Clinical Teacher最新文献

{"title":"Authentic Leadership in Clinical Education: A Neurodivergent Educator's Call for Change","authors":"Carl A. Frizell","doi":"10.1111/tct.70088","DOIUrl":"https://doi.org/10.1111/tct.70088","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143726807","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":"Triaging in Mass Casualty Incidents: A Simulation-Based Scenario Training for Emergency Care Senior Residents","authors":"Daisy Rotzoll,&nbsp;Claudia Pott,&nbsp;Robert Stöhr,&nbsp;Thomas Hartwig,&nbsp;André Gries","doi":"10.1111/tct.70083","DOIUrl":"https://doi.org/10.1111/tct.70083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mass casualty incidents (MCIs) are events where the number of patients may exceed the resources available for emergency management. In emergency departments (ED), MCIs go along with high patient allocation in a short time period. For ED staff, simulation-based immersive scenario training can be an effective tool to develop communicative and leadership competencies to manage these situations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A novel simulation-based immersion experience was developed for senior residents in emergency care. To our knowledge, this is the first scenario training focusing on in-hospital triage and management of MCI in an ED using simulated patients, visual tracking, bodycams and active participant location tracking as educational tools. The participants were either directly involved by managing triage and allocation of in-hospital resources for 14 patients or in remote observation of the running scenario on an audiovisual basis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>After implementation of the pilot MCI simulation-based scenario training, 13 participants completed surveys (48% response rate) including open-ended response items. Quantitative data and open-ended responses using an electronic response system were sequentially analysed to evaluate training feasibility and acceptability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>We designed a novel simulation-based MCI scenario training focusing on learning objectives involving confidence gain in ED triage. Although this format is extremely resource and time consuming, the highly positive evaluation (participants strongly agreed or agreed that the simulation scenario was suitable for in-hospital MCI triage training) implies that this innovative education technique should be considered for future emergency medical services (EMS) training sessions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143698829","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":"A Novel Postgraduate Diversity in Medical Education (DiME) Leadership Programme","authors":"Zivarna Murphy,&nbsp;Amelia Kehoe,&nbsp;Mousindha Arjunan,&nbsp;Fiona Bishop,&nbsp;Alice Pullinger,&nbsp;Robert Morgan Blizzard,&nbsp;Amaya Ellawala,&nbsp;Paul Crampton","doi":"10.1111/tct.70074","DOIUrl":"https://doi.org/10.1111/tct.70074","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Reduced retention and progression amongst ethnic minority staff is severely disrupting equality, diversity and inclusion (EDI) within healthcare with negative impacts on patient care. There is a lack of diversity in postgraduate leadership roles with systemic issues and insufficient support. To help address these issues at an individual level, we developed the Diversity in Medical Education (DiME) programme that aims to close the gap between ethnic minority individuals and training programme director (TPD) positions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Over 6 months, the programme consisted of a series of learning days on action learning sets and effective meetings, mock interviews with associate deans, networking events, mentoring, access to coaching and subsequently forming a peer network. Participants were recruited from a wide range of primary and secondary care specialties and ethnic minority backgrounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A qualitative evaluation was undertaken. Lessons learned included providing protected time to participate in professional development, facilitating flexibility of opportunities and enhancing understanding and encouragement for individuals to progress as an ethnic minority leader. Interviews revealed programme benefits, barriers and challenges participants faced in reaching leadership positions and suggested recommendations to enhance DiME. Benefits included the development of technical and non-technical skills, feeling valued and supported, and peer networking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>DiME is a novel postgraduate programme to support ethnic minority TPDs in overcoming barriers to leadership positions through building networks and sharing valuable skills. Systemic and institutional barriers impede ethnic minority individuals reaching senior leadership positions, yet this initiative provides a small step through the implementation of an innovative programme.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143698830","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":"Walls Are Mirrors: Messages Delivered in Physical Environments","authors":"Heeyoung Han,&nbsp;Harini Rathinamanickam,&nbsp;Vidhya Prakash,&nbsp;Wendi El-Amin,&nbsp;Susan Hingle","doi":"10.1111/tct.70079","DOIUrl":"https://doi.org/10.1111/tct.70079","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Creating diverse, equitable and inclusive (DEI) environments is essential for thriving in academic medicine. However, it was unclear if and how physical environments in academic medicine convey DEI messages consistently. This study investigated how the physical environment at a medical school represents DEI values.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We adopted an autophotography research methodology where we took photos and shared experiences and emotions through group reflections. Photographs included pictures, statues, artwork and physical space arrangements of clinical, administrative and teaching sites. Researchers with diverse backgrounds reflected on the 190 photos during four group reflection sessions. Discussions were recorded, transcribed and analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The physical environment was a mirror of the past and the present, representing what we value, who we are, what we do and whom we serve. The walls exclusively demonstrated the value of excellence, predominantly from one group, despite commonly shared DEI values throughout the school. Power inequality on the walls was apparent in subtle ways, including the size and permanence of photos or letters and the selection of words based on gender, position and race. Sterile spaces or walls with random, stock photographs were also observed. Some unintentionally inconsiderate physical environments were hurtful, undermined our values and sense of identity and weakened relationships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This project was instrumental in leading to several meaningful changes at the school. Creating and sustaining inclusive learning environments are not possible without consistent messages in physical environments. We continue to implement changes that facilitate DEI values in our physical environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690144","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":"Medical Student Perceptions of the Barriers to Entering Orthopaedic Surgery Differ by Gender","authors":"Bahar Entezari,&nbsp;Sarah Kerslake,&nbsp;Steve Mann,&nbsp;Jesse I. Wolfstadt,&nbsp;Wilma Hopman,&nbsp;Peter C. Ferguson,&nbsp;Laurie A. Hiemstra","doi":"10.1111/tct.70078","DOIUrl":"https://doi.org/10.1111/tct.70078","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The value of gender representation has been increasingly recognised in medicine, yet women represent only 13.6% of orthopaedic surgeons in Canada. The primary objective of this study was to determine barriers identified by medical students considering pursuing a career in orthopaedic surgery. The secondary objective was to assess for gender-based differences in barriers identified by medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional mixed-methods survey was distributed to final-year students at a Canadian medical school. Descriptive analyses were calculated for the study population and gender subgroups. To compare responses between gender subgroups, chi-square or Fisher's exact tests were employed for binary data, and non-parametric Mann–Whitney <i>U</i> tests for ordinal data. Open-text responses were reviewed for descriptions of students' experiences in orthopaedics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Sixty-four medical students participated, representing a response rate of 59.3%. Male culture and the need for physical strength were identified as strong barriers to pursuing a career in orthopaedics. Additionally, women reported less exposure (<i>p</i> = 0.003), disproportionate constraints (i.e., scrutiny of performance based on gender, <i>p</i> = 0.001), less mentorship (<i>p</i> = 0.028), more concerns about verbal (<i>p</i> &lt; 0.001) and sexual abuse (<i>p</i> = 0.013), and higher rates of direct discouragement from pursuing orthopaedics than men (<i>p</i> = 0.035). Open-text responses indicated that orthopaedics was not considered welcoming to all medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study is the first to characterise medical student perceptions of barriers to gender equity in orthopaedic surgery in Canada. Fostering a more equitable environment will necessitate a paradigm shift in the educational framework toward orthopaedic surgery.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Future of Medicine Is Queer","authors":"Saffren Bibi Colbourne","doi":"10.1111/tct.70081","DOIUrl":"10.1111/tct.70081","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143675031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to … Create Peer-Facilitated Support Groups for Health Professions Students","authors":"Devora Beck-Pancer,&nbsp;Irina V. Kryzhanovskaya","doi":"10.1111/tct.70080","DOIUrl":"10.1111/tct.70080","url":null,"abstract":"<div>\u0000 \u0000 <p>Mental health declines throughout medical school for many students with half of students reporting symptoms of burnout, which may negatively impact individual health and professional development. American College of Physicians in alignment with the PERMA well-being model suggest organisations provide programming to promote belonging and social support through opportunities to connect with peers. To overcome a medical culture that encourages perfectionism (while hiding vulnerability) and to achieve meaningful interaction, brave and safe student spaces need to be created. Medical student support groups facilitated by psychotherapists and faculty have promoted well-being yet are limited by facilitator availability and student concern for possible career implications. To create brave spaces for meaningful interaction, the authors created and implemented unstructured, participant-directed, near-peer facilitated medical student support groups. The authors recommend empowering student facilitators with (1) a brief training from a psychologist, (2) access to a faculty advisor, (3) a sample facilitator guide for ‘how to’ facilitate unstructured sessions and (4) opportunities for reflection and for receiving participant feedback. Participants and facilitators appreciated the opportunity to connect honestly with peers and have experiences normalised. Near-peer facilitated support groups have the potential to improve the training experience, promote well-being and mental health and shape the culture of medicine.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671918","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":"Comparison of Online Peer-Assisted Learning and Faculty-Led Teaching for Short Answer Questions","authors":"Gurtek Singh Samra,&nbsp;Kashmir Gaddu,&nbsp;Joseph Ryan Wong Sik Hee,&nbsp;Krupali Brahmbhatt,&nbsp;David Bowrey,&nbsp;Max Seabrook","doi":"10.1111/tct.70069","DOIUrl":"https://doi.org/10.1111/tct.70069","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Peer-assisted learning (PAL) is a well-recognised pedagogical approach in medical education; however, research on its effectiveness in online settings remains limited. Multiple-choice questions have been the predominant method for assessing PAL outcomes, despite Short Answer Questions (SAQs) being the superior tool for evaluating knowledge. This study compares online peer and faculty teaching in enhancing medical students' higher-order thinking skills and assesses students' perceptions of these methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Third-year medical students undergoing surgical placements were consented and recruited for the study. Three pre-defined cohorts were randomised to the following arms: no intervention (<i>n</i> = 41), online PAL teaching (<i>n</i> = 37) and online faculty teaching (<i>n</i> = 35). Peer teaching was delivered by fourth-year students (<i>n</i> = 6) and faculty teaching by Clinical Teaching Fellows (CTFs) (<i>n</i> = 6). Academic outcomes were assessed using end-of-block SAQ formatives, and teaching quality was evaluated using the validated SEEQ questionnaire. Knowledge gain and self-perceived confidence were assessed through pre- and post-session tests, validated with a reference group of learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Consent for SAQ exam scores was obtained from <i>n</i> = 19 (no intervention), <i>n</i> = 29 (PAL) and <i>n</i> = 21 (CTF). No significant differences were seen between the groups (<i>p</i> = 0.650). SEEQ completion was <i>n</i> = 24 (PAL) and <i>n</i> = 30 (CTF). CTF tutors received significantly higher ratings in domains of <i>Learning</i> (<i>p</i> = 0.017) and <i>Group Interaction</i> (<i>p</i> = 0.036). Pre- and post-session tests showed no significant differences in scores (<i>p</i> = 0.957) or self-perceived confidence ratings (<i>p</i> = 0.454).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study shows that online PAL is a viable alternative to faculty-led teaching for enhancing SAQ skills and knowledge acquisition. However, faculty-led teaching offers a superior educational experience.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143646104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Mentoring Circuit: An Innovative Speed-Dating Approach to Support Career Awareness in Speech and Language Therapy","authors":"Claudia Kate Au-Yeung,&nbsp;Yi-Ting Chia,&nbsp;Andrea Fernando,&nbsp;Serena Lo","doi":"10.1111/tct.70077","DOIUrl":"https://doi.org/10.1111/tct.70077","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Traditional placements in speech and language therapy (SLT) courses pose challenges for students to gain exposure and exchange knowledge within a wide range of specialties in the profession. To counteract this, we piloted an innovative ‘mentoring circuit’ to provide an online opportunity for student and newly qualified SLTs to gain insights and network.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Mentees and mentors were recruited through professional networks and snowball sampling methods. Six working SLTs from different specialties volunteered as ‘mentors’ and were allocated individual breakout rooms on Zoom. Students, ‘mentees’, were grouped according to SLT stages, were given the opportunity to ask questions to each specialist in 10-min intervals. Each group of mentees were rotated along the circuit until they met all six specialists. Feedback was obtained via an online questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Fifteen mentees (67% students, 33% newly qualified SLTs) attended. Key themes emerged from mentees' feedback, including the value of learning from a diverse range of specialists, benefits of peer learning and optimal mentees–mentor ratio. Suggestions included additional time for follow-up questions. Mentors also reported positive experiences, expressing enjoyment in sharing knowledge, networking opportunities, opportunities to reflect and appreciation for the circuit's format. They suggested additional time per breakout room and receiving questions in advance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Feedback showed that the mentoring circuit effectively provided insights and facilitated the sharing of clinical practices among participants. Both mentees and mentors reported positive experiences, indicating a mutually beneficial mentoring relationship. This approach can be considered by other healthcare professions to support clinical placement learning during the students' degree.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639054","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":"Training Medical Students in Breast Health","authors":"Arianna Tapia,&nbsp;Alyssa Pereslete,&nbsp;Rachel Siretskiy,&nbsp;Catarina Jim,&nbsp;Erica Merlino,&nbsp;Rachel Clarke,&nbsp;Julia Bisschops","doi":"10.1111/tct.70075","DOIUrl":"https://doi.org/10.1111/tct.70075","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although medical students receive ample information about cancer screening guidelines, actual hands-on experience providing patient education about breast health and breast self-awareness is lacking. Students at a Florida medical school volunteer at community events to provide breast health education. This study assessed the effectiveness of a training in improving medical students' perceived knowledge, comfort and interest in breast health education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Students participated in a 60-min training to serve as breast health educators. The comprehensive and interactive training covered topics including breast cancer risk factors and preventative measures, breast self-awareness and screening. Participants completed pretraining and posttraining surveys to assess perceived knowledge and comfort in delivering breast health education and interest in participating in future events using 5-point Likert scales. A descriptive analysis was performed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A total of 104 students completed the training, with 79% and 66% completing the pretraining and posttraining surveys, respectively. Before the training, 21% of students reported adequate or extensive knowledge, compared to 80% of students after the training. Students' reported comfort level as somewhat or very comfortable was 23% and 74% before and after the training, respectively. Eighty-nine per cent of students reported being somewhat or very interested before the training, compared to 86% after the training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Medical students' knowledge about breast health is limited. Our study demonstrates that a 60-min training enhances medical student perceived knowledge and comfort in delivering breast health education. The knowledge gained from a breast health education training may serve medical students as future physicians, regardless of specialty.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639044","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}