Clinical Teacher最新文献

{"title":"Beyond Boundaries: Innovation, Inclusion and Impact in Health Professions Education","authors":"Hannah Gillespie, Gabrielle M. Finn","doi":"10.1111/tct.70521","DOIUrl":"https://doi.org/10.1111/tct.70521","url":null,"abstract":"<p>We are delighted to share this year's supplement, which captures the breadth and diversity of our conference programme.</p><p>The theme, ‘Beyond Boundaries: Innovation, Inclusion and Impact in Health Professions Education,’ reflected ASM2026's ambition to challenge established thinking and explore new possibilities for teaching, learning and practice. Bringing together educators, learners and leaders, the meeting placed collaboration and inclusion at its heart, with a shared focus on creating more equitable and responsive education that makes a meaningful difference to learners, patients, communities and healthcare systems.</p><p>Across three days, our keynote speakers encouraged us to think critically about innovation and the allure of new technologies, while offering new perspectives on supporting learners and navigating uncertainty. Symposia invited delegates to cross disciplinary and conceptual boundaries, whereas a packed programme of oral and e-Poster presentations showcased the breadth and quality of scholarship across our community. That willingness to question, connect and look beyond established approaches characterised ASM2026 and we were delighted to see it reflected throughout the meeting.</p><p>ASME ASM 2026 was our biggest conference yet, welcoming 872 delegates. We were supported by an exceptional team of 16 volunteers and heard from 6 keynote speakers spanning different professions, career stages and countries. Delegates reflected the conference's truly international character, with delegates attending from 18 countries and every corner of the United Kingdom. Across three days, the programme featured 267 oral presentations, 226 e-posters, 44 workshops, 18 award presentations and 11 doctoral research presentations. Together, these sessions captured the energy, creativity and collaborative spirit that continue to drive innovation in health professions education.</p><p>We are especially proud that this year saw two keynotes delivered by the winners of the ASME Chair's Award, a new award celebrating excellence in scholarship and research for mid-career members of our health professions education community. Dr. Aaron Drovandi and Associate Professor Emily Róisín Reid were the recipients in 2025 and 2026 respectively, and we were delighted to amplify new voices in our community and celebrate excellence at all career stages.</p><p>This supplement also features this year's award-winning abstracts. Among them, Dr. Nick Gardener (Queen's University Belfast) received the Research Paper Award 2026 for his study ‘Oscillation, omnipresence and ownership: a phenomenological study on uncertainty in residency’, exploring how GP trainees experience uncertainty during training. Dr. Olamide Oguntimehin, a GP Registrar at Mid and South Essex NHS Foundation Trust was awarded the TASME Teaching, Innovation and Excellence Award for her work ‘Embedding social determinants of health in postgraduate medical education’, which creates a scalable and adapt","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 S2","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149177101","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":"‘Nearly Sure or Most Unsure’: Navigating Uncertainty in Healthcare Communication","authors":"Michelle D. Lazarus","doi":"10.1111/tct.70505","DOIUrl":"https://doi.org/10.1111/tct.70505","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 S2","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149177103","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":"Symposia","authors":"","doi":"10.1111/tct.70513","DOIUrl":"https://doi.org/10.1111/tct.70513","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 S2","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149177039","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":"Point-of-Care Ultrasound in Undergraduate Medical Education: What Is the Impact of Interprofessional Education?","authors":"Alice Wakefield","doi":"10.1111/tct.70545","DOIUrl":"10.1111/tct.70545","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119893","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":"Mapping AI Ethics Integration in Postgraduate Health Professions Education: A Scoping Review Through the Lenses of Principlism and Transformative Learning","authors":"Tricia Mae Wong,&nbsp;Ang Yu Chien Constance,&nbsp;Muhamed Shamir Jaffar Hussein,&nbsp;Claude J. Renaud","doi":"10.1111/tct.70541","DOIUrl":"10.1111/tct.70541","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence (AI) is disrupting healthcare and health professions education (HPE), creating complex ethical challenges. Despite existing governance frameworks, postgraduate and continuing professional development (CPD) learners require stronger micro-level ethical competence. However, AI-ethics remains insufficiently integrated into postgraduate/CPD curricula with few real-world reflective and interprofessional strategies, raising concerns regarding ethical preparedness. The aim of this study is to map how AI ethics is taught within postgraduate/CPD HPE, drawing on principlism, an ethical framework espousing the principles of autonomy, beneficence, non-maleficence and justice and transformative learning theory (TLT), which explains how critical reflection transforms professional assumptions, perspectives and practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A systematic search of six databases (2000–2025) was conducted to identify relevant sources. Data extraction captured study design, educational setting, pedagogical strategies and ethical themes. Findings were synthesised descriptively and narratively to examine empirical rigour, theoretical alignment and relevance to contemporary generative-AI developments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Sixteen eligible sources were identified. Only 31% were empirical studies. The evidence reflected a strong Western worldview. AI-ethics education for postgraduate/CPD learners was limited, often superficial and reliant on varied but weakly evaluated pedagogies. Principlism appeared frequently but mostly implicitly, whereas explicit application of TLT was rare. Major gaps included low empirical and pedagogical rigour, minimal interprofessionalism and marked temporal anachronism, as most studies predated the advent of generative AI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>AI-ethics education in postgraduate/CPD HPE remains conceptually rich but pedagogically underdeveloped. Effective curricula require structured, theory-anchored, interprofessional and culturally responsive approaches. Integrating principlism and TLT as ethical and pedagogical frameworks may strengthen ethical competence and preparedness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119841","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":"Reflections on the International Congress on Academic Medicine 2026","authors":"James Fisher,&nbsp;Khoa Duong","doi":"10.1111/tct.70543","DOIUrl":"10.1111/tct.70543","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119862","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":"Reframing Participation as Professional Identity Formation in Health Professions Education: The Professional Becoming Framework","authors":"Chris Carter,&nbsp;John Stephens","doi":"10.1111/tct.70544","DOIUrl":"10.1111/tct.70544","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119938","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":"Near-Peer Anatomy-Anchored Teaching","authors":"O. Rackham,&nbsp;M. M. Maitland,&nbsp;P. Ahluwalia,&nbsp;O. Murray,&nbsp;J. E. McKay","doi":"10.1111/tct.70539","DOIUrl":"10.1111/tct.70539","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The transition from pre-clinical to clinical medicine is challenging, particularly in applying anatomical knowledge to patient care. Reductions in dedicated anatomy teaching time have compounded this. Near-peer teaching may help address this gap by reducing hierarchy and enhancing psychological safety, though few programmes have explicitly targeted the pre-clinical to clinical transition through the integration of anatomy with clinical cases.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A prospective educational evaluation examined a near-peer, case-based orthopaedic anatomy programme delivered to Year 4 medical students by Year 5 facilitators across four sessions. Knowledge acquisition was assessed using parallel pre- and post-session multiple-choice question (MCQ) sets compared using Wilcoxon signed-rank test and Cohen's <i>d</i>_<i>z</i>. Student experience was evaluated using purpose-designed questionnaires.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Thirty-two matched pairs were available for analysis. Baseline anatomical confidence (mean 2.76/5) and ratings of placement-based anatomy teaching (mean 2.26/5) indicated clear unmet need. MCQ scores improved significantly from 5.0 to 7.0 out of 8 (mean 5.00 vs. 6.69, <i>p</i> &lt; 0.001, Cohen's <i>d</i>_<i>z</i> = 1.12). Post-session confidence improved to 4.03/5, facilitators were rated highly (mean 4.59/5), and 97% of students felt comfortable engaging with peer facilitators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This programme provides preliminary support for near-peer, case-based anatomy teaching as a promising approach to supporting the pre-clinical to clinical transition, demonstrating short-term improvements in MCQ performance, confidence and student satisfaction.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13627840/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119884","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":"Using a Programme-Level Approach to Developing Reflective Practice in Health Professions Education in the Age of AI","authors":"Carmen Sapsed,&nbsp;Claire Palermo,&nbsp;Ingrid D'Souza,&nbsp;Megan Spencer-Smith,&nbsp;Alysha Cowley,&nbsp;Zoe Davidson,&nbsp;Julia McCartan,&nbsp;Sophie Paynter,&nbsp;Ignatius Pereira,&nbsp;Luke Robinson,&nbsp;Daryl Susigan,&nbsp;Alice Svikers","doi":"10.1111/tct.70538","DOIUrl":"10.1111/tct.70538","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Reflective practice is a core competency for all healthcare professionals however, ensuring valuable assessment of this key skill is challenging; especially in the age of generative artificial intelligence (AI). The use of a programme-level approach to develop this capability is proposed as a potential way to support development and assessment of reflection in health professions education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A cross-disciplinary team of experienced health professions educators came together to develop a framework for assessing reflection in the age of AI. Consisting of three domains, three levels of expertise and artefacts of learning, the framework was informed by relevant healthcare competency standards, existing literature and programmatic assessment principles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We sought to evaluate the perceived usefulness of the framework through educators and student feedback. Educators across multiple healthcare disciplines were invited to provide feedback via survey at a faculty education showcase where the proposed framework was presented. Students were invited to provide feedback in a dedicated focus group. A total of 13 participants accepted the invitation (<i>n</i> = 9 educators completed the survey, <i>n</i> = 4 students participated in the focus group), providing qualitative and quantitative data. Thematic analysis was used to analyse the qualitative responses. The quantitative data were used for demographic purposes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Evaluation of the perceived usefulness of the framework suggests that a programme-level approach to assessing reflection, which considers moments of reflection as data points in the ongoing development of reflective practice, could support skill development and meaningful reflection in the age of AI. Further evaluation of the framework is advised.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13627959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149120009","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":"What Next? Clinical Debriefing Beyond Graduation","authors":"Emma Claire Phillips,&nbsp;Sam Skillcorn","doi":"10.1111/tct.70542","DOIUrl":"10.1111/tct.70542","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119962","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}