Clinical Teacher最新文献

{"title":"Engaging the Next Generation: Designing an Experiential Intensive Care Unit Workshop on Neurologic Emergencies for Medical Students From Diverse Backgrounds","authors":"Marie Guinat,&nbsp;Danai-Georgia Bucher,&nbsp;Yoann Salnave,&nbsp;Maja Arnold,&nbsp;Laura Westermann,&nbsp;Coline Glauser,&nbsp;Nawfel Ben-Hamouda","doi":"10.1111/tct.70407","DOIUrl":"10.1111/tct.70407","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Undergraduate medical students often feel unprepared to manage unstable patients, especially in emergency and intensive care settings. Inadequate exposure to real clinical learning tasks without hands-on experience may contribute to these feelings of unpreparedness. Traditional lectures might not sufficiently support the development of medical skills in this area. This article describes the design and satisfaction-based evaluation of a 1-h innovative workshop for teaching undergraduate medical students how to manage unstable neurologic patients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In March 2025, the <i>Swiss Medical Students' Convention</i> organised by the <i>Swiss Medical Students' Association</i> took place in Lausanne, Switzerland, with the goal of improving students' readiness to manage unstable patients in an acute care environment. The workshop included students from diverse Swiss universities and training backgrounds, which called for a flexible and inclusive approach. It employed experiential learning strategies and gamification principles to engage students in three structured stations, focusing on neurologic assessment, identifying red flags in comatose patients and preventing secondary cerebral damage.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>After the workshop, students completed a questionnaire with closed and open-ended questions. Quantitative and qualitative data were analysed using descriptive statistics.</p>\u0000 \u0000 <p>Data indicated a high level of satisfaction among participants regarding the structure, content and interactivity of the workshop. Medical students appreciated the peer-based, mixed-level learning approach, which promoted collaboration and critical thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This initiative demonstrates how short, hands-on, student-centred workshops can enhance medical students' engagement for critical care management. Future research should include preassessment and postassessment to measure its impact on clinical reasoning and knowledge growth.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13040112/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147596651","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":"Healing Presence: an Intensive Care Unit Curriculum for Medical Students Based on the Clinical Pastoral Education Training Model","authors":"S. Anderson,&nbsp;L. J. Brazier,&nbsp;J. Baruch,&nbsp;C. Wright,&nbsp;K. Collier","doi":"10.1111/tct.70389","DOIUrl":"10.1111/tct.70389","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the United States, approximately 90% of the population believes in God or a higher power. Spirituality is integral to decision-making for some patients, and when spiritual needs are met, healthcare costs may be reduced. At the University of Michigan Medical School, we observed a paucity of education in spiritual care. We developed an elective to engage medical students in reflecting on spirituality in the care of critically ill patients and their own experiences and evaluated the impact of this educational model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Senior medical students shadowed chaplains and participated in reflection sessions with chaplain-led peer groups. A retrospective pre–post survey was collected from students to assess the impact of the elective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Seventy-eight students participated in the elective between 2017 and 2020. After the elective, students reported increases in how much they value finding personal meaning in patient care (88%– 100%) and responding to patients' spiritual concerns (53%–94%). Review of narrative feedback revealed that the elective fostered a more inclusive understanding of spirituality, heightened recognition of spiritual care as an essential yet often overlooked aspect of care, increased awareness and empowerment to use available resources, and meaningful personal and professional growth within a safe, reflective space.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The elective shifted student perception on the importance of the role of spirituality in medicine. Educational initiatives such as this help address a need within undergraduate medical education and can serve as a platform for integrating spirituality and interprofessional education and collaboration into medical training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13017075/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517390","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":"Clinical Education Scholarship and Research: Getting Started","authors":"Annette Burgess,&nbsp;Paul E. S. Crampton","doi":"10.1111/tct.70408","DOIUrl":"10.1111/tct.70408","url":null,"abstract":"&lt;p&gt;As co-editors of &lt;i&gt;The Clinical Teacher (TCT)&lt;/i&gt;, we are often asked how to get involved in the field of education and research. Those entering careers in education and research often do so serendipitously [&lt;span&gt;1&lt;/span&gt;]. Clinicians have many roles and responsibilities, with various career paths available, although the pathway to clinical education is not always visible or well-defined. Educators take on various leadership roles in teaching and curriculum development and engage in educational scholarship, specialising in the science and theory of education [&lt;span&gt;1, 2&lt;/span&gt;]. This may entail reviewing literature, evaluating the effectiveness of teaching methods and utilising this data to inform new developments in teaching and learning practice. In this editorial, we unpick some of the issues as scholars take their first steps into the field.&lt;/p&gt;&lt;p&gt;Getting involved locally in clinical education projects provides a meaningful way to connect with others across university and healthcare sectors and often leads to valuable opportunities to work in partnerships on national and international projects. Guided by changes in healthcare systems and available resources, the structure and teaching methods used in the educating and training of health professionals are continuously evolving, leading to opportunities for involvement. Examples of recent trends at universities include the increasing use of team-based learning (TBL) as a key pedagogy across the health professions—with many innovations in interprofessional TBL [&lt;span&gt;3-5&lt;/span&gt;]. Joining an existing team that is implementing and evaluating a new teaching method or innovation contributes to continuous quality improvement in teaching and learning. Here we provide some key tips on how to get started in clinical education scholarship and research:&lt;/p&gt;&lt;p&gt;\u0000 &lt;b&gt;Mentorship and networking.&lt;/b&gt;\u0000 &lt;/p&gt;&lt;p&gt;Seek out guidance or mentorship from clinical education researchers within your organisation. Ask your peers or senior colleagues how they became involved. While it is important to seek opportunities, also take advantage of opportunities that come your way. Implementing and evaluating a new innovation in the health professions requires varied expertise—usually from early career and senior clinicians, educators and researchers. Peers and colleagues may be aware of opportunities and existing activities or teams requiring your expertise.&lt;/p&gt;&lt;p&gt;\u0000 &lt;b&gt;Focus your research interests. Select specific areas of interest.&lt;/b&gt;\u0000 &lt;/p&gt;&lt;p&gt;By taking part in education and research activities, you will discover what aspects you most enjoy. There is a smorgasbord of choices in topics, such as curriculum design, patient safety, faculty development, simulation, professionalism, work-based assessment and specific teaching pedagogies, and research methods, such as various qualitative, quantitative and mixed methods. Attend local health professions education seminars to gain further i","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517378","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":"Preceptor Retention: Impact of Curriculum Reform and Competency-Based Assessment on Preceptor Reward and Burden","authors":"Jennifer E. Adams,&nbsp;Grace Bosma,&nbsp;Tai Lockspeiser","doi":"10.1111/tct.70404","DOIUrl":"10.1111/tct.70404","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Sustaining clerkship preceptors is increasingly challenging, leading to interest in preceptor retention and incentive strategies. Guided by self-determination theory (SDT), this study examined preceptor retention and factors associated with retention after a large-scale curriculum reform including transition to an all-longitudinal integrated clerkship (LIC) curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A survey was administered to 1164 LIC preceptors at a single institution. Questions focused on intention to precept the next year, reasons for continuing or leaving and incentives to motivate teaching. Descriptive and comparative statistics were performed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>An 83% response rate was achieved (<i>n</i> = 965), with a preceptor retention rate of 84.5% (816/968). The most common reasons cited for leaving precepting roles were as follows: needing a break (<i>n</i> = 46, 30.1%), leaving clinical practice (<i>n</i> = 31, 20.1%) and decreased clinical time (<i>n</i> = 29, 19.3%). Specialty, participation in faculty development and perceived ease/difficulty of assessment forms were not associated with retention; only being a first-year preceptor was shown to have significant negative association (<i>p</i> = 0.006). Most preceptors leaving teaching cited personal reasons (<i>n</i> = 74, 46.7%). For those planning to return to precepting, the most common reason cited was the longitudinal relationship with students (<i>n</i> = 536, 66%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Faculty decisions to continue or discontinue precepting were driven primarily by personal or structural factors rather than dissatisfaction with the curriculum. Consistent with SDT, the longitudinal relationship with students was the strongest motivator to precept, suggesting the LIC model itself may support faculty recruitment and retention. First-year faculty are at greatest risk for attrition and represent a key target for intervention and support aimed at retention.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147505637","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":"Colour Vision Deficiency in Health Professions Education: A Narrative Literature Review","authors":"Marnie Imhoff,&nbsp;Linsey Donner,&nbsp;Ashley Eichleberg,&nbsp;Kevin McGuire","doi":"10.1111/tct.70402","DOIUrl":"10.1111/tct.70402","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Colour vision deficiency (CVD) or colour blindness can affect healthcare professionals in tasks that require colour perception. Despite its occurrence, there is limited awareness within healthcare education to support students and practitioners with CVD. This narrative literature review examines the impact of CVD on educational experiences and clinical performance, summarises recommended teaching interventions and identifies gaps in training and institutional support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A methodical search was conducted using seven databases (CINAHL, EMBASE, ERIC, Google Scholar, MEDLINE, PsycINFO and PubMed) using keywords related to CVD and healthcare education. Articles published between August 2013 and January 2026 were included if they addressed CVD in healthcare professionals or students and discussed educational practices or clinical implications. Thematic analysis was used to categorise findings and develop insights.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The review identified gaps in screening, awareness and support for individuals with CVD in healthcare education and clinical practice. Few programs screen for CVD or offer accommodations for those with CVD. The literature supports the use of universal design principles, alternative instructional strategies and assistive technology. Effective interventions include grayscale imaging, high-contrast visuals, adaptive technologies and purposeful instructional design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There is a need to implement changes in both healthcare education and clinical practice to support individuals with CVD. Routine screening, universal design principles, adaptive tools and standardised guidelines are essential. Future research needs to evaluate the effectiveness of current interventions, identify best practices in education and inform evidence-based policies to promote a supportive educational environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13006478/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147500978","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":"Effectiveness of Peer-Led vs. Instructor-Led Debriefing in High-Fidelity Simulation-Based Healthcare Education: A Systematic Review and Meta-Analysis","authors":"Safi Ullah Khan,&nbsp;Arsalan Ahmed,&nbsp;Mahnoor Ishaque,&nbsp;Sheeza Yousaf,&nbsp;Diya Rathi,&nbsp;Muhammad Younas,&nbsp;Aizaz Anwar Khalid","doi":"10.1111/tct.70403","DOIUrl":"10.1111/tct.70403","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Simulation-based training enhances medical education by improving learners' experience and proficiency. High-fidelity simulation (HFS) increases skill acquisition and retention when compared to standard training techniques. Debriefing is a key part of simulation education and peer-led debriefing (PLD) may also be appropriate. This study aims to determine whether PLD is as effective as instructor-led debriefing (ILD) in improving learner outcomes in HFS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This SRMA followed the PRISMA and Cochrane guidelines and was registered on PROSPERO (CRD420251082121). PubMed, Cochrane and Embase were databases searched from inception to June 2025. Two independent reviewers screened studies, extracted data and assessed risk of bias using RoB 2. Outcomes were pooled using random-effects models; heterogeneity was assessed using <i>I</i>² using RevMan 5.4.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Six studies (five quasi-experimental and one RCT) containing 476 participants (peer-led: 245; instructor-led: 231) were included. No statistically significant differences were found between PLD and ILD. The overall certainty of the evidence was low to moderate. For Debriefing Assessment for Simulation in Healthcare (DASH), MD = −1.06 (95% CI: −3.81, 1.69; <i>p</i> = 0.45; <i>I</i>² = 87%). Organised debriefing: MD 0.19 (95% CI: −0.64, 1.02; <i>p</i> = 0.65; <i>I</i>² = 91%). Other outcomes (e.g., helping achieve good practice, identifying performance gaps and establishing engaging learning environment) also showed nonsignificant differences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>No statistically significant differences were observed between PLD and ILD across the included studies. Limited and heterogeneous evidence base means the findings should be interpreted cautiously. Robust, well-designed RCTs are needed to confirm these findings, address heterogeneity and explore long-term effects.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147501005","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":"Pastoral Care Provision for Medical Students: What Is the Role of the Clinical Teaching Fellow?","authors":"Niamh T. McSwiney,&nbsp;Nicola Taylor,&nbsp;Steve Jennings","doi":"10.1111/tct.70397","DOIUrl":"10.1111/tct.70397","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The clinical teaching fellow (CTF) role is often taken by resident doctors between training programmes to develop skills within medical education. This project explored CTF experiences of pastoral care provision at one medical school in the United Kingdom (UK), specifically focusing on their own role and responsibilities to inform practical support strategies for doctors as future medical educators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study adopted a qualitative, hermeneutic phenomenological approach. Five focus groups were conducted at different hospital sites where medical students undertake clinical placements, known individually as academies. The focus groups explored what pastoral support meant to CTFs and their experiences of providing pastoral support to medical students. Reflexive thematic analysis was undertaken collaboratively by the research team.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The views of CTFs at different academies were generally aligned and four themes were identified. These included: (1) holistic pastoral care; (2) organisational influences: a mismatch of expectations; (3) challenges of the role; and (4) support for CTFs. The term pastoral care remains ill-defined, but there was universal agreement amongst CTFs that it required a holistic approach to all student-related issues. The near-peer educational relationship between CTFs and medical students appears to be a fulfilling aspect of the role. Further clarity is required surrounding the expectations of the CTF role, which has led to indistinct boundaries surrounding the promotion of student well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Future considerations include acknowledgment of the cognitive load associated with supporting students, defining CTF responsibilities within the current escalation pathways and providing preparatory and sustained training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12995597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147476692","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":"Trainee and Faculty Perspectives of Neurointerventional Curricula in Residency: a Scoping Review","authors":"Julian M. Yabut,&nbsp;Retage Al Bader,&nbsp;Clementine Affana,&nbsp;Jonathan Chainey,&nbsp;Ashish Kumar","doi":"10.1111/tct.70374","DOIUrl":"10.1111/tct.70374","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Neuroendovascular intervention (NEI) or interventional neuroradiology (INR) exposure is limited during neurosurgery, neurology and diagnostic radiology residencies as this is a fellowship-based area of competence. Although structured curricula exist, residents may graduate with limited knowledge and skills related to endovascular patient management and procedures. Our study explores trainee and faculty perspectives on neurointerventional learning opportunities during residency training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review was conducted using the Preferred Reporting Items for Systematic-Reviews and Meta-Analyses extension for Scoping Reviews. OVID MEDLINE, OVID Embase and PUBMED databases were searched for original research published in the English language on neurosurgery, neurology and radiology residencies. Covidence was used to compile studies, screen studies and extract data that met criteria.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 1025 articles, 30 studies met the inclusion criteria. The most common study designs were surveys (30%) and literature reviews (23%). We identified three key emerging concepts in residency: (1) existing gaps in INR exposure, (2) calls for earlier curricular integration and (3) the emergence of curricular initiatives to increase INR exposure to address these gaps.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Trainees and program leaders report perceived limitations in INR exposure during residency training while acknowledging that procedural competence can be gained through post-residency fellowships. Current perspectives and educational approaches described in the literature highlight ongoing discussion regarding the role of residency in providing foundational exposure and career awareness in INR.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12995598/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147476734","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":"Cocreating Virtual Care Education With Patient Partners","authors":"Betsabeh Parsa,&nbsp;Carolyn Canfield,&nbsp;Rebekah Eatmon,&nbsp;Kendall Ho,&nbsp;Andy Huang,&nbsp;Maria Hubinette,&nbsp;Michael Lee,&nbsp;Angela Towle,&nbsp;Cheryl Holmes,&nbsp;John Pawlovich,&nbsp;Kiran Veerapen,&nbsp;Adrian Yee","doi":"10.1111/tct.70398","DOIUrl":"https://doi.org/10.1111/tct.70398","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Virtual care is a vital component of health care delivery in Canada, particularly in geographically diverse regions. Health professions education emphasises its benefits, such as reducing barriers to care, but often fails to focus on patient experiences. The aim of this curriculum development project was to cocreate, implement and evaluate a podcast-based educational tool to enhance virtual care competencies, grounded in patient experiences and constructivist learning theory.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We cocreated educational podcasts with patient partners and students using a Participatory Action Research design. Twenty-eight patients participated between September 2022 and March 2024 through focus groups, feedback sessions and a launch event. Thematic analysis of focus group data informed the development of a five-part podcast series, <i>The Listen</i>. This educational resource is grounded in constructivist learning theory and emphasises learner reflection through guided prompts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We embedded evaluation throughout the project using formative and developmental methods. Initial feedback focus groups commended the podcasts for authenticity, tone and accessibility. Recommendations, such as adding more diverse voices and addressing mental health, shaped subsequent episodes. Feedback from a launch event (<i>n</i> = 13), an online survey (<i>n</i> = 13), interviews with project team members (<i>n</i> = 8) and a student focus group (<i>n</i> = 5) indicated strong satisfaction with the perceived effectiveness of both the codesign process and podcast content.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implication</h3>\u0000 \u0000 <p>This project demonstrates the value of authentic patient engagement in curriculum design. Podcast-based tools offer a scalable, authentic approach to teaching virtual care. Sustained collaboration, role clarity and support mechanisms are essential for meaningful codesign in health professions education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566709","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":"Mental Health Literacy Among Speech Pathology Undergraduate University Students: A Preliminary Investigation","authors":"Nicole McSpadden,&nbsp;Brooke Ryan,&nbsp;Ian Kneebone","doi":"10.1111/tct.70372","DOIUrl":"10.1111/tct.70372","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Speech pathologists work with populations vulnerable to mental illness. Investigating the mental health literacy of speech pathology students in their final year of study is an important first step in identifying their preparedness for this area of professional practice. This study sought to investigate the mental health literacy of speech pathology students in their final year of undergraduate study by comparing their mental health literacy to that of first year students and considering relevant associates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A cross-sectional between-groups study was conducted with speech pathology students in their first and final year of undergraduate study at an Australian university. Participants completed a 56-item online survey.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants were 46 final year speech pathology students and 32 first year students. Final year students had higher mental health literacy scores than first years. Across the whole sample, previous engagement in treatment for mental health symptoms was the only predictor variable to account for a statistically significant portion of the variance in mental health literacy scores of students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Preliminary findings suggest that mental health literacy develops over the course of the degree and that final-year students appear prepared, from a knowledge perspective, for their role in supporting individuals with mental health needs. The main source of this knowledge appears to be personal experience of treatment. A review of mental health curriculum content might be appropriate to ensure those without personal treatment experience can develop knowledge, and for those with personal experience, this is comprehensive and evidence based.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147438268","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}