Clinical Teacher最新文献

{"title":"Learning that matters","authors":"Stephen Trumble","doi":"10.1111/tct.13816","DOIUrl":"10.1111/tct.13816","url":null,"abstract":"<p>As <i>The Clinical Teacher</i> (TCT) celebrates its 20th birthday this year, there is something about the doughty little journal that resonates with its readership.</p><p>Much like the readers on whom the journal is focused—clinicians who teach—TCT is a practical, hands-on sort of publication that is committed to bringing about changes to improve performance.</p><p>A casual glance at the journal's website,<span><sup>1</sup></span> however, shows that the journal's most favoured articles are not just recipes on how to teach in the clinical setting. Some of the most accessed articles have been excellent guides to undertaking educational research, indicating that TCT is a valued resource for those who are curious about what is going on in the learning relationship between the clinical learner and their teacher.<span><sup>2-4</sup></span></p><p>As a personal observation, clinicians who are the most effective teachers tend to be as committed to the quality of the educational experience they provide as to the quality of their clinical service. It is no surprise that many will look for evidence to underpin their teaching, just as they do with their clinical work.</p><p>It is disappointing, therefore, that most are kept in service roles by clinical education providers and not given the chance to spread their scholarly wings.<span><sup>5, 6</sup></span> Full credit to those clinicians who fit a clinical education master's degree into their busy lives, and I hope TCT's accessible and practical articles on undertaking educational research prove useful to their efforts.</p><p>I had the joy of editing the journal for 4 years from 2010 aligning with its ‘troubled adolescent’ phase I suppose, although my successor in Jill Thistlethwaite has already claimed that phase.<span><sup>7</sup></span> Certainly, I never experienced any of the angst and ennui that usually marks those years. TCT had grown from a lusty infant delivered by John Bligh in 1994 into a thoughtful child under John Spencer's editorship. The journal has always had a pleasantly casual style and was intended to be ‘… easy to read and difficult to put down’.<span><sup>8</sup></span></p><p>TCT has achieved this vision, in my view, growing into adulthood under the wise parenting of editors-in-chief Thistlethwaite, Ross, Barrett, Burgess and Crampton. It continues to be a valuable resource for clinical teachers globally.</p><p>Apart from a focus on research, simulation and interprofessionalism, some themes that have emerged over the years are reminders that there are precedents for most things in life.</p><p>Although the recent COVID-19 pandemic turned education for the health professions upside down—more of that later—the keen-eyed TCT reader would have seen premonitions in articles about education being impacted by other viruses causing severe respiratory symptoms in the SARS pandemic some 15 years earlier.<span><sup>9, 10</sup></span> We cannot say we were not warned.</p><p>Speaking of premonition","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13816","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142334063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to … do decolonial research","authors":"Danica Anne Sims,&nbsp;Thirusha Naidu","doi":"10.1111/tct.13806","DOIUrl":"10.1111/tct.13806","url":null,"abstract":"<p>The imperative for decolonial research in health professions education (HPE) is rooted in a resistance to coloniality, which characterises modern medicine and HPE. Coloniality is a residual effect of colonialism, which upholds White, Western, Eurocentric knowledge systems while simultaneously marginalising diverse epistemologies. We outline the problematic nature of coloniality in HPE typified in unequal research partnerships, skewed student exchanges and poor representation of diverse authors. Decoloniality advocates for the active disruption and dismantling of colonial hierarchies to promote epistemic justice. We suggest a practical framework for applying decolonial principles in research, emphasising awareness (critical consciousness), deliberation (reflexivity) and action (transformative praxis). Practical steps for decolonial practice include interrogating research conceptualisation, sharing power and diversifying research teams, adopting participatory and reciprocal (mutually beneficial) methodologies, (re)centring marginalised voices and amplifying ‘Other’ knowledges, and disrupting hegemonic dissemination practices. By employing decolonial strategies, researchers can produce equitable, socially accountable and epistemically just scholarship, ultimately enhancing the relevance and impact of HPE research for all people globally.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13806","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142303002","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":"On-call simulation: Evaluating cost and impact","authors":"Rachel Scott,&nbsp;Samuel D. Chumbley,&nbsp;Maria Miles,&nbsp;Clodagh Beattie,&nbsp;Anive Grewal","doi":"10.1111/tct.13807","DOIUrl":"10.1111/tct.13807","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>On-call simulation has been shown to improve the confidence of prospective junior doctors in undertaking on-call shifts. Despite this, it is not mandated in UK medical school curricula, leading to variations in provision. Barriers to widespread implementation may include doubts surrounding effectiveness, feasibility of delivering on-call simulation across multiple sites and unknown costs. To address these gaps in the literature, we designed and implemented a multi-site on-call simulation programme. We aimed to evaluate it both educationally, using student preparedness to complete on-call shifts as our outcome, and economically, by performing a cost-outcome description.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>An on-call simulation programme, ‘Bleep 101’, was developed and implemented at eight hospitals. Students were ‘bleeped’ around a circuit of written scenarios including clinical emergencies, prescribing and distractor tasks. Students could escalate to their facilitator on the phone for advice at any time. Sessions concluded with a 30-minute debrief focusing on prioritisation and communication skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Between 2018 and 2023, 217 students took part and completed feedback forms. Post-session feedback using Likert scales demonstrated a significant increase in preparedness to complete an on-call shift (pre-4/10, post-7/10, p &lt; 0.01) with outcomes consistent across sites. A cohort of 20 students completed paired pre- and post-session feedback to evaluate the impact of the session on specific skills. This demonstrated increased confidence in using a bleep, prioritisation, gathering information and handing over. The costs of implementation at one site were reported, demonstrating a cost of £1.99/student/year or £99.48/student/year excluding costs saved by volunteers and room hire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This study indicates that on-call simulation can be delivered at a low cost using existing medical education infrastructure within hospitals. Results suggested an improvement in medical students' preparedness for on-call practice. We therefore recommend on-call simulation be available to all medical students as part of medical school curricula.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13807","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142303003","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":"Scenario-based learning: How can it contribute to clinical education?","authors":"Paul A. Tiffin,&nbsp;Robert M. Klassen","doi":"10.1111/tct.13805","DOIUrl":"10.1111/tct.13805","url":null,"abstract":"&lt;p&gt;All healthcare professionals receive ‘scenario-based learning’ (SBL), often unawares. Seeing examples of positive and negative interactions between practitioners and colleagues, patients and relatives is a powerful form of vicarious learning, for good or ill. The SBL approach posits that exposure to such powerful learning opportunities should not be merely left to chance.&lt;/p&gt;&lt;p&gt;The term ‘scenario-based learning’ (SBL) was first used in the late 1980s and early 1990s to describe computerised scenarios used for instruction. The approach emphasised engaging learners in authentic representations of tasks that reflected the ultimate goal of the education.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; In turn, SBL is informed by situated learning theory that suggests that learning should be placed in the context in which the skills and knowledge gained are to be deployed.&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; Thus, the knowledge to be acquired, often procedural in nature (i.e. how to &lt;i&gt;do&lt;/i&gt; something), is embedded within an authentic context and culture. Therefore, this approach is intended to form a bridge between semantic (fact-based) knowledge and the practical application of learning.&lt;/p&gt;&lt;p&gt;In traditional simulations, a workplace situation is physically recreated with actors, mannequins or other props. In contrast, in SBL, the contextual elements are invoked via &lt;i&gt;low-fidelity&lt;/i&gt; simulation. This usually means presenting situations in a digital format that uses text, video, or augmented and virtual reality environments. The rapidly expanding use of digital media for education has stimulated an increased interest in the SBL approach for teaching and training generally. Using low-fidelity, interactive digital simulation is also the basis of situational judgement tests (SJTs). Performance on SJT-type assessments have been shown to predict important, interpersonal aspects of behaviour in medical students and doctors.&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt; This immediately raises questions about whether the SJT format could also be used for educational purposes. Indeed, some SBL systems could be considered developmental, or ‘dynamic SJTs’, where a learning environment, incorporating feedback, is created within the test itself. In dynamic tests, the resulting score thus partly reflects the learning that has taken place during testing.&lt;span&gt;&lt;sup&gt;4&lt;/sup&gt;&lt;/span&gt; SJTs themselves draw from similar theoretical roots as SBL, in terms of embodied (situated) cognition. That is, learning occurs via cognitive processes that are situated in a particular context. These influence a learner's evaluation of external and internal cues.&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt; Externally, this could be informational cues about the environment (including other people). Internally, it could be via emotional states and sensations (e.g. fear or excitement). Suitable scenarios can be created using the ‘critical incident technique’ to capture situations from those with relevant live experience (e.g. clinicians and patients) that cha","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13805","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142127576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From passive participants to proactive partners: How to engage students in the design, delivery and development of research using the principles of co-production","authors":"Heidi Stelling,&nbsp;Muzuki Ueda,&nbsp;Fred Tilby-Jones,&nbsp;Megan Brown,&nbsp;Bryan Burford,&nbsp;James Fisher,&nbsp;Gillian Vance,&nbsp;Robbie Bain","doi":"10.1111/tct.13804","DOIUrl":"10.1111/tct.13804","url":null,"abstract":"&lt;p&gt;Students are key stakeholders in health professions education. Through co-production, students and educators can work in partnership to develop evidence-based improvements to their curricula, educational experiences and learning environment.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; Co-producing research enables and empowers health professions students to shape research agendas and fosters a deeper engagement with scholarly pursuits.&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; They are elevated from passive subject to active producers of research while simultaneously developing collaborative relationships with their educators and contributing to the wider body of knowledge. This toolbox draws on our experiences of co-producing research, through a series of workshops and funded internships at Newcastle University, to offer practical guidance for educators interested in implementing this innovative approach to co-production in their own setting.&lt;/p&gt;&lt;p&gt;This toolbox was co-created alongside undergraduate medical students but is adaptable to all health professions students. It offers flexible suggestions and enough detail to guide readers through implementing co-production principles, from problem to publication, in their own setting. It consists of three stages, namely, design, delivery and development, with each phase informing the subsequent one in a continuous, cyclical manner, layering complexity at successive workshops within a cycle as well as between workshops in subsequent cycles (Figure 1). Our practical experiences are described in case study boxes across each stage.&lt;/p&gt;&lt;p&gt;Our programme began with a series of workshops designed to engage students and develop research ideas which successful students will later co-produce with their supervisors during the funded internship. The internships took place over the universities' summer break and lasted for 6–8 weeks. Firstly, a core team was constructed who could collaboratively plan the endeavour.&lt;/p&gt;&lt;p&gt;Delivery is considered with regards to session content throughout the programme and support needs during the internship phase.&lt;/p&gt;&lt;p&gt;Development is considered in terms of the programme and individual projects.&lt;/p&gt;&lt;p&gt;Co-production of education research allows educators and students to work synergistically to produce evidence-based outputs that are most salient to the undergraduate programme. The process of co-production was well received and offers an opportunity to enhance belonging, ownership and responsibility among participants while driving effective educational innovation. This practical toolbox sets out one approach to help build research skills and promote meaningful curricular change.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Heidi Stelling&lt;/b&gt;: Writing—original draft; conceptualization. &lt;b&gt;Muzuki Ueda&lt;/b&gt;: Writing—review and editing; conceptualization. &lt;b&gt;Fred Tilby-Jones&lt;/b&gt;: Writing—review and editing. &lt;b&gt;Megan Brown&lt;/b&gt;: Writing—review and editing. &lt;b&gt;Bryan Burford&lt;/b&gt;: Writing—review and editing. &lt;b&gt;James Fisher&lt;/b&gt;: Writing—review and editing; conce","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13804","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142115786","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":"Hurrah for storytelling in medical education!","authors":"Ashley V. Simpson","doi":"10.1111/tct.13803","DOIUrl":"10.1111/tct.13803","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142115787","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 transferability triad: Exploring possibilities for applicability, resonance and theoretical engagement in health professions education scholarship","authors":"Bridget C. O'Brien,&nbsp;Renée E. Stalmeijer,&nbsp;Miriam Hoffman,&nbsp;Satid Thammasitboon,&nbsp;Dorene F. Balmer,&nbsp;Megan E. L. Brown","doi":"10.1111/tct.13800","DOIUrl":"10.1111/tct.13800","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019859","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":"“Someone to talk to”: A qualitative study of oncology trainees' experience of mentorship around moral distress","authors":"Beatrice T. B. Preti,&nbsp;Sarah Wood","doi":"10.1111/tct.13797","DOIUrl":"10.1111/tct.13797","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Moral distress is an intrinsic part of healthcare, particularly prevalent in oncology practitioners. Previous studies have suggested mentorship may play a role in combatting moral distress; however, there is a lack of good evidence aimed at understanding trainees' experience with either mentorship or moral distress, including the intersection between the two.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a single-centre study in the hermeneutic phenomenological approach at a Canadian academic cancer centre. Six semi-structured interviews with senior oncology trainees were conducted and analysed according to the interpretive profiles hermeneutic phenomenological approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings/results</h3>\u0000 \u0000 <p>Key findings include the idea that trainees do find mentorship valuable and helpful in navigating moral distress, which is described as common and inevitable, with a number of triggers and factors identified. However, a mentorship relationship must involve mutual respect, understanding, and honesty in order to be valuable. Additionally, engaging in open, honest discussions with mentors, particularly more senior individuals, is seen as a risk–benefit balance by trainees; vertical mentors bring more wisdom and experience, but may also have a greater impact on a trainee's future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This thought-provoking study highlights mentorship as a potential method to combat the troubling phenomenon of moral distress in oncology trainees.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142010079","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":"Preparation for practice: What are students learning for?","authors":"Siew Ping Han,&nbsp;Xuan Wang,&nbsp;Purjita Kiruparan,&nbsp;Yu Hao Loo,&nbsp;Sebastian Khoo,&nbsp;Jennifer Cleland,&nbsp;Emmanuel Tan","doi":"10.1111/tct.13796","DOIUrl":"10.1111/tct.13796","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Junior doctors often feel inadequately prepared for clinical practice. Current approaches to optimising the pre-clinical to clinical transition generally overlook intrinsic factors, yet motivation and emotional engagement are likely to be important in building clinical competence. To address this gap, we explored the attitudes of medical undergraduates and clinicians towards learning and how these attitudes seemed to affect learning motivation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted semi-structured individual or group interviews with 22 medical undergraduates and eight clinicians. Interviews were transcribed and thematically analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students and clinicians had differing perspectives on the content and context of learning, as well as divergent attitudes towards learning. Students focused on factual knowledge and examination performance, preferably with simple, clear-cut answers, privileged book learning, and equated medical knowledge with clinical competence. Conversely, clinicians focused on soft skills and clinical reasoning, emphasised learning through observation and experience, assessments that acknowledged complexity and context, and saw knowledge as a foundation for practice. Further, clinicians mostly felt that the pre-clinical curriculum over-emphasised factual recall of knowledge that was neither useful nor relevant for clinical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We found that students tended to be extrinsically motivated by examination performance, which led to adopting surface learning approaches. This in turn led to a mismatch between the pre-clinical emphasis on factual recall and the higher-order skills necessary for clinical practice. We propose that a shift away from content overload and high-stakes assessment towards patient-centric teaching approaches may help re-orientate students towards intrinsic motivation and more effective learning methods.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142006031","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":"Anki flashcards: Spaced repetition learning in the undergraduate medical pharmacology curriculum","authors":"Juliana Magro,&nbsp;So-Young Oh,&nbsp;Nikola Košćica,&nbsp;Michael Poles","doi":"10.1111/tct.13798","DOIUrl":"10.1111/tct.13798","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teaching clinical pharmacology is often a challenge for medical schools. The benefits and popularity of active recall and spaced repetition through Anki flashcards are well-established and can offer a solution for teaching complex topics, but educators are often unfamiliar with this resource.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We implemented 501 faculty-generated pharmacology flashcards in five modules across the medical preclinical curriculum, available to 104 first-year students. At the end of each module, students were surveyed on the usefulness of this novel resource. The data from the cohort who had access to flashcards was compared with the previous cohort, without access, to analyse whether student use of Anki flashcards changed students' perceptions of the pharmacology curriculum and whether there were changes in pharmacology exam performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Seventy-five percent of the respondents rated the Anki pharmacology flashcards as ‘very useful’ or ‘somewhat useful’. Eight hundred and seventy-five responses were analysed with a natural language processing algorithm, showing that fewer students mentioned pharmacology as a difficult topic in the cardiovascular and renal modules, compared with the cohort who did not use Anki flashcards. There was not a statistically significant difference in test scores between the cohorts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Anki flashcards were well-received by medical students, which might have impacted their perception of the curriculum, as evidenced by the decrease in mentions of pharmacology being a difficult topic, maintaining consistency in academic performance. Educators should consider providing flashcards to offer spaced repetition opportunities in the curriculum; an additional benefit could be increasing information equality in medical schools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001552","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}