Clinical Teacher最新文献

{"title":"Response to: Involving Patients Throughout Sensitive Simulation","authors":"Florence Hurley, James Anthony Maye","doi":"10.1111/tct.70222","DOIUrl":"10.1111/tct.70222","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145133216","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 Do We Improve Access to Careers in Clinical Academia?","authors":"Agalya Ramanathan,&nbsp;Ismail Ismail,&nbsp;Katie Scott","doi":"10.1111/tct.70213","DOIUrl":"10.1111/tct.70213","url":null,"abstract":"<div>\u0000 \u0000 <p>This is an article by three medical educators which explores the barriers and opportunities for students to develop awareness and gain experience in academia. We also go on to suggest ways in which we can support students.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145133168","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":"Motivating Engagement in Clinical Debriefing: Applying a Self-Determination Theory Tool","authors":"Emma Claire Phillips,&nbsp;Stephen Waite,&nbsp;Edward Mellanby,&nbsp;Victoria Ruth Tallentire","doi":"10.1111/tct.70217","DOIUrl":"10.1111/tct.70217","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145126760","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":"Cultivating Healthy Metacognitive Awareness in Medical Training","authors":"Isaac K. S. Ng,&nbsp;Wilson G. W. Goh,&nbsp;Desmond B. Teo,&nbsp;Li Feng Tan","doi":"10.1111/tct.70216","DOIUrl":"10.1111/tct.70216","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145126823","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":"Patients and Community Members as Equal Partners in Curriculum Decision-Making","authors":"Larry Leung,&nbsp;Jason Min,&nbsp;Kerry Wilbur","doi":"10.1111/tct.70212","DOIUrl":"10.1111/tct.70212","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Patients and community members make essential contributions to health professional education, which has consistently demonstrated a positive impact on student learning. However, patients and community members do not often have the opportunity for formal participation at higher levels outside instructional spaces. Teaching faculty leaders in the Faculty of Pharmaceutical Sciences at the University of British Columbia formed the Indigenous Advisory Committee (IAC) whereby community members contribute as equal partners in curriculum decision-making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The IAC provided oversight and authority on the decolonisation and Indigenisation efforts in the pharmacy programme and was formally embedded in the governance model and reporting structure of the curriculum committee. Majority membership was Indigenous members to ensure these experts were the leading voice. The IAC developed five curricular pillars and accompanying core learning objectives to underpin all Indigenous content across the pharmacy programme and devised an engagement pathway for collaboration with community partners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Key changes were implemented in the pharmacy curriculum, including a mandatory Indigenous Health and Cultural Safety course, the first of its kind among pharmacy programmes in Canada. In formal committee feedback, community members described feeling valued as their input is reflected and prioritised in decision-making. Student members were motivated to form a new social club for Indigenous students to connect and share cultural experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Impact</h3>\u0000 \u0000 <p>The work of IAC ensured relevant student courses and content was rooted in authentic lived experiences with a community-informed focus on strengths and needs. Equal-partner roles in curriculum decision-making loosened conventional hierarchical structures and reinforced community relationships and forged new collaborations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70212","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145110634","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 Supervisor Evaluations by Students: Improving Quality and Utility for Educators","authors":"Alison Volpe Holmes,&nbsp;John F. Dick","doi":"10.1111/tct.70206","DOIUrl":"10.1111/tct.70206","url":null,"abstract":"<div>\u0000 \u0000 <p>Although there are excellent sources of guidance for clinical supervisors seeking to write accurate and effective narrative clinical evaluations of clinical students, there is little guidance available for students to write high-quality narrative evaluations of supervisors. Without clear guidelines, students may comment on personality traits instead of on clinical teaching skills, or worse—they may document content that includes overt or implicit bias or narrative that is written in an unprofessional manner. Fortunately, there is a wealth of literature on the attributes of excellent clinical teachers that can guide students writing evaluations of clinical supervisors. We propose a model for teaching the writing of efficient, effective, structured narrative evaluations of supervisors based on the extensive literature on the skills and attributes of excellent clinical teachers. The PEARLS+ model prompts students to comment in the following areas: a positive learning environment, clinical expertise, enthusiasm for the subject matter, setting clear expectations, providing appropriate levels of supervision and autonomy, role modelling of communication skills and professionalism, listening to learner needs and providing specific feedback. It also prompts the student to provide constructive commentary on an aspect of clinical teaching the supervisor could work on to be even more effective. Implementation of this model for clinical supervisor evaluations has the potential to be an important contributor to clinical teaching development efforts. By focusing feedback on specific areas important for teaching excellence, individual supervisors and their supporting institutions will be able to more precisely identify relative areas of strengths and weaknesses and plan corrective actions as indicated.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082669","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":"Person-Centred: Codesign With People With Disability to Improve Health Professions Education","authors":"Donya Eghrari,&nbsp;Carolyn Cracknell,&nbsp;Michelle L. Wilcox,&nbsp;Tarli Sali,&nbsp;Emma Asscher,&nbsp;Tess McCarthy,&nbsp;Joanne Bolton","doi":"10.1111/tct.70202","DOIUrl":"10.1111/tct.70202","url":null,"abstract":"<p>This study used collaborative autoethnography (CAE) to explore the codesign process by investigating the experiences of team members involved in developing the <i>Healthy Discussions Program</i>, a 3-h educational programme designed to improve communication between health professionals and people with disability. The programme was developed collaboratively by the Office of the Public Advocate (OPA), OPA's Lived Experience Advisory Committee (LEAC) and academics from the University of Melbourne. Drawing on participatory design research methodology, this educational research explored the group's experience of codesign using collaborative autoethnography.</p><p>Data were collected through individual and research team reflections as well as a focus group and interviews with LEAC members, followed by iterative thematic analysis. Five themes were identified describing the codesign process: (1) human rights, (2) power sharing, (3) open communication, (4) accessibility and inclusion and (5) collaborative leadership. Human rights were identified as a central driver, embedded within all other themes. Collaborators emphasised the need for authentic partnerships, inclusive communication, equitable remuneration, and support for long-term engagement.</p><p>The CAE enabled the research team to critically reflect on assumptions, power dynamics and systemic barriers while exploring their positionality and fostering inclusive knowledge generation. This study contributes to emerging frontiers on codesigned health professional curricula by highlighting the human rights and relational elements essential for meaningful collaboration. It demonstrates how codesign, when grounded in rights-based and relational principles, can enrich tertiary health professions education development. The findings offer guiding principles for tertiary educators seeking to authentically codesign health education with the communities they aim to serve.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12444030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082747","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":"A Multimodel, Resident-Run Medical Student Curriculum in Obstetrics and Gynaecology: Does It Improve NBME (National Board of Medical Examiners) Exam Scores?","authors":"Kathryn Field,&nbsp;Heider Shuber,&nbsp;Maureen Shields","doi":"10.1111/tct.70194","DOIUrl":"10.1111/tct.70194","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is variability in clinical rotations for the third year medical students. Many factors (i.e., clinical location, patient volume and medical school didactics) can affect how well the student learns the material needed to succeed on the NBME (National Board of Medical Examiners) exam.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The goal of this study was to design and implement a multimodel, resident-run medical student curriculum and evaluate the effectiveness of the curriculum in improving Obstetrics and Gynaecology NBME exam scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Study Design</h3>\u0000 \u0000 <p>This 2-year medical education quality improvement project went from October 2022 to 2024. The length of the curriculum was 6 weeks, and students met with a resident for two 30-min sessions per week. Each session was designed as a case study for students to answer questions and discuss specific patient scenarios. There was also a weekly plan with supplemental resources for students to review beforehand. A total of 55 students had a reported NBME score and were included in the analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was a statistically significant increase in mean NBME scores when compared to the mean score from previous years before the implementation of the curriculum. This was consistent across two medical student groups from two different medical schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study showed high student satisfaction with the newly implemented curriculum. This may have been due to the multimodel approach and the supplemental material provided for different learning styles. Future studies that are adequately powered and have appropriate controls are needed to better evaluate whether a multimodel approach truly does improve exam performance and to better tease out which specific aspect of the multimodel approach is most helpful.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082702","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 Codesign Infographics to Teach Clinical Skills","authors":"Vanessa Otti,&nbsp;Neil Clough,&nbsp;Faye Gishen,&nbsp;Michele Russell,&nbsp;Rashmi G. Mathew","doi":"10.1111/tct.70180","DOIUrl":"10.1111/tct.70180","url":null,"abstract":"<p>We outline the 10-step process that we used to codesign infographics to teach ophthalmic clinical skills. Infographics were designed to complement preexisting resources. Drawing on educational theories such as Dual Coding and Multimedia Learning, we demonstrate how infographics can enhance engagement, understanding, and recall. We adopted a copedagogical approach by involving medical students, clinical educators, and curriculum leads from the outset. Copedagogy supports collaboration and can improve the quality of education. Our approach incorporated medical student perspectives with focus groups and the audience participation application ‘Slido’; this enhanced the relevance of our infographics and helped foster deeper student engagement and learning. We highlight the importance of inclusivity by aligning our designs with Universal Design for Learning principles and best practices for accessibility. Although copedagogy may be time intensive, we found it highly rewarding, with benefits for all stakeholders. Through this How To paper, we hope to encourage others to create visually engaging, inclusive, and learner-centred resources that align with modern educational needs.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70180","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145057813","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":"Understanding Perceptions of the Postsimulation Debriefing Learning Environment in Paediatric Trainees","authors":"Sarah Hoolahan,&nbsp;Anthony Breitbach","doi":"10.1111/tct.70203","DOIUrl":"10.1111/tct.70203","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Simulation within medical education develops knowledge, skills and attitudes without risk of patient harm. Debriefing, a two-way feedback process between learner and facilitator, consolidates learning through a reflective process. Creating a safe learning environment where learners feel comfortable exposing knowledge gaps is essential. Different learners likely perceive the learning environment in unique ways. Although facilitators may strive to create psychological safety, educators and learners can interpret feedback interactions in different ways. The aim of this research was to provide insight into how trainees perceived the postsimulation learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Purposeful, comparison-focused sampling was utilised to recruit participants with varying self-reported levels of ability, according to the Dreyfus model of skill acquisition, and contrasting perspectives of the debrief. Following random stratification of anonymised survey responses, eight learners participated in semi-structured interviews. Interviews were transcribed and inductively analysed following a six-step reflexive thematic analysis process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four themes were revealed, which portrayed learner perceptions of the debrief. Feelings and emotions associated with debriefing were both positive and negative, although a fear of judgement prevailed. Safe and unsafe learning environments were described. Feedback was perceived as polite, but not always honest. The impact of both imposter syndrome and cultural norms emerged as unexpected findings. Differences were observed in how those with more experience responded to feedback compared with less experienced colleagues.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Although learners perceived strengths and weaknesses within the postsimulation learning environment, maintaining psychological safety whilst providing honest and credible feedback remains a challenge for educators.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145057932","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}