Clinical Teacher最新文献

{"title":"Implementation and faculty perception of outpatient medical student workplace-based assessments","authors":"Marguerite Costich,&nbsp;Suzanne Friedman,&nbsp;Victoria Robinson,&nbsp;Marina Catallozzi","doi":"10.1111/tct.13751","DOIUrl":"10.1111/tct.13751","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is growing interest in use of entrustable professional activity (EPA)-grounded workplace-based assessments (WBAs) to assess medical students through direct observation in the clinical setting. However, there has been very little reflection on how these tools are received by the faculty using them to deliver feedback. Faculty acceptance of WBAs is fundamentally important to sustained utilisation in the clinical setting, and understanding faculty perceptions of the WBA as an adjunct for giving targeted feedback is necessary to guide future faculty development in this area.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Use of a formative EPA-grounded WBA was implemented in the ambulatory setting during the paediatrics clerkship following performance-driven training and frame-of-reference training with faculty. Surveys and semi-structured interviews with faculty members explored how faculty perceived the tool and its impact on feedback delivery.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Faculty reported providing more specific, task-oriented feedback following implementation of the WBA, as well as greater timeliness of feedback and greater satisfaction with opportunities to provide feedback, although these later two findings did not reach significance. Themes from the interviews reflected the benefits of WBAs, persistent barriers to the provision of feedback and suggestions for improvement of the WBA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>EPA-grounded WBAs are feasible to implement in the outpatient primary care setting and improve feedback delivery around core EPAs. The WBAs positively impacted the way faculty conceptualise feedback and provide learners with more actionable, behaviour-based feedback. Findings will inform modifications to the WBA and future faculty development and training to allow for sustainable WBA utilisation in the core clerkship.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140023628","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":"Lost in translation: Unveiling medical students' untold errors of medical history documentation","authors":"Silvan Lange,&nbsp;Nils Krüger,&nbsp;Maximilian Warm,&nbsp;Johanna Buechel,&nbsp;Orsolya Genzel-Boroviczény,&nbsp;Martin R. Fischer,&nbsp;Konstantinos Dimitriadis","doi":"10.1111/tct.13749","DOIUrl":"10.1111/tct.13749","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The accurate documentation of a medical history interview is an important goal in medical education. As students' documentation of medical history interviews is mostly decentralised on the wards, a systematic assessment of documentation quality is missing. We therefore evaluated the extent of details missed in students' medical history reports in a standardised setting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this prospective, observational study, 123 of 380 students (32.4%) participated in an Objective Structured Clinical Examination (OSCE) regarding history taking and documentation. Based on the interviews and nine deductively selected main categories, a categorical system was established using a summarising qualitative content analysis. The items in the transcripts (defined as ground truth) and in students' reports were labelled and assigned to the correct subcategory. The ground truth and students' reports were compared to quantify students' documentation completeness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Next to the nine deductively selected main categories, 61 subcategories were defined. A total of 8943 items were labelled in the 123 interview transcripts (ground truth), compared with 5870 items labelled in students' reports (65.6% completeness of students' reports compared with ground truth). The main category <i>personal details</i> overlapped with 94.2% between students' report and ground truth in contrast to the main category with the highest discrepancy, <i>allergy</i>, with 41.1% overlap. Pertinent negative items and non-numerical quantifications were often missed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Medical students show incomplete documentation of medical history interviews. Therefore, accurate documentation should be taught as an important goal in medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13749","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140023629","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":"‘I sound different, I look different, I am different’: Protecting and promoting the sense of authenticity of ethnically minoritised medical students","authors":"Zoe Moula,&nbsp;Albertine Zanting,&nbsp;Sonia Kumar","doi":"10.1111/tct.13750","DOIUrl":"10.1111/tct.13750","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Being authentic can improve students' well-being and enhance the medical student–patient communication and patient safety. However, the underrepresentation of ethnically minoritised students in medical education can result in identity suppression, interfering with students' ability to succeed academically and professionally.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <div>We conducted interviews with 20 ethnically minoritised medical students, which were analysed thematically, to explore the following:\u0000\u0000 <ol>\u0000 \u0000 <li>What facilitates and prevents students from being their authentic self during medical school?</li>\u0000 \u0000 <li>What learning and teaching strategies can enable students to be or become their authentic self?</li>\u0000 </ol>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Experiences of discrimination, microaggressions and/or racism were the main barriers to authenticity, leading to fear of being discriminated again if students expressed their true self. Lack of diversity, cultural awareness and staff representation were also fundamental barriers. Being authentic was often perceived as contradictory to being professional and a risk that could damage students' reputation. However, when students could express their true self, they felt happier, safer and developed a stronger sense of belonging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>To enhance authenticity, students need to see better staff representation, role models they can relate and aspire to, such as Black professors. Equity/Diversity/Inclusion/Belonging (EDIB) training needs to become embedded throughout the curriculum and be delivered by facilitators with lived experiences. Other strategies to promote students' authenticity included mentoring, better signposting to complaints procedure and well-being resources and implementation of ‘zero tolerance’ policies. To our knowledge, this is one of the first studies on the concept of authenticity in medical education and the first study focusing on ethnically minoritised students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13750","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140023627","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":"Perceived and actual value of Student-led Objective Structured Clinical Examinations","authors":"Brandon Stretton,&nbsp;Adam Montagu,&nbsp;Aline Kunnel,&nbsp;Jenni Louise,&nbsp;Nathan Behrendt,&nbsp;Joshua Kovoor,&nbsp;Stephen Bacchi,&nbsp;Josephine Thomas,&nbsp;Ellen Davies","doi":"10.1111/tct.13754","DOIUrl":"10.1111/tct.13754","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Student-led Objective Structured Clinical Examinations (OSCEs) provide formative learning opportunities prior to Faculty-led OSCEs. It is important to undertake quality assurance measurements of peer-led assessments because, if they are found to be unreliable and invalid, they may have detrimental impacts. The objectives of this study were to explore and evaluate Student-led OSCEs hosted by fifth-year medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Student-led OSCE results were analysed to examine reliability (Cronbach's alpha). The relationship between Student-led and Faculty-led OSCEs was evaluated using linear regression. Qualitative data were acquired by survey and semi-structured interviews and were analysed using an inductive content analysis approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In total, 85 (94%) of 91 eligible students consented to study participation. Student-led OSCEs had a low-moderate reliability [Cronbach alpha = 0.47 (primary care) and 0.61 (human reproduction/paediatrics) (HRH)]. A statistically significant, positive relationship between Student-led and Faculty-led OSCE results was observed. Faculty-led OSCE grades increased by 0.49 (95% CI: 0.18, 0.80) to 1.09 (95% CI: 0.67, 1.52), for each percentage increase in Student-led OSCE result. Student-led OSCE participants highly valued the authentic peer-assessed experience. Reported benefits included a reduction of perceived stress and anxiety prior to Faculty-led OSCEs, recognition of learning gaps, contribution to overall clinical competency and facilitation of collaboration between peers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Student-led OSCEs are moderately reliable and can predict Faculty-led OSCE performance. This form of near-peer assessment encourages the metacognitive process of reflective practice and can be effectively implemented to direct further study. Faculties should collaborate with their student bodies to facilitate Student-led OSCEs and offer assistance to improve the quality, and benefits, of these endeavours.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13754","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013786","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":"Integrating education for clinical practice change","authors":"Elizabeth M. Chawla,&nbsp;Christine L. Schuler,&nbsp;Elizabeth W. Barnhardt,&nbsp;Lori A. Herbst,&nbsp;Aliese Sarkissian,&nbsp;Kenya McNeal-Trice,&nbsp;Amy Newmeyer,&nbsp;Martha Perry,&nbsp;Sue E. Poynter,&nbsp;Carole Lannon","doi":"10.1111/tct.13753","DOIUrl":"10.1111/tct.13753","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with chronic medical conditions and their families have significant emotional health concerns, yet paediatricians are often ill-equipped to address these needs. The American Board of Pediatrics launched the Roadmap Project to better support emotional health as part of routine care. We present pilot work in paediatric training programmes to test educational approaches and explore lessons learned.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Four institutions implemented Roadmap tools into their paediatric training programmes, either incorporating them into existing educational structures or embedding them into the clinical workplace. One programme utilised an existing longitudinal curriculum, and another incorporated into a block rotation. Two programmes embedded training for residents into a larger programme for the healthcare team within the clinical space, one in outpatient clinics and one in an inpatient service.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Evaluation strategies at each site matched the intended outcomes. Sites working within education programmes evaluated learners, demonstrating increases in resident skills and confidence on pre-/post-self-assessments. Sites embedding tools into the practice context measured changes in the clinical practice of the healthcare team. Despite variability in implementation, all approaches improved trainee skills; sites embedding education into a clinical setting saw greater changes in clinical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Our pilot provided structure yet allowed for flexibility, and all sites improved trainee skills. Engaging the entire healthcare team within practice settings appears advantageous, thus embedding education into clinical practice may be preferable to a separate education programme. Similar to outcomes found in interprofessional education (IPE), educating clinical teams together may be more impactful for cultural shifts needed for changing clinical practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13753","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139992000","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":"Group peer mentoring to improve faculty connections and enhance mentoring networks","authors":"Karen P. Barr,&nbsp;Kerry Deluca,&nbsp;Brad E. Dicianno,&nbsp;Wendy M. Helkowski,&nbsp;Betty Liu","doi":"10.1111/tct.13747","DOIUrl":"10.1111/tct.13747","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Difficulty finding mentors and forging connections in academic departments can be challenging and became even more so when the COVID-19 pandemic reduced opportunities for informal networking. Even as restrictions on in-person meetings eased, many faculty preferred meetings to remain virtual. Because some of the most powerful predictors of faculty vitality are positive professional relationships and feelings of inclusion and belonging to an institution, attending to faculty needs in this area is important to mitigate undesired lingering consequences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We created structured peer mentoring groups for our department's physicians and psychologists that meet virtually. Groups span career stages, academic appointments and clinical interests. The purpose was to establish a deeper culture of mentoring, increase feelings of connection to a supportive community within the department, facilitate career planning and enhance the development of skills necessary in academic medicine such as teaching skills, scholarly productivity and personal wellness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A survey conducted after the first year of the programme was completed by 70% of eligible faculty (31/45). Ninety-six percent felt the programme had created an inclusive and appreciative culture, 86% met faculty members they had never met before and 79% sought mentoring advice from a colleague they would not usually have interacted with in that manner. All participants appreciated hearing their colleagues' perspectives on topics they do not typically discuss.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Departmentally based group peer mentoring that spans career stages and interests can facilitate faculty connections and enhance a supportive culture of mentorship.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139941278","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 … deconstruct the research paradigm: Supporting the non-social scientist researching in medical education","authors":"Sarah Allsop,&nbsp;Sarah Mclaughlin","doi":"10.1111/tct.13743","DOIUrl":"10.1111/tct.13743","url":null,"abstract":"<p>Explicitly acknowledging one's paradigm can be a discombobulating element of medical education research for health professionals who are new to social science methods. The constituent parts of the research paradigm and how to use it to construct a good research project involve immersion in the language of social science and philosophy. These concepts may be very familiar to some academics; however, for non-academics coming newly to research technique and philosophy, this may be an alien topic, or ‘alien knowledge’.<span>^{4, 5}</span> This means there can be a lack of awareness that there may be more than one way of approaching research.</p><p>Healthcare professionals have typically been trained in research methods underpinned by positivism to consider ‘best practice’ through guidelines and ‘gold standards’, to look for confounding factors and controls and to judge quality by validity, reliability and generalisability in outcomes. However, although education research can use the positivist paradigm, it also embraces a much broader range of paradigmatic practice such as interpretivism and critical theory. For these researchers, being guided by assumptions, beliefs and values of a particular paradigm can be a new and challenging concept. Indeed, the original idea for our ‘paradigm games’ session was created through our own experiences of finding this type of theoretical thinking challenging.</p><p>Our role as teachers were therefore as facilitators of learning rather than information providers.<span>⁷</span> We also recognised the utility of Socratic questioning as an andragogical practice in health professions education.<span>⁸</span> Socrates' objective was to engage others in an exercise of critical thinking, placing an individual's existing beliefs under scrutiny with the intention of leading to the individual refuting these beliefs.<span>^{9, 10}</span> This would lead to confusion, followed by curiosity, which would then lead to the search for truth through further consideration and discussion. Socratic methods of enquiry can further promote self-directed learning and critical thinking,<span>^{11, 12}</span> both of which are skills needed to formulate an education research proposal.</p><p>In our context, we designed a game to deconstruct and simplify the complexity of the research paradigm. We took a social constructivist approach encouraging participants to draw upon what they already knew, to ask themselves questions about their assumptions and approaches to their research ideas. We planted seeds of uncertainty where participants had to find their own answers and come to their own conclusions, most importantly, their own positions in the paradigm continuum. We then drew upon Socratic teaching methods using an interactive task that encouraged participants to scrutinise their research project ideas by answering a series of questions. These were presented as a ‘colour matching game’. Unbeknowns","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13743","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708781","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":"Valuable groundwork: Using your Master's research project to contribute to a scholarly conversation","authors":"Lorelei Lingard","doi":"10.1111/tct.13746","DOIUrl":"10.1111/tct.13746","url":null,"abstract":"<p>In the past 30 years, Master-level programmes in health professions education (MHPE) have grown exponentially, from 7 to 150 worldwide.<span>1, 2</span> Many of these programmes share a common requirement to conduct original research; some also require its publication in a peer-reviewed journal. So where are all the publications from Master's research project? Doing some quick, conservative math: if each of those 150 MHPE programmes graduates 10 students a year, and half of those have opted for a research rather than coursework-only stream, that is 750 original MHPE research projects annually. HPE scholarly conversations should be full of knowledge from these research projects. But they are not.</p><p>The problem is not unique to HPE, and studies of thesis publication are relevant and revealing (particularly in the absence of empirical data in the MHPE context). A Croatian study reported that only 14% of Master's theses by medical doctors were published<span>³</span>; a French study found a 17% publication rate of medical trainee theses<span>⁴</span>; a study of publication output from Master's and doctoral theses in family medicine reported a 21.6% publication rate; a Finnish study of medical diploma theses reported a 23.8% publication rate<span>⁵</span>; and an assessment of publication rates of mandatory research projects from 10 cohorts of Dutch medical students reported a 27.7% publication rate. Clearly, the vast majority of thesis-style research projects are not contributing to scholarly knowledge.</p><p>Why not? Those of us who supervise Master's projects know firsthand that many are not submitted for publication, and few of those that are will be accepted. Does that mean that Master's level research projects serve no purpose outside the graduate programme requirement? No. This ‘How to …’ paper offers three strategies to capitalise on the solid groundwork of your Master's research project and contribute to both HPE's knowledge and your own continued scholarly development.</p><p>Your Master's project was a learning exercise: you learned how to think like a researcher by conducting a small piece of scholarly work. And if you designed it well to serve the Master's purpose, then it will be, by definition, limited. It will have a small sample, or an imperfect design, or a preliminary analysis—it will be a very partial view of whatever complex problem you were nibbling away at. Therefore, it is not going to be able to convincingly <i>answer</i> a research question. But it may be able to provide meaningful insights about how to <i>ask</i> a research question more precisely. For instance, a recent study of Irish obstetrics trainees' lived experiences of breaking bad news framed its aim as exploratory, and its conclusions ‘raised questions’ rather than offering answers.<span>⁶</span></p><p>Understanding this distinction between a paper that answers and a paper that asks can help you choose an appropria","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708782","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":"The effects of academic unprofessional behaviour on disciplinary action by medical boards: Systematic review and meta-analysis","authors":"Maria Inês da Rosa,&nbsp;Luciane Bisognin Ceretta,&nbsp;Milton Arruda Martins,&nbsp;Laura Colonetti,&nbsp;Tamy Colonetti,&nbsp;Antonio Jose Grande,&nbsp;Patricia Tempski","doi":"10.1111/tct.13740","DOIUrl":"10.1111/tct.13740","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The objective of this study is to evaluate the association of disciplinary actions by regulatory councils and unprofessional behaviour during medical graduation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A search strategy was developed using the terms: ‘physicians’, ‘disciplinary action’, ‘education’, ‘medical’, ‘undergraduate’ and their synonyms, subsequently applied to the electronic databases MEDLINE, Embase, Cochrane Library, LILACs and grey literature, with searches up to November 2023. The risk of bias was assessed using the Newcastle-Ottawa scale and statistical analysis was performed using the RevMan software.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 400 studies were found in the databases, and 15 studies were selected for full-texting reading. Four studies met the inclusion criteria and were included, bringing together a total of 3341 evaluated physicians. Three studies were included in the meta-analysis, showing a greater chance of disciplinary actions among physicians who exhibited unprofessional behaviour during medical graduation (OR: 2.54; 95%CI: 1.87–3.44; I²: 0%; <i>P</i> &lt; 0.0001; 3077 participants; physicians with disciplinary action: 107/323; control physicians: 222/2754).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There is a statistically significant association between unprofessional behaviour during medical undergraduate study and subsequent disciplinary actions by Medical Councils. The tools for periodic assessments of student behaviour during undergraduate studies can be a perspective for future studies aimed at reducing disciplinary actions among physicians.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139699065","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":"Student challenges during third-year perioperative clerkships through the lens of faculty and residents: A qualitative study","authors":"Rachel K. Wile,&nbsp;Katherine E. Barnes,&nbsp;Leslie B. Charondo,&nbsp;Kristine Breyer,&nbsp;Jeannette Lager,&nbsp;Andre Campbell,&nbsp;Patricia S. O'Sullivan","doi":"10.1111/tct.13742","DOIUrl":"10.1111/tct.13742","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Studies of medical students suggest they often find the transition from the pre-clinical curriculum to clinical rotations particularly challenging during perioperative clerkships. Educators could add a new perspective into students' clerkship experiences and potential interventions to improve them. The purpose of this study was to examine the educator perspective on students' experiences in perioperative clerkships. The findings could inform potential curricular interventions to facilitate student transition from a didactic environment into perioperative clerkships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured qualitative interviews were conducted with 16 faculty and residents in the departments of anaesthesia, obstetrics and gynaecology (OBGYN), and general surgery across multiple clinical teaching sites at one institution. Interview questions explored their perceptions of the challenges students face during their transition into perioperative clerkships and probed thoughts on curriculum interventions they believed would be the most beneficial. Interviews were recorded, transcribed and analysed thematically.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Three themes were identified. Faculty and residents perceive that student experiences on perioperative clerkships are shaped by (1) students' ability to adapt to the specialty and operating room norms on these clerkships, (2) students' understanding of how they can meaningfully contribute to the clinical team, and (3) dedicated teaching time constraints. Interventions were suggested to address educator expectations and student gaps, such as implementing a pre-clerkship orientation across anaesthesia, general surgery and OBGYN.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>To facilitate the medical student transition to perioperative clerkships, interventions should aid students in adapting to clerkship norms for these specialties and clarifying their role and expectations within the care team.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13742","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139699064","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}