Clinical Teacher最新文献

{"title":"Widening Access to Medical Education in Indonesia: Perspectives of Medical School Leaders","authors":"* Mahrani,&nbsp;Ardi Findyartini,&nbsp;Estivana Felaza","doi":"10.1111/tct.70387","DOIUrl":"https://doi.org/10.1111/tct.70387","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Widening access to medical education seeks to provide equal opportunities for all people from various backgrounds, including underrepresented individuals, for becoming a physician. This study explores the perspectives of medical school leaders regarding the concept of widening access. Our research question was ‘What are the perspectives of medical school leaders regarding the concept and implementation of widening access for undergraduate medical programs?’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We collected data through in-depth online interviews with a total of 11 leaders of medical schools in Indonesia. We used maximum-variation sampling at the school level (public/private, accreditation ratings and locations) and involved the leaders (dean/vice dean academic). We analysed data using inductive thematic analysis informed by Braun and Clarke's six-step approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found six main themes: Shared conceptual understanding of widening access; National, regional and individual benefits of widening access in medical school; Stakeholders' roles in widening access; Strategies for widening access before selection; Challenges in widening access during selection; and Strategies for widening access after selection. The last three themes were also informed by the literature on widening access before, during and after selection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study adds that the main factors for underrepresented students in Indonesia, unlike in other countries, are their geographical origin and low socio-economic status. While participants demonstrated shared understanding around widening access, more evidence on the effectiveness of possible strategies in medical schools is needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564001","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":"Students' Use of Mindfulness During Full-Scale Immersive Simulation Training: A Qualitative Analysis","authors":"Rebekah Cole,&nbsp;Elizabeth Pearce,&nbsp;James F. Schwartz,&nbsp;Amy F. Hildreth","doi":"10.1111/tct.70386","DOIUrl":"10.1111/tct.70386","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This qualitative secondary analysis explored how medical students used mindfulness strategies during a high-stress, multi-day military simulation. Mindfulness training has been increasingly incorporated into medical education to enhance stress management, emotional regulation and performance under pressure, but its application in high-intensity simulation environments remains underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ninety-six medical students completed a single open-ended survey question following the simulation exercise. Responses were analysed using a phenomenologically informed thematic approach to identify patterns in how students applied mindfulness strategies during the event.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three key themes emerged from the analysis: (1) increased leadership capabilities, (2) enhanced physical and emotional resilience and (3) improved team cohesion. Students reported using mindfulness to manage stress, sustain focus and support both personal and team performance during the exercise.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings provide preliminary evidence that brief, low-burden mindfulness strategies can help learners manage stress and maintain performance in high-intensity simulation settings. Future research should employ more robust qualitative methods and incorporate objective performance measures to better understand these effects and inform broader implementation within medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147349783","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":"Strategies and Educational Approaches to Colonoscopy Training: A Scoping Review","authors":"Bernard K. Le,&nbsp;Jonathan S. Y. Hong,&nbsp;Daniel Lee","doi":"10.1111/tct.70371","DOIUrl":"10.1111/tct.70371","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Learning colonoscopy is challenging for inexperienced endoscopists, with competence typically achieved through observation, verbal instruction and hands-on clinical training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Various non-clinical teaching models have been developed and are used globally. This scoping review identifies these methods and evaluates their learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>Following the PRISMA-ScR framework, MEDLINE and Embase databases were searched for English-language articles published from 2012 onward. Two reviewers screened eligible studies, resulting in a final selection of relevant full-text articles. The review addressed (1) which teaching methods/tools have been tested for endoscopy training and (2) which methods yield better colonoscopy performance outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>From 217 articles, 31 met inclusion criteria. The most common teaching methods were virtual reality (VR) models and physical models, both within and across studies. Other studies included box models, animal models, real-time feedback devices, traditional/verbal instruction models, didactic models and two-person colonoscopy models. Across all studies, participants ranged widely in experience from medical students to experienced specialists, with the effectiveness of training modalities closely tied to the participants' baseline experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Despite the variety of colonoscopy teaching methods, there is limited comparative research on their effectiveness both alone and when integrated with the traditional/verbal learning model. Prior experience appears to be a clear predictor of any model's potential effectiveness. As such, it appears important to tailor any colonoscopy training method to a learner's experience level to optimise skill acquisition and clinical readiness. Further research would benefit from a direct comparison of all teaching methods across a range of user skill sets.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12958012/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147349834","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":"Affirming & Informed: An Interactive, Multidisciplinary Curriculum on Paediatric Gender-Affirming Care","authors":"Josh Tiller-Ormord,&nbsp;Kara J. Connelly,&nbsp;Jess T. Guerriero,&nbsp;Hayley K. Baines,&nbsp;Danielle N. Moyer","doi":"10.1111/tct.70356","DOIUrl":"10.1111/tct.70356","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gender-affirming care is a protective factor for transgender and gender diverse youth, but a lack of healthcare providers trained in this area remains a barrier to access. While clinical guidelines recommend multidisciplinary collaboration and practice, there are limited opportunities for integrated, multidisciplinary education on paediatric gender-affirming care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p><i>Affirming &amp; Informed</i> is a multidisciplinary, multimethod training designed to better meet this need for medical and behavioural healthcare providers and trainees. This article describes the curriculum and presents the results of programme evaluation pilot-testing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>As part of routine programme development and evaluation, participants completed presurveys and postsurveys of knowledge, awareness, attitudes, and intended behaviours. A total of 78 participants completed presurveys, and 23 completed postsurveys (out of approximately 128 registered participants). Results revealed high baseline scores in attitudes and intention to provide gender-affirming care and improvements in knowledge and awareness of the needs of transgender youth. Participants rated the content as highly aligned with learning objectives and indicated interest in advanced curriculum opportunities in the future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The <i>Affirming &amp; Informed</i> curriculum improves knowledge and awareness among providers and trainees across medical and behavioural health fields. Multidisciplinary training in paediatric gender-affirming care can add value to all healthcare providers given the specific overlapping and collaborative nature of caring for this underserved patient population.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147319104","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":"Implementing Team-Based Care in an Internal Medicine Residency Continuity Clinic: 2 Years of Change","authors":"Peter J. McDonnell,&nbsp;Stephen Fuest,&nbsp;Nickole Forget","doi":"10.1111/tct.70381","DOIUrl":"10.1111/tct.70381","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The association of continuity clinic teams with resident physician experience in primary care settings is incompletely understood. Prior studies have only evaluated team formation concomitant with simultaneous changes to block scheduling or medical homes. This institution's resident clinic was rated as an overall poor experience, including perception of inadequate structural support, an incomplete safety net for patient care and inconsistent faculty oversight. This study aimed to assess the impact of team formation on internal medicine resident continuity clinic experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A single urban academic medical centre implemented team formation in the internal medicine residency continuity clinic after the academic year 2020. This was to promote networks of learners at various stages with multidirectional learning, support and go-to faculty oversight. A pre- and post-survey assessed the clinic comparing Years 2019–2020 and 2021–2022. Twelve teams were implemented within the clinic, each composed of a lead attending and 11–12 residents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Response rate was 74.3% (313 of 422) from 2020 to 2022. Team implementation was associated with improvement in multiple outcomes of perceived quality of patient care, support in delivering care and overall resident experience in clinic. This was in the setting of similar satisfaction with faculty physicians, nurses and medical assistants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Team formation utilized reorganization of pre-existing resources and resulted in substantial improvement in a primary care resident continuity clinic experience separate from the benefit of block scheduling. This intervention is an option for other training clinics aiming to improve the residency outpatient experience without hiring additional faculty.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147319153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to … Develop Effective and Engaging Medical Education Apps","authors":"Jonathan Fisher,&nbsp;Emil Maric,&nbsp;Ryan Dillard,&nbsp;Aaron Deter,&nbsp;Kara Proctor,&nbsp;Yanal Kawaleet,&nbsp;Evin Kilicarslan","doi":"10.1111/tct.70378","DOIUrl":"10.1111/tct.70378","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147313315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to … Establish a Human Factors Clinical Fellowship","authors":"Jodie Nguyen,&nbsp;Praveen Kishore,&nbsp;Cassie Lawn","doi":"10.1111/tct.70369","DOIUrl":"10.1111/tct.70369","url":null,"abstract":"<div>\u0000 \u0000 <p>The importance of human factors (HF) is well recognised in healthcare, but clinicians are rarely given dedicated time to study HF and understand how to use it practically in the workplace. Clinical fellowships such as education or simulation fellowships, are commonly undertaken by resident doctors for personal and career development, but HF fellowships remain uncommon. Recognising the need for improved HF education and patient safety, a neonatal intensive care unit in the United Kingdom founded an HF fellowship programme in 2017. These fellowships place an HF fellow on the front-line of clinical work, where they are well positioned to analyse HF within the workplace and effect sustainable safety improvements to benefit patients, staff and the hospital. Educational advantages for the fellow are wide-ranging, including learning about HF concepts and how to apply them, as well as developing leadership, management, communication and research skills. This article outlines how this unique and flexible HF fellowship was established. We suggest that such a programme is easy to initiate, provided there is a suitable funding and a supervisor with HF expertise to guide the resident. HF fellowships can be employed in any speciality, and we recommend that more HF fellowships should be established in postgraduate medical training worldwide.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147292122","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":"The Trainee Perspective on Stressors During the Subinternship Process","authors":"Andrew B. Yang,&nbsp;Vidushi Tripathi,&nbsp;Daniel Barbakoff,&nbsp;Xiaoxuan Chen,&nbsp;Kaushal Shah","doi":"10.1111/tct.70368","DOIUrl":"10.1111/tct.70368","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147286535","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":"Supporting Feedback and Trust in CBME: A Conjoint WBA Workshop for Trainers and Trainees","authors":"Hing-yu So,&nbsp;P. T. Chan,&nbsp;Kevin K. F. Fung,&nbsp;Lawrence C. N. Chan,&nbsp;Jessica Y. P. Law,&nbsp;William W. L. Poon","doi":"10.1111/tct.70370","DOIUrl":"10.1111/tct.70370","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Trainer disengagement, learner passivity and relational mistrust hinder effective workplace-based assessment (WBA) in postgraduate medical education. This study evaluated the impact of two conjoint WBA workshops on trainees' feedback literacy, trainers' motivation to engage in WBA and relational trust.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Mixed-methods study engaged 26 trainees and 16 trainers. Quantitative data were collected via pre-post surveys (81% trainee and 75% trainer response rates) using Feedback Literacy Behaviour Scale, Continuing Professional Development Reaction Questionnaire and Workplace-Based Assessment Trust Inventory. Six post-workshop focus groups (24/26 trainees in 4 groups; 11/16 trainers in 2 groups) were thematically analysed. Quantitative and qualitative findings were integrated through side-by-side interpretation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Trainees demonstrated significant improvement in ‘Provide Feedback’ (<i>p</i> = 0.04) and ‘Manage Affect’ (<i>p</i> = 0.01). Trust showed no overall change, though perceptions of trainer ability improved (<i>p</i> = 0.047), reflecting the gradual nature of trust and limits of a brief intervention. Trainers reported higher moral norm (<i>p</i> = 0.04) and belief in positive consequences (<i>p</i> &lt; 0.01). Qualitative findings showed participants reframed WBA as a learning dialogue, valued structured and emotionally safe practice and recognised the need for psychological safety and relational continuity. Yet hierarchical norms, unfamiliar pairings and brief duration constrained trust building.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Conjoint WBA workshop enhanced feedback literacy and trainer motivation. Although trust gains were constrained by hierarchical culture and short duration, the shared learning model shows promise as a faculty development strategy for trust building. Future iterations should embed conjoint learning longitudinally and incorporate culturally sensitive design to strengthen relational outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12921540/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146230092","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":"Generative Artificial Intelligence and Risk of Premature Expertise: Why Human Judgement Remains Essential in Medical Education","authors":"Tanvi Deepak Hegde","doi":"10.1111/tct.70375","DOIUrl":"10.1111/tct.70375","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146222308","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}