Clinical Teacher最新文献

{"title":"Assessing the Impact of an Undergraduate Medical Student Volunteer Hospital Program: Active Mind Active Body","authors":"Kareena Nanda,&nbsp;Jaslyn Rasmuson,&nbsp;Julian T. Lau,&nbsp;Pamela Mathura,&nbsp;Winnie W. Sia","doi":"10.1111/tct.70480","DOIUrl":"https://doi.org/10.1111/tct.70480","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Active Mind Active Body (AMAB) is a novel student-led program designed to lessen cognitive and physical isolation in hospitalized patients by facilitating social and physical activities. It offers preclinical undergraduate medical students (UMS), who often have limited clinical exposure, structured encounters while engaging patients socially, cognitively and physically. The aim of this study was to evaluate AMAB patient encounters and assess the experience of participating UMS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using convergent mixed methods, data were collected from the following sources: anonymized patient encounter records quantifying participating patients and types of activities, a postshift volunteer feedback form and a program evaluation survey. Data were analyzed using descriptive statistics and thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 424 encounters with 220 patients were completed from July 2021 to August 2023. Nearly all (98%) encounters included socialization, and many included cognitive activities (27%) or physical activity (22%). Thirty-four UMS (56%, 34/61) completed the study survey. Most UMS perceived AMAB as valuable for patients (94%) and meaningful for UMS (88%). UMS (67%) reported exposure to different medical specialties and (74%) felt their involvement would impact how they engage with patients. UMS indicated improvement in communication skills, interprofessional collaboration and relationship building. Opportunities for program improvement included diversifying activities and implementing peer-to-peer mentoring.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The AMAB program provides impactful clinical education for UMS in communication and interprofessional collaboration. UMS also reported perceived benefit on patient mobility and social connectedness. This offers a replicable and low-cost model that can be adapted to other medical education programs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148616685","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":"Effect of Jigsaw Cooperative Learning on Short-Term Academic Performance and Engagement Compared to Tutorials Among MBBS Students: A Quasiexperimental Study","authors":"Varsha Chaudhary,&nbsp;Pawan Parashar,&nbsp;Monika Gupta,&nbsp;Chhavi Kiran Gupta,&nbsp;Anirudh Srivastava,&nbsp;Kaynat Nasser","doi":"10.1111/tct.70488","DOIUrl":"https://doi.org/10.1111/tct.70488","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Cooperative learning methodologies are progressively used in medical education to promote engagement and understanding. This research compared the jigsaw cooperative learning strategy with the conventional tutorial method among second-year MBBS students, with a focus on short-term learning outcomes and learner perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasiexperimental educational study with random allocation was conducted among 160 students assigned to tutorial (<i>n</i> = 80) and jigsaw (<i>n</i> = 80) groups. Pretest and posttest assessments were used to evaluate learning gain. Student perceptions were collected using a 5-point Likert scale, and faculty feedback was obtained. Statistical analysis included paired and independent <i>t</i> tests, along with effect size (Cohen's <i>d</i>) and relative improvement measures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both groups demonstrated substantial improvement in posttest scores (<i>p</i> &lt; 0.05). The mean learning gain differed between groups (jigsaw: 5.50 ± 3.76; tutorial: 3.78 ± 3.55; <i>p</i> = 0.003). Effect size estimates were 2.17 for the jigsaw method and 1.22 for the tutorial method, with a between-group effect size of 0.47. Relative improvement was 64.8% in the jigsaw group and 38.3% in the tutorial group. Student perception data indicated generally higher engagement and satisfaction with the jigsaw approach, and faculty feedback was positive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings suggest that the jigsaw method may offer improved short-term learning outcomes and engagement compared to conventional tutorials. However, as the assessment was limited to immediate outcomes, further studies are needed to evaluate long-term retention and broader educational impact.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148617278","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":"Recommendations for Training Faculty in Generative AI Use: Crafting Higher-Order Application Exercises in Team-Based Learning","authors":"Deborah Dalmeida,&nbsp;Nahla Gomaa,&nbsp;Elizabeth Prabhakar","doi":"10.1111/tct.70489","DOIUrl":"https://doi.org/10.1111/tct.70489","url":null,"abstract":"<div>\u0000 \u0000 <p>Application exercises are the most critical components of the sequenced steps of team-based learning (TBL) that should be designed as complex, real-world problems to elicit deep learning and foster student engagement. The process of crafting these exercises presents several challenges for educators—time constraints, alignment with learning objectives, scaffolding and authentic simulation of real-world problem solving. The use of artificial intelligence (AI) cuts down time and effort for design and allows focus on refinement and error correction. In addition, it allows use of an iterative process to generate higher order application exercises that provide the context and competency level required for students to make learning gains.</p>\u0000 <p>We are sharing our knowledge on using AI to design application exercises (AEs) garnered from our international workshops on TBL. We empowered educators to write effective prompts using the Task–Role–Audience–Create–Intent (TRACI) framework to create engaging AEs that meet the 4S principles, i.e., significant problem, same problem, specific choice, simultaneous reporting, of TBL AEs, aligned to higher order Bloom's taxonomy objectives for critical thinking and learner engagement. We then demonstrated how we used Anthropic's Claude 4 Sonnet AI tool to design the exercises using an iterative process. The workshop concluded with a reflection exercise and feedback to promote intentionality.</p>\u0000 <p>Our collective experience facilitating this workshop in interdisciplinary and interprofessional settings, serving as TBL facilitators at our respective institutions and informal participant feedback at the workshops informed the development of this series of best practice recommendations for faculty development. This foundational yet critical skill is necessary in the rapidly evolving landscape of AI skill-building competencies for health professions educators. We describe our best practice recommendations here within the paradigm of course design for TBL.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148617279","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":"Artificially Intelligent Simulated Patients in Undergraduate Surgical Teaching: A Single Blinded Randomized Controlled Study","authors":"W. Baraza,&nbsp;Georgina Staples,&nbsp;Cameron Wells,&nbsp;Louise Barbier,&nbsp;Isi Tonga,&nbsp;Parry Singh,&nbsp;Mike Puttick,&nbsp;Craig Webster","doi":"10.1111/tct.70486","DOIUrl":"https://doi.org/10.1111/tct.70486","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Self-directed learning (SDL) and reflection are critically important for clinicians. There is limited evidence describing the utilization of artificial intelligence (AI) to support medical SDL. AI simulated patients (AISP) may allow for high-fidelity, reflective educational interactions. We aimed to determine how SDL with AISP interaction compared to standard SDL in the development of clinical reasoning skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a single-institution randomized controlled study in early clinical years' undergraduate students, learning about gallstone disease. For 90% power and a 20% noninferiority margin, 36 participants were randomized either to an intervention group using an AISP or to a control group using current educational resources. Both groups underwent a standardized clinical skills assessment. Quantitative and qualitative data were collected.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twenty-seven participants completed the study. The intervention group demonstrated statistical noninferiority compared with the control group (assessment scores of 13.1 vs. 12.1, respectively, <i>p</i> = 0.11). In addition, there were fewer borderline grades, and significantly more distinction grades in the intervention group than control (6 vs. 1, respectively, <i>p</i> = 0.037), suggesting the AISP may have improved performance in clinical management. The qualitative data suggested widespread satisfaction and enthusiasm for AISPs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our results suggest that AISPs are comparable to traditional resources in developing undergraduate clinical skills, and may contribute to improved academic performance in undergraduate surgery. Globally, there is an appetite for their introduction into the clinical curriculum. Real patient interaction is the standard. However, AISPs may have a supplementary role and are likely to become increasingly prominent in medical curricula.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70486","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148617275","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":"Selecting Authentic and Feasible Pass/Fail Assessments in Competency-Based Education: A Clinical Teacher's Toolbox","authors":"Jeb Helms,&nbsp;Jessica Bender,&nbsp;Samantha B. Stempel","doi":"10.1111/tct.70484","DOIUrl":"https://doi.org/10.1111/tct.70484","url":null,"abstract":"<div>\u0000 \u0000 <p>Competency-based education (CBE) has shifted health professions training away from time-based progression and numerical grading toward criterion-referenced, pass/fail judgements of competence. As programmes adopt CBE, educators must design assessments that generate defensible evidence of competence while remaining sustainable at scale. This Clinical Teacher's Toolbox article presents a comparative framework for selecting summative, pass/fail assessments using two complementary lenses: authenticity and feasibility. We examine commonly used classroom-based assessments, including higher order multiple choice questions, oral examinations (vivas), case-based documentation write-ups, chart-stimulated recall, adaptive virtual case platforms, simulation, objective structured clinical exams (OSCEs), uploaded clinical video demonstrations, simulated patient education videos and emerging virtual or augmented reality approaches. We situate these assessments along Miller's Pyramid and domains of competence. Authenticity is conceptualised as a continuum shaped by task design and the extent to which assessments require integration of knowledge, reasoning, and performance aligned with professional practice. Feasibility reflects faculty workload, feedback capacity, calibration demands, scalability and vulnerability to inappropriate use of artificial intelligence. By integrating these lenses, we demonstrate how combining scalable written assessments with selectively deployed higher authenticity modalities can generate meaningful upstream evidence that supports downstream entrustment decisions. This toolbox offers practical guidance for designing repeatable, defensible and sustainable pass/fail assessment within competency-based programmes.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148616756","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":"Teaching Methodologies and Educational Outcomes of Point-of-Care Ultrasound in Undergraduate Medical Education: A Scoping Review","authors":"Isabel Dutra da Cruz,&nbsp;Marlon Natan Baracho de Oliveira,&nbsp;Alessandra Mazzo,&nbsp;Raphael Raniere de Oliveira Costa","doi":"10.1111/tct.70485","DOIUrl":"https://doi.org/10.1111/tct.70485","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aimed to identify the teaching methodologies used in point-of-care ultrasound (POCUS) education for undergraduate medical students and to synthesise the educational outcomes associated with these approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review followed Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. The research question was developed using the Population–Concept–Context framework. Systematic searches were performed in PubMed/MEDLINE, Web of Science, Scopus, Embase, CINAHL and ERIC. The review protocol was prospectively registered in the Open Science Framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fifty-nine studies were included. Teaching methodologies comprised supervised practice with real patients, simulation using high-fidelity and low-cost models, didactic lectures, active learning strategies (including flipped classroom and peer-assisted learning), short and longitudinal courses and educational technologies such as e-learning platforms, portable ultrasound devices and virtual reality. Assessment strategies included objective structured clinical examinations, structured questionnaires and theoretical and practical tests. The most frequently reported educational outcomes were improved diagnostic accuracy and clinical performance, technology-supported theoretical learning, increased confidence and practical autonomy and the educational benefits of integrated active learning approaches. Educational interventions combining supervised practice, simulation and active learning were consistently associated with more favourable educational outcomes than isolated teaching strategies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The structured and longitudinal integration of POCUS into undergraduate medical curricula appears to be a promising strategy for strengthening clinical reasoning, diagnostic accuracy and bedside decision-making. These findings support implementing competency-based curricula that integrate supervised practice, simulation and active learning methodologies, while highlighting the importance of longitudinal curricular integration for sustainable competency development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70485","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148616707","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":"Seeing Beyond Screening. Re: Colour Vision Deficiency in Health Professions Education: A Narrative Literature Review","authors":"James Fisher,&nbsp;Emer Kennedy,&nbsp;Ramya Narayanan,&nbsp;Ilgin Cebioglu,&nbsp;Anya Hurlbert","doi":"10.1111/tct.70490","DOIUrl":"10.1111/tct.70490","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148610902","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":"Gender-Inclusive Language as a Core Skill in General Practice Education: Lessons From UK Training","authors":"Lucy Baxter,&nbsp;Sarah Harper","doi":"10.1111/tct.70482","DOIUrl":"10.1111/tct.70482","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148610753","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":"Rethinking Collaborative Competition in Medical Education","authors":"Zarin Salehin,&nbsp;Connor O'Keeffe","doi":"10.1111/tct.70487","DOIUrl":"https://doi.org/10.1111/tct.70487","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148534033","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":"Closing the Support Gap in EPA Assessment: A Case for Structured Debriefing","authors":"Ade Herdian Putra,&nbsp;Evi Afiati","doi":"10.1111/tct.70483","DOIUrl":"https://doi.org/10.1111/tct.70483","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148534058","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}