Clinical Teacher最新文献

{"title":"An Immersive Item Writing Course to Enhance Medical Students' Pedagogical Skills and Enrich the School's Question Bank","authors":"Anne Wildermuth,&nbsp;Steven J. Durning,&nbsp;Sundaresan Tharun","doi":"10.1111/tct.70154","DOIUrl":"10.1111/tct.70154","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is an ongoing demand for a robust bank of National Board of Medical Examiners (NBME) style items to evaluate knowledge application, also known as multiple choice questions (MCQ), in medical schools across the United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We postulated that training medical students in item writing could be an effective strategy to support their development as students and future medical educators while also expanding the school's question bank.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Fourteen students participated and generated 42 new items spanning a variety of topics, which were added to the school's question bank. After the course, all students reported feeling confident that they could write their own NBME-style MCQs. When reflecting on the experience, they noted increased comfort with the clinical material, acknowledged the course's benefit in learning the content, felt more engaged in their educational journey and reported a better understanding of navigating MCQs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Item writing training offers medical students an active learning experience, enhancing their understanding of both pedagogy and clinical knowledge. This training not only equips students with valuable skills for their future careers but also allows them to contribute to the institutional educational resources while fostering trust and collaboration with faculty.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598218","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":"Putting Self-Determination Theory Into Practice: A Practical Tool for Supporting Medical Learners’ Motivation","authors":"Adam Neufeld","doi":"10.1111/tct.70140","DOIUrl":"10.1111/tct.70140","url":null,"abstract":"<p>Self-determination theory (SDT) is a well-established framework that identifies three basic psychological needs—autonomy, competence and relatedness—as essential for motivation, engagement and well-being. Despite increasing recognition of SDT's relevance in medical education, educators lack practical tools to translate theory into daily teaching practice. This paper addresses that gap by offering a concise, evidence-informed table of actionable strategies for educators to support learners' psychological needs in routine interactions. Targeted at clinical teachers and program leaders, the tool is designed to guide real-time application of SDT principles, fostering learning environments where motivation and thriving can take root. A key feature of the tool is its inclusion of specific, example language that educators can use to support autonomy, competence and relatedness in everyday clinical interactions. In addition, I present a single-page visual summary (Figure 1) that brings together the highest-yield SDT strategies in a concise, accessible reference. This diagram serves as a practical checkpoint and reminder for educators to align their daily interactions with SDT principles.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598215","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":"Polypharmacy: Reframing the Diagnostic Paradigm for Future Clinicians","authors":"Waseem Jerjes","doi":"10.1111/tct.70155","DOIUrl":"10.1111/tct.70155","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598216","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":"Student Self-Assessment Skills and Gender in the United States, Egypt and Japan: An Observational Study in Preclinical Dentistry","authors":"Amy J. Lin,&nbsp;Rana A. Sedky,&nbsp;Betty Ben Dor,&nbsp;Lang Liang,&nbsp;Vivian Ha,&nbsp;Masako Nagasawa,&nbsp;Hiroe Ohyama","doi":"10.1111/tct.70133","DOIUrl":"10.1111/tct.70133","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This observational study seeks to investigate student self-assessment skills in the United States, Egypt and Japan and to elucidate gender's impact on the self-assessment abilities of students from various cultural backgrounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Dental students from the United States (<i>n</i> = 350), Egypt (<i>n</i> = 335) and Japan (<i>n</i> = 301) completed various preclinical exercises. In the United States, students took preclinical practical exams in Class II amalgam preparation and restoration and Class III resin-composite preparation and restoration. Students in Egypt completed a Class II resin-composite preparation and restoration, and those in Japan prepared a full metal crown. Students self-assessed their work, faculty evaluated it, and a student-faculty (S-F) gap was calculated to understand self-assessment accuracy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Dental students in all three countries overestimated their performance (United States: 9.0% ± 7.9%; Egypt: 11.4% ± 9.9%; Japan: 2.9% ± 10.5%). Japanese dental students' self-assessment aligned most with the faculty graders. Students in the bottom quartile had significantly larger S-F gaps, while those in the top quartile had significantly smaller S-F gaps. Comparing male and female students, no significant difference in self-assessment scores was found, but there was a significant difference between genders in both faculty grades and S-F gaps in the Egyptian cohort.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Generally, students exhibited a consistent positive bias when self-assessing, with lower performing students being less accurate self-assessors. Self-assessment scores, when stratified by gender, did not significantly differ across the three countries. The results from our study underscore the importance of providing dental students with more consistent exposure to self-assessment practices throughout their education to increase the alignment of student expectations with faculty standards.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573825","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":"Supporting Struggling Learners in the Clinical Setting","authors":"J. Harry Isaacson,&nbsp;Terri Christensen,&nbsp;Craig Nielsen,&nbsp;Amy Zack,&nbsp;Neil Mehta","doi":"10.1111/tct.70142","DOIUrl":"10.1111/tct.70142","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144551157","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":"A Transition Course to Reverse Empathy Decline in Medical Students","authors":"Jeremy Howick,&nbsp;Daniel Slavin,&nbsp;Amber Bennett-Weston,&nbsp;Catherine Eyres,&nbsp;Andy Ward,&nbsp;Leila Keshtkar,&nbsp;Sophie Parkinson,&nbsp;Chris Williams,&nbsp;Josie Solomon-Taylor","doi":"10.1111/tct.70138","DOIUrl":"10.1111/tct.70138","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical students report rising stress and lowering empathy as they progress from the pre-clinical to the clinical phase of training. Transition courses can attenuate or even reverse this. We developed and evaluated a transition course at Leicester Medical School.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The transition course included: (1) near-peer mentoring with third- and fifth-year medical students; (2) role model training for clinical tutors; (3) a tutorial for third-year students on identifying positive role models and (4) an ‘empathy champion’ scheme. The first and second components were evaluated with satisfaction surveys and interviews, the third with a satisfaction questionnaire and the fourth by counting nominated empathy champions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Twenty-four pairs of third- and fifth-year medical students participated in the near-peer scheme, with 18 students participating in interviews. Role model training was delivered to over 500 healthcare professionals; 295 survey respondents reported an average confidence of 8.4 out of 10 in their ability to implement their learning. Ninety-six students attended the tutorial on identifying positive role models; almost all (93%) agreed that it was useful. Thirty-seven empathy champions have been nominated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Our transition course was well received and addresses complex issues that may contribute to a decline in medical student empathy at a critical training juncture. Educators should ensure that transition courses to promote empathy consider the increasing complexity of patients, stressful culture and lack of positive role models that students encounter upon entering the clinical phase of training. Future research should identify ways to optimise, expand and evaluate the course more extensively.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144551156","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":"Expanding the Boundaries of Translational Health Service Research Education Governance: Voices, Impact and Reach","authors":"Waseem Jerjes","doi":"10.1111/tct.70148","DOIUrl":"10.1111/tct.70148","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144524894","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":"A Self-Compassion Toolbox for Clinical Educators in the Era of ChatGPT","authors":"Anita Samuel,&nbsp;Kelsey L. Larsen,&nbsp;Steven J. Durning","doi":"10.1111/tct.70137","DOIUrl":"10.1111/tct.70137","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144520175","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":"Establishing Priorities for Clinical Education Research: Exploring the Views of UK Professional and Public Stakeholders","authors":"Bryan Burford,&nbsp;Peter Yeates,&nbsp;Anna Harvey Bluemel,&nbsp;Sophie Park,&nbsp;John Sandars,&nbsp;Cecily Henry,&nbsp;Clare Corness-Parr,&nbsp;Richard Conn,&nbsp;Tom Gale,&nbsp;Tim O'Brien,&nbsp;Rikki Goddard-Fuller,&nbsp;Gill Vance,&nbsp;Janice Ellis","doi":"10.1111/tct.70144","DOIUrl":"10.1111/tct.70144","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>High quality clinical education research is required to ensure optimal education and training of healthcare professionals. Such research should address stakeholder needs and have a clear route to achieving benefit. We conducted the first UK-wide priority setting exercise for clinical education research to identify research priorities and how they are determined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a two-stage process, derived from similar studies, to identify the research priorities of stakeholders including funders, regulators, educators and public representatives. Stage one consisted of two rounds of online surveys, gathering free-text suggestions of priorities and rating the resulting statements. A public engagement author advised on wording. Stage two used a stakeholder workshop to discuss principles and processes for operationalising priorities and maximising impact.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Round 1 survey respondents (<i>n</i> = 256) provided 1819 suggestions, from which content analysis synthesised 46 statements describing disparate research priorities. Distributions of ratings in Round 2 (<i>n</i> = 199) indicated that all were perceived as important by most respondents, although professionals and members of the public differed in their rating of some items. Workshop participants (<i>n</i> = 70) considered priorities to be dynamic and contextually dependent and linked to expected impact.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The study identifies broad priorities for clinical education research, but recognises that simple prioritisation is insufficient, and develops understanding of how priorities arise, including differences between stakeholder groups, and changes over time. Recognising an integrated ‘system of impact’ may maximise opportunities for stakeholders—researchers, policy actors, knowledge users and funders—to effectively communicate and optimise research impact in the short and longer term.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70144","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144520149","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":"Interprofessional Education as a Sandbox for Collaborative Play—Towards Health Equity","authors":"Mark A. C. Versluis,&nbsp;Gail Jensen,&nbsp;Marco Antonio de Carvalho-Filho,&nbsp;Steven J. Durning","doi":"10.1111/tct.70143","DOIUrl":"10.1111/tct.70143","url":null,"abstract":"&lt;p&gt;One of our first social experiences outside our families happens in primary school, playing in the sandbox. Conceptually, the primary school sandbox is a place where we play together under the watchful eyes of dedicated teachers. We interact, share, create, destroy, rebuild, fight and reconcile. We fail, stand up, move on and fail again. We negotiate and resolve conflict, and learn how to find common ground and a shared purpose. We learn to balance between taking the lead and giving space. We incorporate rules and internalize values. We learn about who we are and how we relate to others, growing as social beings who can respect and demand for respect. We feel proud of ourselves and celebrate when together, we achieve greatness.&lt;/p&gt;&lt;p&gt;The current sandbox of Interprofessional Education (IPE) falls short of this concept. IPE aims to provide students with the social experience and competencies to navigate a complex landscape of interprofessional practice [&lt;span&gt;1, 2&lt;/span&gt;]. Sadly, Health Professions Education (HPE) is still shaped by a heritage of siloed professional education in many places in the world [&lt;span&gt;3-6&lt;/span&gt;]. It seems that most students in the IPE-sandbox are building a sandcastle all by themselves and for themselves in parallel play, incapable of sharing their tools, ideas, challenges and achievements. There is limited interaction with peers from other professions and limited consideration of a shared objective in patient care. In this viewpoint, we reflect on our current IPE-sandbox and explore how it could be optimized to offer more meaningful learning experiences by extending our gaze and learning from under-resourced settings.&lt;/p&gt;&lt;p&gt;The landscape of healthcare practice is more complex than ever as healthcare systems face challenges rooted in recent societal demands, such as improving health equity, combating structural racism and other forms of prejudice while creating an eco-friendly future, and acknowledging a limited availability of resources [&lt;span&gt;2, 7-9&lt;/span&gt;]. Increased life expectancy is accompanied by increased prevalence of chronic diseases and growing demand for diagnostic procedures and treatment options. Consequently, healthcare costs are spiraling out of control and an alarming shortage of health professionals threatens access to healthcare [&lt;span&gt;2, 7, 9&lt;/span&gt;]. Inequity is particularly damaging when race, gender, socioeconomic status and other sociological aspects intersect to hamper health equity and health outcomes [&lt;span&gt;7-9&lt;/span&gt;]. In this context of growing scarcity where health professionals already walk the extra mile, sharing the workload by improving interprofessional collaborative practice (IPCP) is essential to long-term employability [&lt;span&gt;2, 10&lt;/span&gt;]. Health equity and a sustainable workforce depend on learning from each other and crossing the borders of professional silos in a process of continuous development aiming to optimize care and resources [&lt;span&gt;2, 5, 10, 11&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;Respondin","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503282","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}