Clinical Teacher最新文献

{"title":"Improving prescribing learning in problem-based learning","authors":"Stephanie Bull,&nbsp;Laura Sims","doi":"10.1111/tct.13827","DOIUrl":"10.1111/tct.13827","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Prescribing errors are known to occur in clinical practice. To ensure prescribing competence, foundation doctors in the United Kingdom now need to pass a national Prescribing Safety Assessment (PSA). Medical students are requesting more prescribing learning. We propose that early year's problem-based learning (PBL) sessions in medical curricula may be a place where more prescribing-related material could be added to ensure preparedness to prescribe.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We modified existing PBL material by adding prescribing-related tasks within the patient cases. To ensure relevancy, the prescribing tasks were blueprinted to the assessment structure of the PSA. An example task would be to tailor prescribing, advise on required monitoring and provide information about medication to the (fictional) patients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Free text questionnaires were sent to second-year medical students at two points in the academic year. Thirty-eight of 244 participants responded. Students expressed perceived deficits in their prescribing education both within PBL and in other curriculum areas. Students desired more faculty-led approaches to learning, yet acknowledged that the tasks introduced in PBL sessions, especially those that promoted use of clinical guidelines and national prescribing resources were useful.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Although students expressed a desire for increased faculty-led learning on prescribing, the introduction of prescribing tasks into early-year's PBL cases has a place. For example, tasks that promote students' use of prescribing and evidence-based resources may build their confidence in using them throughout their medical degree and within the PSA assessment (where the formularies can be used by candidates).</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13827","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559587","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":"From clinic to community: An exploration of service-learning in medical education","authors":"Kishan K. Desai,&nbsp;Monika Karki,&nbsp;Gregory Bichai,&nbsp;Joshua Tang,&nbsp;Nikhil Rajulapati,&nbsp;Camryn Marshall,&nbsp;Amanda Balash,&nbsp;Peter Averkiou","doi":"10.1111/tct.13835","DOIUrl":"10.1111/tct.13835","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142549363","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":"An approach to improving diversity, equity and inclusion in Thai medical education from the past to the present","authors":"Nanthida Phattraprayoon,&nbsp;Teerapat Ungtrakul,&nbsp;Lois Haruna-Cooper,&nbsp;Mohammed Ahmed Rashid","doi":"10.1111/tct.13823","DOIUrl":"10.1111/tct.13823","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142514386","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":"Early-career researchers; the future of TCT","authors":"Aileen Barrett","doi":"10.1111/tct.13822","DOIUrl":"10.1111/tct.13822","url":null,"abstract":"&lt;p&gt;Changing jobs, taking on new and exciting roles, is always challenging. Doing so in a pandemic is a whole other level of challenge. So when Annette and Paul kindly invited me to reflect on the changes I had seen at TCT in the last few years, my first memories are of firefighting, constantly trying to keep up, grappling with how to get ahead and wondering how to move from managing to future-proofing and innovating.&lt;/p&gt;&lt;p&gt;Having had time to reflect on it, I now see that the adaptations we made out of necessity have had surprising and sustainable impacts. One of the first pivots we made was to our travelling fellowship, because clearly no one could travel! At the same time, I was also starting to make some headspace to think about how we, as a journal team, could better support early-career researchers, especially those coming into our health professions education circle and trying to build work that was publishable. So, long story made short, with the instant support of ASME and Wiley, we repurposed our funding for the travelling fellowship into what is now our ‘New Voices in Health Professions Education’ programme.&lt;/p&gt;&lt;p&gt;This programme requires a lot of input from our editorial team and significant time to plan and prepare online sessions, but the outcomes have been more than worth it. We are growing a community of interested early-stage clinical and academic professionals, who not only access our editors and teams but generate a network among themselves. They are continuing to work together on projects after the programme ends, and it has grown from three participants the first year to an intake of 18 in 2023!&lt;/p&gt;&lt;p&gt;We muddled through that first year, but the following one brought another set of challenges. While submissions to all journals had unexpectedly risen dramatically during Covid, very little empirical research was conducted during this time. So a year later, many researchers had exhausted their submissions, and we saw a plunge in submissions.&lt;/p&gt;&lt;p&gt;Again, however, this provided an opportunity for us to think about new ways of viewing our issues and to invite different ways of publishing. Our early-career researcher special issue was therefore born out of both needs: our need to increase submissions and our mission and vision to support early-career researchers. Again, this was a real personal success marker for me; it is so difficult to complete a masters in medical/health professions education with work that is publishable in what has become a very competitive space. Journals always want something new, but the point of a master's programme is to develop the skills to be able to produce new research, and is a learning curve. So how could we provide this space, but not compromise on quality? We needed to articulate and clearly brand this issue, so that it was clear to readers that these articles were published for their methodological quality, their rigour and their attention to educational research standards, but that they also, of n","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13822","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142514387","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":"Preparing to practice clinical medicine—How can students be best supported?","authors":"Gopija Nanthagopan,&nbsp;Angela Chau","doi":"10.1111/tct.13829","DOIUrl":"10.1111/tct.13829","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142514388","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":"Workplace affordances and learning engagement in a Thai paediatric intensive care unit","authors":"Kanaporn Trisukhon,&nbsp;Satid Thammasitboon,&nbsp;Jarin Vaewpanich,&nbsp;Matei Petrescu,&nbsp;Jiraporn Punyoo,&nbsp;Jongjai Jongaramraung,&nbsp;Samart Pakakasama,&nbsp;Dorene F. Balmer","doi":"10.1111/tct.13821","DOIUrl":"10.1111/tct.13821","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Workplace learning in critical care settings is complex and challenging. Research has explored learner-, teacher-, and context-related factors that influence medical residents' engagement in critical care workplaces in Western but not in non-Western cultures. This limits our understanding of workplace learning globally and how we can better support resident learning in diverse cultures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To explore how paediatric residents engage in workplace learning in a Thai Paediatric Intensive Care Unit (PICU) and how this culturally situated workplace shapes their learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this qualitative study, we recruited paediatric residents (n = 16) from a tertiary care hospital in Thailand for semi-structured interviews. We used reflexive thematic analysis to describe, analyse and interpret residents' experiences of workplace learning, and to capitalise on our own experience as an analytic resource.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We constructed three themes to represent participants' narratives: PICU cases and context as dynamic affordances; impact of psychological safety; and the role of attending physicians. While Thai PICU cases and context could afford participation and thus learning, Thailand's collectivist culture, which prioritises group needs over individual needs, contributed to a sense of psychological safety within culturally-endorsed, professional and social hierarchies, and set the stage for workplace learning. Despite their higher status in these hierarchies, attending physicians facilitated resident learning by fostering open dialogue, joint problem-solving and a low-stress atmosphere.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Workplace learning in a Thai PICU while challenging, is uniquely facilitated by Thailand's collectivist culture that fosters psychological safety and attending physicians' invitation in, and learn from, the workplace optimises learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482632","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":"Trainees as teachers: Building evaluative judgement through peer teaching","authors":"Margaret Bearman,&nbsp;Damian J. Castanelli,&nbsp;Elizabeth Molloy,&nbsp;Natalie Ward","doi":"10.1111/tct.13818","DOIUrl":"10.1111/tct.13818","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>While peer teaching is often seen as benefiting learners, it can also benefit peer teachers. One possible mechanism is by building peer teachers' evaluative judgement or their ability to judge the quality of work of selves and others. This qualitative interview study explores how specialty medical trainees build evaluative judgement through peer teaching. It also acts as an illustrative example of researcher positionality within a special series exploring facets of qualitative methodologies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Seventeen interviews with specialty trainees were recorded and thematically analysed, using qualitative description to stay close to the trainees' views of their experiences. We reflect on our positionality throughout.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Two thematic categories are interpreted: (1) Peer teaching as uni-directional. (2) Reflecting on one's own practice through peer teaching develops evaluative judgement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Findings suggest the significance of self-scrutiny in response to teaching dialogues, learner cues or fixing problems, in order to develop evaluative judgement. With respect to positionality, reflection suggests the value of diverse teams, and the need for reflexivity due to the sensitising nature of expertise.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482631","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":"Back to the future","authors":"John Spencer","doi":"10.1111/tct.13817","DOIUrl":"10.1111/tct.13817","url":null,"abstract":"&lt;p&gt;I was delighted and honoured to be invited to join John Bligh's new editorial team in 1998. It was an exciting time. Medical education was, at last, being taken seriously, both on the ‘shop floor’, as an important and worthwhile enterprise, and in academe, as a valid scholarly pursuit. Curriculum innovation and change was ubiquitous supported by a growing army of clinical educators. In his first editorial for &lt;i&gt;Medical Education&lt;/i&gt;, John identified three broad readership groups—the medical teacher; the academic researcher; and the casual browser—and stated his aim for the journal to reach all of them.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; The subtext was to increase the scholarly quality of the material published, to provide a forum for debate and discussion and to become the leading journal in the field.&lt;/p&gt;&lt;p&gt;Of these constituents, I think we always recognised that both the ‘jobbing’ clinical teacher &lt;i&gt;and&lt;/i&gt; the casual reader were busy enough simply keeping up-to-date in their own disciplines without the challenge of having to get to grips with novel concepts and new paradigms (and the accompanying jargon!). Yet, it was clear that there was a need for a publication that focussed on the more practical and applied (rather than theoretical) aspects of teaching. This is not to say we did not think it is important for a teacher to understand something of the ‘why?’ as well as the ‘how’, the one informs the other after all; the challenge would be to make it accessible. And so &lt;i&gt;The Clinical Teacher&lt;/i&gt; (TCT) was conceived, and, after a short gestation was finally born in March 2004.&lt;/p&gt;&lt;p&gt;In the first editorial, John Bligh heralded a new approach, ‘designed to be easy to read and difficult to put down’ containing ‘up to date and authoritative articles about matters that are important to today's clinical teacher’.&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; After a couple of volumes, with the newborn TCT seemingly doing well, I was asked to take over as ‘caretaker editor’ until a formal appointment was made. Starting in 2006, I oversaw four volumes, 3 to 6.&lt;/p&gt;&lt;p&gt;The first few issues—twice yearly for the first 2 years, then quarterly—were fairly didactic, featuring mostly ‘how to’ and ‘state-of-the-art’ pieces on a range of topics, written by ‘well known clinicians and educators from around the world’.&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; There was little original research; however, digests of interesting and relevant papers from &lt;i&gt;Medical Education&lt;/i&gt; and other journals were included, along with ‘Airmail’ comprising reports from around the world. We were keen to involve students and a ‘Student's Perspective’ piece became a regular feature.&lt;/p&gt;&lt;p&gt;Looking back at those early days I am struck by a number of things. Firstly the sheer variety of topics covered, reflecting the dramatic increase in activity in the field, and vindicating the sentiment in my first editorial that in TCT there would be ‘surely something for everyone, and maybe everything for someone?’&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt; ","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13817","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482630","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":"Addressing positionality in qualitative research: Significance, challenges and strategies","authors":"Erin Kennedy,&nbsp;Damian J. Castanelli,&nbsp;Elizabeth Molloy,&nbsp;Margaret Bearman","doi":"10.1111/tct.13820","DOIUrl":"10.1111/tct.13820","url":null,"abstract":"&lt;p&gt;Recognising and exploring one's social identities, personal histories and philosophical assumptions may, at first glance, seem out of place in a research manuscript. However, if such a manuscript is epistemologically aligned with qualitative inquiry paradigms, this introspective approach becomes imperative. Positionality, or the ‘disciplined view and articulation of one's analytically situated self’,&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; describes how ‘the researcher enters into the process of knowledge production’.&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; Therefore, addressing positionality becomes indispensable for fostering transparency and enhancing methodological rigour in qualitative research. It is this deliberate engagement with positionality that enables researchers to enrich scholarly inquiry whilst deepening our understanding of complex phenomena.&lt;/p&gt;&lt;p&gt;To that end, we asked Bearman et al.,&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt; the authors of the &lt;i&gt;Trainees as teachers: Building evaluative judgement through peer teaching&lt;/i&gt; (article housed within this edition) why they felt incorporating positionality was important in their work and how they went about doing so.&lt;/p&gt;&lt;p&gt;Addressing positionality is important for both researchers and their readers because of its influence on the research process and outcomes. For researchers, positionality determines what we value and are interested in, so it underlies our choices of what to study and how to study it. When we engage in research, our answers to such basic questions such as ‘what is data?’, ‘how is it produced?’ and ‘what might it mean?’ reflect our social identities, personal histories and our ontologic and epistemologic assumptions. Our positionality then has a crucial role in our research, regardless of whether we address it or not. As Field et al.,&lt;span&gt;&lt;sup&gt;4&lt;/sup&gt;&lt;/span&gt; point out, examining positionality is a pre-requisite for reflexivity. Leaving our positionality unexamined will likely hamper our efforts to justify our research choices and cheapen our analysis and interpretation.&lt;/p&gt;&lt;p&gt;For research involving direct interaction and access to a particular community or context such as in this study, our positionality will also impact our relationships with participants and the data produced. Our positionality will influence how we and participants relate to one another, the nature of the access they are willing to provide us to their thoughts or actions or environments and our possible interpretations. The issue of insider/outsider status and hence the role of familiarity and naivete in how we access and interpret a participant's world is a well-known example of this. There are more nuanced impacts as well, such as accounting for researcher privilege, negotiating power relations or respecting the vulnerability of participants in exposing their private thoughts or accounts of experience to public scrutiny.&lt;/p&gt;&lt;p&gt;Beyond the research process and its outcome (including downstream impact), how we see the world and what types o","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395849","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":"How to locate yourself (and others!) in the research process: The role of positionality","authors":"Emily Field,&nbsp;Erin Kennedy,&nbsp;Sayra Cristancho","doi":"10.1111/tct.13819","DOIUrl":"10.1111/tct.13819","url":null,"abstract":"&lt;p&gt;Recently, a colleague shared a manuscript review that she was struggling with. This colleague—a long-time emergency physician—had studied physicians' experiences of moral distress in the emergency room (ER) during the pandemic. Many of us would believe her own experiences as an ER physician make her ideal for this exploration. However, the reviewers held a different perspective about the role of the researcher in the research process. Their critiques included comments such as, ‘Should you be studying the ER context? Aren't you biased?’. While questions like these can be frustrating, they capture a pressing need to better explore the concept of &lt;i&gt;positionality&lt;/i&gt; in qualitative research. Embedded in such reviews is a desire to better understand &lt;i&gt;who&lt;/i&gt; the researcher is and &lt;i&gt;how&lt;/i&gt; they shaped the results.&lt;/p&gt;&lt;p&gt;The challenge for Health Professions Education Research (HPER) is that to-date, positionality has either been approached like a checklist, through the lens of ‘bias’, or not at all. The problem with this approach is threefold. First, it leaves readers to infer and assess a component of rigour on their own, making it difficult to learn how to apply these principles in their own work. Second, it can generate misleading questions about implicit bias, inter-rater reliability and so on, that can undermine the coherence between research design and communication of results. Finally, it can generate reflexive statements that merely list identity categories without articulating why this is meaningful and how it impacted the study. Below, we unpack the concept of positionality and its relevance to each phase of qualitative research. In doing so, we make the connection between positionality and reflexivity clearer and provide researchers with practical questions to guide them through this process.&lt;/p&gt;&lt;p&gt;Positionality is dynamic, contextual and informed by broader power relations. One's positionality can shift over time and place, within an institution and in relation to different research projects.&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Commonly in HPER, positionality has often been conflated with bias, and researchers have been asked to account for how they mitigated its effects. However, we posit that mitigating the researcher's perspective (i.e., bias) is not as productive as asking, &lt;i&gt;How did one's positionality shape the study and what were the affordances and limitations of the study because of it?&lt;/i&gt; If producing rigorous research is the goal, using positionality to engage in deeper reflexive practice—questioning how power shapes one's knowledge, assumptions, experiences and position in the world&lt;span&gt;&lt;sup&gt;6&lt;/sup&gt;&lt;/span&gt;—may be more fruitful and meaningful.&lt;/p&gt;&lt;p&gt;Positionality, then, is a critical component of reflexivity, but the terms should not be conflated.&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt; Positionality is a tool to understand &lt;i&gt;who&lt;/i&gt; we are in relation to our research/institutions/social worlds, and reflexivity asks us to critically refle","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13819","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395850","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}