Clinical Teacher最新文献

{"title":"TCT Referee Recognition 2024","authors":"","doi":"10.1111/tct.70057","DOIUrl":"https://doi.org/10.1111/tct.70057","url":null,"abstract":"<p>The Editor and Associate Editors would like to thank the following reviewers who have provided feedback for articles submitted to <i>The Clinical Teacher</i> in 2024.</p><p>Shield, Alison <i>Australia</i></p><p>Kanji, Amisha <i>South Africa</i></p><p>Jolly, Brian <i>Australia</i></p><p>Eno, Cassie <i>United States</i></p><p>Gilligan, Conor <i>Australia</i></p><p>Forman, Dawn <i>Australia</i></p><p>Lea, Emma <i>Australia</i></p><p>Khurshid, Faraz <i>Australia</i></p><p>Foster-Collins, H. <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Knight, Heather <i>United States</i></p><p>Symons, J. <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Aprile, Justen <i>United States</i></p><p>Reilly, James B. <i>United States</i></p><p>Cook, Jason <i>United States</i></p><p>Weller-Newton, Jennifer <i>Australia</i></p><p>Smith, James <i>United States</i></p><p>Gibson, Jo <i>Australia</i></p><p>Peterson, Julie <i>United States</i></p><p>Pobre, Karl <i>Australia</i></p><p>Le, Khang Duy Ricky <i>Australia</i></p><p>Foster, Kirsty <i>Australia</i></p><p>Lambert, Krishna <i>Australia</i></p><p>Grove, Elizabeth <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Gordon, Morris <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Elagra, Marwa <i>Saudi Arabia</i></p><p>Kehoe, Amelia <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Al-Jarshawi, Mustafa <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Piemonte, Nicole <i>United States</i></p><p>Woodier, Nick <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Farrington, Rebecca <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Bharwani, Sara <i>United States</i></p><p>Sharp, Amanda <i>United States</i></p><p>Omer, Usmaan <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Soundy, Andrew <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Scott, Allison M. <i>United States</i></p><p>Al-Moslih, Ayad <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Lawson McLean, Aaron <i>Germany</i></p><p>Bayazit, Alper <i>Turkey</i></p><p>Ayanniyi, Abdulkabir Ayansiji <i>Nigeria</i></p><p>Abdelkader, Abeer <i>Egypt</i></p><p>Kumar, Abhishek <i>India</i></p><p>Phillip, Abigail <i>United States</i></p><p>Winkel, Abigail <i>United States</i></p><p>Snook, Abigail <i>Iceland</i></p><p>Bennett-Weston, Amber <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Carpenter, Alexis <i>United States</i></p><p>Higgins Joyce, Alanna <i>United States</i></p><p>Çalık, Afra <i>Turkey</i></p><p>Barrett, Aileen <i>Ireland</i></p><p>Hamilton, Ailsa <i>United Kingdom of Great Britain and Northern Ireland</i></p><p>Rose, Amy <i>United States</i></p><p>Ali, Ala <i>Iraq</i></p><p>Delli Poggi, Alessandro <i>Italy</i></p><p>Lafleur, Alexandre <i>Canada</i></p><p>Norouzi, Ali <i>Iran (the Islamic Republic of)</i></p><p>Kam, Alice <i>Canada</i></p><p>A., Ellawala <i>United Kingdom of","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612505","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":"Navigating Crossroads: Collaborative Strategies to Assess and Enhance the Quality of Clinical Learning Environments","authors":"Sneha Daya, Joey Bernal, Sandrijn van Schaik","doi":"10.1111/tct.70063","DOIUrl":"https://doi.org/10.1111/tct.70063","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595328","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 Harness Education Fellows to Optimise Clinical Placement Capacity","authors":"Mattie Williams,&nbsp;Shuchi Kohli,&nbsp;Pamela Leventis","doi":"10.1111/tct.70061","DOIUrl":"https://doi.org/10.1111/tct.70061","url":null,"abstract":"<p>There is a global need to increase our medical workforce to meet the demands of changing population demography and increased complex comorbidity. Recruitment to medicine, nursing and other healthcare professions must significantly increase [1]; however, clinical placement saturation is becoming a rate-limiting step to substantial increase in student numbers. This article will consider how clinical placement providers can deploy education fellows (EFs) to innovatively create capacity whilst enhancing undergraduate clinical placement quality. Clinical teaching fellows are increasingly becoming pivotal players in supporting delivery of undergraduate clinical education and promoting student experience. Unlike clinical teaching fellows, EFs do not have clinical commitments and can reliably coordinate, create and deliver diverse undergraduate learning, mentoring and assessment activity, alleviating senior clinical staff of competing educational responsibilities. We propose that integrated EF-led innovation can facilitate more consistent, high-quality placement learning whilst growing placement capacity, without compromising patient care. This article focuses on educational interventions within hospital clinical placements for students from a range of healthcare disciplines including medicine, nursing and allied healthcare professions. The change in workforce requirements and consequent need for a greater undergraduate capacity should catalyse wider discussion around the structure of healthcare education and philosophies of placement development. The authors' experience is in medical education; however, the principles are widely applicable to all healthcare professions for whom experiential placement learning is a necessary training component. Reimagining and restructuring of placement experiences will support healthcare faculty, universities and regulators in supporting sustainable health workforce expansion and equitable healthcare access for all.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581782","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":"Why Respect for Learner Autonomy Is an Ethical Priority","authors":"Adam Neufeld,&nbsp;Aliya Kassam","doi":"10.1111/tct.70062","DOIUrl":"https://doi.org/10.1111/tct.70062","url":null,"abstract":"<div>\u0000 \u0000 <p>Learner autonomy is essential in medical education, not just as an educational goal but as an ethical priority. Drawing on self-determination theory (SDT), this <i>Viewpoint</i> differentiates autonomy from independence and emphasizes the need for autonomy support throughout medical training. We explore the ethical imperative of supporting autonomy in medical learners, why current educational models are often inadequate and how educators can adopt practices that respect learner autonomy. The paper concludes with a call for structural changes in medical education, to better align with evidence-based approaches that foster motivation, professional development and ultimately well-being.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571234","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":"Medical Kitchen: Transdisciplinary Clinical Skills Training","authors":"Jakub L. Radzikowski,&nbsp;Natasha Houghton,&nbsp;C. Sofia Chacon,&nbsp;Oliver Armstrong-Scott,&nbsp;Jozef Youssef,&nbsp;Alan C. Spivey,&nbsp;Aynkaran Dharmarajah,&nbsp;Roger Kneebone","doi":"10.1111/tct.70065","DOIUrl":"https://doi.org/10.1111/tct.70065","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical Kitchen is an innovative transdisciplinary simulation aimed at helping 2nd-year medical students at Imperial College London transition from declarative to procedural knowledge acquisition and prepare them for learning clinical skills, grounded in established psychomotor skills development theories, including Kovacs' definitions and the Fitts and Posner's model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>It employs a transdisciplinary simulation approach that blends professional gastronomy with medical training. Designed initially in response to the 2020 Covid-19 pandemic, the course offers a scalable and replicable model that includes mechanisms for peer feedback and reflective exercises.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The responses for these exercises were analysed thematically to gauge the course's effectiveness. Findings suggest that the Medical Kitchen succeeds in creating a low-stakes, safe learning environment that not only enhances practical skill learning but also emphasises the crucial non-technical skills needed in medical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The Medical Kitchen represents a forward-thinking strategy for medical educators seeking to improve procedural skill training, warranting further research into the long-term impacts of the course on student outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571236","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":"Becoming a Sexual Assault Nurse Examiner","authors":"Marivic B. Torregosa,&nbsp;Maria Del Rosario Benavides","doi":"10.1111/tct.70059","DOIUrl":"https://doi.org/10.1111/tct.70059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>There is a shortage of sexual assault nurse examiners (SANEs) across the United States, especially in medically underserved communities. The purpose of this study was to describe the lived experiences of nurses on their journey before and after becoming a SANE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>A qualitative descriptive research design was used in this study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A semistructured interview was conducted among 10 nurses who completed SANE training from a medically underserved community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Perceptions of being valued and supported and programme rigour influenced trainees' commitment to complete the SANE programme. Misconceptions about the role changed as trainees were immersed in the training. Being isolated and underutilized from the health care delivery system and the broader medico-legal system were faced by SANEs after completing SANE training. Continuous use of telemedicine, continued funding for SANE training and greater emphasis on the legal aspect of the role during training are recommended by SANEs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Trainees' experiences during SANE training influence programme retention and completion. To fully build the capacity of SANEs in the community, an infrastructure and a system must be developed to embrace and integrate new SANEs into the broader medico-legal system so they can perform in the role they are trained for.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The study's findings have implications for policies in compelling medico-legal and political systems to help build SANE capacity in the community, especially in medically underserved regions. Likewise, continuous input and involvement of trainees in the training implementation are critical to SANE programme retention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Impact</h3>\u0000 \u0000 <p>This study provides some of the lessons learned in the training and education of nurses to become SANEs, which could be helpful to clinical educators wanting to establish a SANE programme, as well as factors that can lead to the decline of SANE capacity after so much investment has been made to it.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571195","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 Clinical Teacher's Toolbox: 3D Printing in Medical Education","authors":"Oliver Edward Burton,&nbsp;Aqua Asif,&nbsp;Ryan Beazley,&nbsp;Cherry Choudhary,&nbsp;Stasa Tumpa,&nbsp;Brandon G. Smith","doi":"10.1111/tct.70060","DOIUrl":"https://doi.org/10.1111/tct.70060","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571235","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":"When They Say … ‘Beware of the Young Doctor’","authors":"Ki Sum Samson Wong","doi":"10.1111/tct.70064","DOIUrl":"https://doi.org/10.1111/tct.70064","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554908","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 Clinical Teacher's Viewpoint From Classroom to Clinic: Supporting Widening Participation Students Across the Continuum of Medical Education","authors":"Ashley V. Simpson,&nbsp;Nana Sartania,&nbsp;Enam-ul Haque,&nbsp;Andrew Toby Merriman","doi":"10.1111/tct.70044","DOIUrl":"https://doi.org/10.1111/tct.70044","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554782","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":"Breaking Away From Breaking Bad News: Rethinking the Doctor–Patient Interaction","authors":"Mark Anderson,&nbsp;Jasneek Chawla","doi":"10.1111/tct.70045","DOIUrl":"https://doi.org/10.1111/tct.70045","url":null,"abstract":"<div>\u0000 \u0000 <p>Effective communication is a critical skill for physicians, taught from the early stages of medical training. Breaking bad news is perhaps one of the most challenging aspects of medical communication. Parents of children with genetic syndromes often have a more complex and nuanced view of their children's lives, beyond the simplicity which a ‘breaking bad news’ framework allows. Shifting towards open, unbiased conversations can empower patients and enhance the doctor–patient relationship, acknowledging the complexity of individual experiences and perspectives.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554781","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}