methods for engaging in antiracist clinical work in primary care settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12697007/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145727596","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":"Student Experiences Learning in Specialty Cohorts During a Transition to Residency Course: Context, Safety and Connection Matter","authors":"Anna Neumeier,&nbsp;Jason C. Brainard,&nbsp;Cason Pierce,&nbsp;Genie Roosevelt,&nbsp;Matthew Rustici","doi":"10.1111/tct.70316","DOIUrl":"10.1111/tct.70316","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Transition to residency (TTR) courses, aimed at preparing graduating medical students for residency, are increasing in prevalence. Although specialty-specific just-in-time training is nationally recommended, many courses still deliver generalised, non-specialty-specific content. The learning benefits of a specialty-specific teaching approach remain unclear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Guided by the communities of practice framework, we developed a 4-week TTR course with specialty-specific context for seven medical specialties: anaesthesiology, emergency medicine, family medicine, internal medicine, obstetrics and gynaecology, paediatrics and surgery. The course used identical topics contextualised to each specialty. Students self-selected cohorts aligned with their planned residency and learned from specialty-specific instructors. To explore students' educational experiences, we conducted five semi-structured focus groups with 33 of 183 graduating students selected via block randomisation. Interviews explored two domains: (1) overall learning experience and (2) influences of specialty-specific instruction, context and cohort structure. Transcripts were analysed using an inductive, thematic approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <div>Three themes were identified:\u0000\u0000 <ol>\u0000 \u0000 <li>Learning experience: enriched by specialty-specific content, contextual relevance and faculty expertise.</li>\u0000 \u0000 <li>Learning environment: shaped by psychological safety fostered through stable cohorts and a non-competitive post-match setting</li>\u0000 \u0000 <li>Connection: promoted by specialty alignment, shared experiences and relational learning within cohorts.</li>\u0000 </ol>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Specialty-specific content, context and instructors enhanced learner engagement through authentic, meaningful experiences. The post-match timing and cohort structure fostered psychological safety. Specialty-aligned social environments supported interpersonal connection and emerging professional identity. Our findings suggest that increasing specialty-specific content and structuring learning in specialty-specific cohorts may enhance engagement, emotional safety and professional identity development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145727654","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":"Investigating Death by PowerPoint: Do Medical School Lecturers Adhere to the Cognitive Theory of Multimedia Learning in Their Slide Design?","authors":"Rajin Le Blanc,&nbsp;Nicola Cooper","doi":"10.1111/tct.70315","DOIUrl":"10.1111/tct.70315","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Lecturers in higher education commonly use slide software like Microsoft PowerPoint. Mayer's cognitive theory of multimedia learning (CTML) describes 15 principles for helping people learn better with words and images and is supported by a large number of empirical studies. Medical school curricula are intensive so teaching should be as effective as possible. Though there is existing research into lectures, this does not specifically determine whether CTML principles are being adopted. This study investigated to what extent lecturers incorporated the principles of CTML into lecture slide design at a single UK medical school.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Lectures were observed both live and recorded. Based on CTML principles, this included the time students were exposed to text-heavy (&gt; 10 words) versus text-light (≤ 10 words) slides; whether images were used; the use of outlines, highlighting and pointing; extraneous images; and the labelling and timing of images. Word counts for slide sets were also recorded.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students were exposed to text-heavy slides 84.4% of the time. Forty percent of lectures used outlines at the beginning. Slide sets contained a median of 1531 words and a mean of 38.3 words per slide.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Slide design appeared to consistently violate CTML principles; therefore, lecturers should receive training in adhering to these principles. Future research should examine what barriers exist to adopting CTML principles and how such training for teachers on these principles could be delivered.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12691884/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716657","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":"Preparing Students to Care for Socially Excluded Patients: A Qualitative Study of Inclusion Health in Undergraduate Medical Education","authors":"Gemma Ashwell,&nbsp;Amy M. Russell,&nbsp;Lindsey Pope,&nbsp;Andrea Williamson","doi":"10.1111/tct.70277","DOIUrl":"10.1111/tct.70277","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Extreme health inequities are experienced by Inclusion Health groups (including people experiencing homelessness, problem substance use, Gypsy, Roma and Traveller communities, vulnerable migrants, sex workers, people in contact with the justice system and victims of modern slavery). There is evidence that undergraduate medical education is failing to prepare students to work effectively with these socially excluded groups. This research explores challenges and opportunities in teaching Inclusion Health to medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Twenty-three educators involved in teaching Inclusion Health at medical schools in the United Kingdom and Ireland were recruited purposively through known contacts and snowball sampling. Semistructured interviews were conducted, and the interview transcripts were analysed using reflexive thematic analysis. An inductive approach was taken, and the analysis was underpinned by a critical realist ontology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <div>Five distinct themes were identified from the data:\u0000\u0000 <ol>\u0000 \u0000 <li>‘My goodness me, it's difficult to get that stuff in’; creating space for Inclusion Health in undergraduate curricula</li>\u0000 \u0000 <li>‘It's the human-to-human connection’; the importance of meaningful contact with people with lived experience</li>\u0000 \u0000 <li>The impact of the hidden curriculum</li>\u0000 \u0000 <li>‘Assessment is the biggest hurdle’</li>\u0000 \u0000 <li>Inclusion Health as a core competency for clinical practice</li>\u0000 </ol>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Inclusion Health groups, who face intersecting forms of exclusion such as poverty, violence and trauma are at risk of being further excluded by undergraduate medical curricula. This paper enhances understanding of the challenges that are limiting Inclusion Health education. Most importantly, the paper presents solutions for how Inclusion Health can be incorporated into undergraduate medical teaching and assessment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12696347/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145727533","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 Comprehensive Faculty Professional Development and Mentoring: A Unique Multifaceted Approach","authors":"Ritu Sachdeva,&nbsp;Zahidee Rodriguez,&nbsp;Lazaros K. Kochilas,&nbsp;William L. Border","doi":"10.1111/tct.70322","DOIUrl":"10.1111/tct.70322","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Faculty development programs often focus on high-achieving academics, overlooking those with less ambitious academic goals. To address this gap, we launched a comprehensive faculty development initiative in January 2022, aiming to support all faculty through structured mentoring and individualized professional development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The program includes three main components: (1) new faculty orientation; (2) biannual, individualized mentoring sessions; and (3) department-wide initiatives such as webinars. Faculty participation and program impact were evaluated through surveys and tracking academic and clinical achievements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>In 3 years, participation grew from 13 to 26 mentees and 6 to 15 mentors, with 67% of faculty engaging in formal mentoring sessions. A survey conducted 2 years post-launch had a 70% response rate (41/59), including 11 mentees and 8 mentors. All new faculty reported that the orientation met their needs. Among mentees, 90% agreed or strongly agreed that mentoring enhanced promotion readiness and engagement in teaching and research. Outcomes included three internal grant recipients who launched new clinical programs, and 10 departmental award recipients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implication</h3>\u0000 \u0000 <p>This faculty development model supports diverse academic goals, strengthens mentoring culture and enhances institutional success. Its flexible design can be tailored to meet the unique infrastructure and needs of other academic programs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716261","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 Impact of Realistic Simulation on Psychiatric Education for Health Students and Professionals in Medicine and Nursing: A Systematic Review","authors":"Felipe F. C. Passos,&nbsp;Karina M. Corrêa,&nbsp;Vinícius V. Soares,&nbsp;Gabriela S. Volpi,&nbsp;Gabriel L. Santos,&nbsp;Juliana S. Herbert,&nbsp;Flávio M. Shansis","doi":"10.1111/tct.70248","DOIUrl":"10.1111/tct.70248","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Realistic simulation, including standardized patients, virtual reality and hybrid modalities, offers immersive and risk-free environments for psychiatric training, yet its impact on learner outcomes remains unclear. This systematic review assesses how realistic simulation influences knowledge, skills and confidence in psychiatric education for healthcare students and professionals in medicine and nursing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We followed PRISMA 2020 guidelines to search, screen and analyse articles in BVS, Embase, PUBMED and Scopus databases through 15 April 2025. We included quantitative studies with control groups that evaluated active, realistic simulation interventions in psychiatry. Four reviewers independently screened, extracted data and applied the JBI's critical appraisal tools, according to each study design to assess the trustworthiness, relevance and results of the published papers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 7690 records, eight studies met the inclusion criteria. Interventions spanned standardized patient encounters, video-based mental status exams, 360° lived-experience immersions, virtual-reality self-harm scenarios and cross-professional OSCEs. Most studies reported significant improvements versus traditional methods in diagnostic reasoning, clinical assessment, communication, empathy and self-reported confidence; one pilot found no between-group differences despite positive learner feedback. All studies clearly described instruments and objectives, 50% employed randomized or matched controls, 100% targeted student learning, 88% discussed limitations and 75% detailed applicability to medical curricula.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Realistic simulation enhances multiple competencies in psychiatric education but is hampered by methodological heterogeneity and limited controlled designs. Standardized outcome measures, longitudinal follow-up and exploration of emerging modalities are needed to optimize and validate their role in mental health training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710291","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":"Advancing Medical Education: Impact of Primary Care Pursuit and Career Stage on Perceptions of the Longitudinal Integrated Clerkship","authors":"Kanika Malani,&nbsp;Andres Amaya,&nbsp;Ella van Deventer,&nbsp;Nicole Comella,&nbsp;Sarita Warrier","doi":"10.1111/tct.70274","DOIUrl":"10.1111/tct.70274","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Despite research on how Longitudinal Integrated Clerkships (LICs) influence career choice, few studies have examined how graduates' career paths shaped their LIC experiences, a key gap in guiding LIC development that meets diverse learner needs. This study examined perspectives on the LIC among graduates pursuing primary care (PC) versus non-PC, with career stage as a secondary aim.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This sequential mixed-methods quality improvement study examined the LIC at the Warren Alpert Medical School of Brown University, which trains students in PC and population medicine. A survey evaluating the LIC was sent to all its graduates. Interested survey respondents participated in interviews exploring LIC factors that supported success, required improvement and shaped career direction. Survey data were analysed using descriptive statistics and nonparametric tests and interview data with theoretical thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among 87 survey respondents, 51% (<i>n</i> = 44/87) were pursuing PC and 46% were not (<i>n</i> = 40/87). PC respondents rated the LIC more positively than non-PC respondents. Differences by career stage were minimal. Interviews with both PC (<i>n</i> = 12) and non-PC (<i>n</i> = 14) LIC graduates identified similar themes. Continuity and autonomy supported success, whereas preceptorship variability, lack of programme standardisation and limited inpatient exposure required improvement. Many described the LIC as instrumental in clarifying career direction and broadening their physician identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>PC graduates reported more positive LIC perspectives in surveys, though interviews identified shared experiences across PC and non-PC paths. Perceptions varied little by career stage. Findings suggest practical strategies, including strengthening faculty development and operational infrastructure for developing and enhancing LICs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145717124","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":"Preparing for Practice: Evaluating a 3-Week Longitudinal Ward Simulation","authors":"Philip White,&nbsp;Jocelyn Amer,&nbsp;Adam Moxley","doi":"10.1111/tct.70270","DOIUrl":"10.1111/tct.70270","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Final-year assistantships are a common feature of undergraduate curriculae, both in the United Kingdom and internationally. However, they often fail to adequately prepare students for practice, with task complexity and low confidence as common barriers to engagement. In the face of increasing burnout amongst newly qualified doctors, and recent studies showing lack of preparedness upon qualification, interventions to improve the efficacy and utilisation of assistantships are urgently required.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A 3-week longitudinal narrative simulation, framed within a virtual inpatient ward, was used to prepare final-year medical students for assistantship. The simulation used persistent patient narratives that could be affected by student actions across a range of learning activities. Students had the opportunity to practice autonomously taking greater responsibility for meaningful decisions in handovers, patient admissions and discharges, on-call and routine clinical tasks, emergencies and patient/family discussions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The module was evaluated with semi-structured interviews and focus groups. Three main themes were identified: acting like a doctor, feelings of safety and feelings of legitimacy. Participants described the virtual ward as a stepping stone to participating on real wards during their assistantships by providing a safe but realistic environment to practice as an FY1, increasing self-efficacy and self-perceived professional identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>A longitudinal simulation using continuous patient narratives offered students realistic, consequence-driven engagement with doctor-level tasks, bridging the gap between classroom and clinical practice. Despite resource demands, this model may be a valuable tool to enhance assistantships, particularly in preparing students for roles typically inaccessible during training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12688705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716665","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 ‘How to Codesign Infographics to Teach Clinical Skills’","authors":"","doi":"10.1111/tct.70288","DOIUrl":"10.1111/tct.70288","url":null,"abstract":"<p>\u0000 <span>V. Otti</span>, <span>N. Clough</span>, <span>F. Gishen</span>, <span>M. Russell</span>, and <span>R. Mathew</span>, “ <span>How to Codesign Infographics to Teach Clinical Skills</span>,” <i>Clinical Teacher</i> <span>22</span>, no. <span>5</span> (<span>2025</span>): e70180, https://doi.org/10.1111/tct.70180.\u0000 </p><p>Photograph 6. Visual Acuity Infographic.</p><p>We apologise for this error.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145717055","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}