Clinical Teacher最新文献

{"title":"A Phenomenological Pilot Study of the Experiences of Full-Time Physical Therapy Faculty and Clinical Practice","authors":"Derek Charles","doi":"10.1111/tct.70436","DOIUrl":"10.1111/tct.70436","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Research in nursing, occupational therapy and dental hygiene indicates that clinical practice engagement enhances academic faculty's credibility with students and skill retention. However, common barriers include limited time, institutional constraints and unclear policies. Despite ongoing clinical involvement among physical therapy faculty, little is known about how these activities influence teaching performance and workload management. This study examined the experiences of full-time faculty members with clinical practice, focusing on the perceived benefits, barriers and institutional factors that affect their ability to sustain patient care while fulfilling academic duties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This phenomenological pilot study examined the lived experiences of seven full-time physical therapy faculty at a public land-grant institution. Data were collected through semistructured interviews and analysed using Colaizzi's method with thematic coding. Research questions addressed experiences, perceived benefits and barriers and the influence of personal and institutional factors on clinical engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four themes emerged: the experiences of engaging in physical therapist clinical practice, the perceived benefits of clinical practice, the perceived barriers to clinical practice and the impact of participant characteristics on experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Clinical practice was viewed as essential for maintaining competence and enhancing teaching. Faculty valued it as a professional motivator, but institutional barriers often limited participation. Formalising clinical practice through policies, workload models and curricular integration may help sustain dual academic and clinical roles. These findings suggest that supporting faculty in maintaining clinical engagement benefits educators and students in physical therapy education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147824511","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148062213","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":"Participatory Action Research: Meaningful Student Involvement in Medical Curriculum Development","authors":"Yasmin Tyson,&nbsp;Muna Al-Jawad","doi":"10.1111/tct.70431","DOIUrl":"10.1111/tct.70431","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Our medical school aimed to involve students in changes to the Year 4 curriculum. We had feedback from graduates; however, there was little guidance available on how to meaningfully involve students. Most literature regarding curriculum co-design in medical schools are case reports, with few using students in partnership such as in participatory action research (PAR). We used this process to determine how best to involve students in curriculum design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We recruited Year 4 medical students to discuss their experiences of the current curriculum, their opinions on potential new curriculum options and their reflections on the experience of this co-design process. The PAR approach allowed researchers and participants to work in partnership to identify and analyse themes raised. We analysed transcripts of focus groups using reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Six students attended three focus groups, sharing congruent experiences from diverse perspectives. We considered students' perspectives on partnership working in curriculum design in terms of three major relationships: the student–faculty relationship, the relationship to curriculum and the peer-to-peer relationship. We discuss these findings in relation to pedagogic and feminist theories and use Arnstein's ladder of citizen participation to assess our current and prospective level of involvement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Previous research has shown that involving students in curriculum design has benefits for both the students and the teaching institution. Our action-research project allowed the review of a potential new curriculum by the students and combined practice and theory to generate guidelines to be used for future involvement of medical students in curriculum co-design.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124683/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147791857","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148094873","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 Perceptions of Competition in Medical Education: Comparing Individual and Collaborative Approaches","authors":"Edward Finch","doi":"10.1111/tct.70423","DOIUrl":"10.1111/tct.70423","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical education is often perceived as a highly competitive environment, with competition influencing both student motivation and graduate outcomes. Previous research has reported mixed findings on the impact of competitive teaching methods, particularly on academic performance and broader graduate outcomes, such as student well-being and teamwork. A greater understanding of how students perceive competition, including the role of collaborative competition, is needed to inform teaching practices that support both learning and professional development. This study aimed to explore how medical students perceive competition in the learning environment, focusing on the contrast between individual and collaborative competition and their perceived effects on professional development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In 2020, a questionnaire incorporating both closed-ended and open-ended questions was distributed to all 1384 registered medical students at the University of Sheffield. Quantitative data were collected via Likert scales and analysed statistically, while qualitative free-text responses underwent thematic analysis. A convergent parallel design was used to integrate quantitative and qualitative findings, allowing a comprehensive understanding of student perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Eighty-five students responded, with 38 providing free-text comments. Students reported similar levels of competitiveness across sex and year of study, and perceived themselves as less competitive than their peers. Collaborative competition was preferred over individual competition and was perceived to support key graduate outcomes by maintaining the benefits of individual competition while mitigating its negative aspects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings reinforce the perceived competitive nature of medical education and highlight the importance of considering student perceptions in shaping teaching practices.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13101406/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147791885","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148085810","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148086148","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":"Peer Role-Play Integration in Flipped Classroom Education Enhances Medical Students' Clinical Reasoning in Child Abuse Management: A Quasi-Experimental Study","authors":"Nonglak Boonchooduang,&nbsp;Orawan Louthrenoo","doi":"10.1111/tct.70419","DOIUrl":"10.1111/tct.70419","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Child abuse represents a critical public health challenge requiring medical professionals to possess both theoretical knowledge and practical communication skills. Traditional flipped classrooms, while effective for knowledge acquisition, may inadequately prepare students for emotionally charged clinical encounters. This study evaluated the impact of integrating peer role-play into a flipped classroom approach for teaching child abuse management.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experimental study was conducted among fifth-year medical students during their paediatric rotation. Two cohorts were compared: the 2022 cohort (<i>n</i> = 112) receiving traditional flipped classroom instruction and the 2023 cohort (<i>n</i> = 100) experiencing a flipped classroom with integrated peer role-play. Clinical reasoning and knowledge application were assessed using a Modified Essay Question (MEQ) examination. Student satisfaction was evaluated using a standardised questionnaire. Independent <i>t</i>-tests were used to compare outcomes between cohorts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students in the peer role-play group achieved significantly higher MEQ scores (75.54 ± 13.06) compared to the traditional group (58.09 ± 13.58), representing a 30% improvement (<i>p</i> &lt; 0.001; Cohen's <i>d</i> = 1.28, 95% CI: 0.74–1.82). Satisfaction ratings were higher across all dimensions (all <i>p</i> &lt; 0.05), particularly engagement (4.84 ± 0.39 vs. 4.21 ± 0.52) and perceived learning effectiveness (4.82 ± 0.41 vs. 4.18 ± 0.48).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Integrating peer role-play into a flipped classroom model was associated with improved clinical reasoning and knowledge application in child abuse management. This approach represents a feasible and scalable strategy to support active learning in sensitive clinical topics. Further research using performance-based assessments is warranted.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147730979","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148079172","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":"Violence and Aggression Towards Medical Students: A Systematic Review of Prevalence, Impact and Interventions","authors":"Zena Tansley-Ahmed,&nbsp;Liam Creswick,&nbsp;Joshua Fakulujo,&nbsp;Rowena Carter,&nbsp;Sophie Butler","doi":"10.1111/tct.70410","DOIUrl":"10.1111/tct.70410","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Violence and aggression in healthcare is a growing concern. Whilst the experiences of healthcare workers are well understood, less is known about the impact on medical students. Often among the most junior members of clinical teams, they may be particularly vulnerable facing unique academic and career-related consequences. We explored the prevalence, impact of and interventions for violence towards medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A comprehensive literature search was conducted. Studies were eligible if they involved medical students exposed to violence or aggression from patients or their families and reported on prevalence, impact or interventions. Screening, data extraction and quality assessments were completed independently by two reviewers in line with PRISMA guidance. A narrative synthesis was used to describe results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Fifteen studies were included. Published between 2005 and 2024, studies spanned 10 countries and included sample sizes from 24 to 4505 students. Reported prevalence ranged from 12% to 68%. Impacts were psychological including suicidal ideation, depressive and anxiety symptoms alongside other health-related issues, namely, sleep disturbance and alcohol misuse. Academic and career-related implications were identified. Studies reported very low rates of incident reporting, citing fear of consequences and limited awareness of reporting processes. Evaluated interventions were exclusively educational and findings relied heavily on self-reported data.</p>\u0000 \u0000 <p>Implications</p>\u0000 \u0000 <p>Medical students experience violence at a concerning rate, with wide-ranging consequences. Underreporting is significant and existing interventions are limited in scope. There is a clear need for institutional policy development and further research to better protect medical students and support their professional development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147701139","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}