Clinical Teacher最新文献

{"title":"Near-Peer Anatomy-Anchored Teaching","authors":"O. Rackham,&nbsp;M. M. Maitland,&nbsp;P. Ahluwalia,&nbsp;O. Murray,&nbsp;J. E. McKay","doi":"10.1111/tct.70539","DOIUrl":"10.1111/tct.70539","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The transition from pre-clinical to clinical medicine is challenging, particularly in applying anatomical knowledge to patient care. Reductions in dedicated anatomy teaching time have compounded this. Near-peer teaching may help address this gap by reducing hierarchy and enhancing psychological safety, though few programmes have explicitly targeted the pre-clinical to clinical transition through the integration of anatomy with clinical cases.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A prospective educational evaluation examined a near-peer, case-based orthopaedic anatomy programme delivered to Year 4 medical students by Year 5 facilitators across four sessions. Knowledge acquisition was assessed using parallel pre- and post-session multiple-choice question (MCQ) sets compared using Wilcoxon signed-rank test and Cohen's <i>d</i>_<i>z</i>. Student experience was evaluated using purpose-designed questionnaires.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Thirty-two matched pairs were available for analysis. Baseline anatomical confidence (mean 2.76/5) and ratings of placement-based anatomy teaching (mean 2.26/5) indicated clear unmet need. MCQ scores improved significantly from 5.0 to 7.0 out of 8 (mean 5.00 vs. 6.69, <i>p</i> &lt; 0.001, Cohen's <i>d</i>_<i>z</i> = 1.12). Post-session confidence improved to 4.03/5, facilitators were rated highly (mean 4.59/5), and 97% of students felt comfortable engaging with peer facilitators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This programme provides preliminary support for near-peer, case-based anatomy teaching as a promising approach to supporting the pre-clinical to clinical transition, demonstrating short-term improvements in MCQ performance, confidence and student satisfaction.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13627840/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119884","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":"Using a Programme-Level Approach to Developing Reflective Practice in Health Professions Education in the Age of AI","authors":"Carmen Sapsed,&nbsp;Claire Palermo,&nbsp;Ingrid D'Souza,&nbsp;Megan Spencer-Smith,&nbsp;Alysha Cowley,&nbsp;Zoe Davidson,&nbsp;Julia McCartan,&nbsp;Sophie Paynter,&nbsp;Ignatius Pereira,&nbsp;Luke Robinson,&nbsp;Daryl Susigan,&nbsp;Alice Svikers","doi":"10.1111/tct.70538","DOIUrl":"10.1111/tct.70538","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Reflective practice is a core competency for all healthcare professionals however, ensuring valuable assessment of this key skill is challenging; especially in the age of generative artificial intelligence (AI). The use of a programme-level approach to develop this capability is proposed as a potential way to support development and assessment of reflection in health professions education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A cross-disciplinary team of experienced health professions educators came together to develop a framework for assessing reflection in the age of AI. Consisting of three domains, three levels of expertise and artefacts of learning, the framework was informed by relevant healthcare competency standards, existing literature and programmatic assessment principles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We sought to evaluate the perceived usefulness of the framework through educators and student feedback. Educators across multiple healthcare disciplines were invited to provide feedback via survey at a faculty education showcase where the proposed framework was presented. Students were invited to provide feedback in a dedicated focus group. A total of 13 participants accepted the invitation (<i>n</i> = 9 educators completed the survey, <i>n</i> = 4 students participated in the focus group), providing qualitative and quantitative data. Thematic analysis was used to analyse the qualitative responses. The quantitative data were used for demographic purposes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Evaluation of the perceived usefulness of the framework suggests that a programme-level approach to assessing reflection, which considers moments of reflection as data points in the ongoing development of reflective practice, could support skill development and meaningful reflection in the age of AI. Further evaluation of the framework is advised.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13627959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149120009","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":"What Next? Clinical Debriefing Beyond Graduation","authors":"Emma Claire Phillips,&nbsp;Sam Skillcorn","doi":"10.1111/tct.70542","DOIUrl":"10.1111/tct.70542","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119962","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":"Training for Change: Developing Clinical Debriefing Champions in a Maternity Unit","authors":"Emma Claire Phillips,&nbsp;Stephen Waite,&nbsp;Jocelyne Velupillai,&nbsp;Edward Mellanby,&nbsp;Victoria Ruth Tallentire","doi":"10.1111/tct.70537","DOIUrl":"10.1111/tct.70537","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical debriefing (CD) is a structured reflective conversation that supports experiential learning, enhances teamwork and contributes to patient safety. Despite established evidence for its benefits, implementation of CD within clinical environments remains challenging, with cultural barriers frequently cited as problematic. As part of a wider programme to embed CD within a busy maternity unit, a 1-day course in CD facilitation was delivered to an interprofessional group to develop debriefing skills and empower a group of staff to commit to CD practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Course design was informed by self-determination theory (SDT) and relational coordination theory (RCT), integrating principles of motivation, psychological safety and interprofessional learning into teaching and learning activities. Sessions combined didactic teaching, small-group discussion, scaffolded skills practice using structured debriefing tools, clinical and nonclinical scenarios and immersive simulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Fifteen staff members from the maternity unit participated. Participants represented a diverse interprofessional group, many of whom held formal leadership roles. Feedback indicated an improved perceived ability of participants to undertake aspects of CD. Free-text feedback highlighted the value of psychological safety, interactive methods and opportunities to practise facilitation skills. Participants expressed strong intentions to implement CD within their teams.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This theory-driven, interactive course showed promise for building capability and motivation for CD facilitation while supporting the cultural conditions required for sustained implementation. The design is transferable to other specialties and settings: Educators can adapt the theoretical mapping and scaffolded skills practice to develop local ‘champions’ to accelerate cultural change in healthcare contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149083214","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":"Give a Practice, Not a Verdict: Making Feedback Usable in Clinical Teaching","authors":"Sherry M. Adkins","doi":"10.1111/tct.70535","DOIUrl":"10.1111/tct.70535","url":null,"abstract":"<p>Clinical teachers often notice something developmentally important in a learner's work before they have enough evidence to make a global judgement about the learner. A resident's presentation may include the correct facts but make the assessment difficult to hear; a plan may be reasonable but leave risk unnamed; a note may contain required elements but obscure clinical reasoning. These moments can be hard to address because broad interpretations may feel unfair, whereas overly hedged feedback may leave the learner without a clear way forward. This article offers a practical translation pathway: move from a teaching perception to one observable practice the learner can try next time. The structure ‘I noticed… /It matters because… /Next time, try…’ grounds feedback in observation, links it to patient care or clinical reasoning and offers a practice rather than a verdict.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13624053/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149083223","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":"Synthesising Generative Artificial Intelligence Competency Domains for Medical Education Faculty","authors":"Pamela Meyers,&nbsp;Cheryl Miller","doi":"10.1111/tct.70532","DOIUrl":"10.1111/tct.70532","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence (AI), including generative AI (GenAI), is reshaping clinical care and medical education, requiring medical education faculty to develop new competencies. As GenAI becomes integrated into clinical and teaching workflows, faculty must guide learners in AI-enabled environments. Although existing frameworks outline AI competencies for clinicians or learners, few synthesise competencies specifically for faculty roles. This review addresses that gap by synthesising AI and GenAI competency frameworks to identify GenAI domains relevant to medical education faculty.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The authors conducted a narrative review of 24 articles published between January 2020 and February 2025 on AI and GenAI competencies for clinicians, educators and learners. Structured database searches identified articles. Existing AI competency frameworks guided comparison of faculty-relevant GenAI competencies. Through iterative synthesis, the authors identified competency domains consistently represented across frameworks and aligned with educator responsibilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Using Russell et al.'s framework as an organising anchor, six competency domains were identified: (1) Foundational AI Knowledge and Literacy; (2) Ethical, Social, and Legal Policies and Implications; (3) AI-Enhanced Clinical Interactions; (4) Practice-Based Learning, Instructional Design, and Pedagogy; (5) Evidence-Based Evaluation and Assessment; and (6) Systems-Level Workflow and Integration. Existing frameworks differed in emphasis across domains, with clinical and systems-level competencies less consistently represented.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These domains provide a foundational structure to guide faculty development, curricular decision-making and responsible integration of GenAI into medical education. Future work should translate these domains into observable indicators and assessment strategies while examining how faculty competencies support learner development and responsible GenAI use.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149070765","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":"Clinical Teaching Fellow Practice Within Complex Clinical–Educational Systems: An Activity Theory–Informed Case Study","authors":"Nicola Jones,&nbsp;Zilley Khan,&nbsp;Kirsteen Watson","doi":"10.1111/tct.70534","DOIUrl":"10.1111/tct.70534","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical teaching occurs where patient care and education coexist. Within the United Kingdom's National Health Service, workforce pressures constrain teaching and supervision. Clinical Teaching Fellow (CTF) roles have expanded in response but are often viewed as discrete posts rather than practices situated within complex clinical–educational systems. This study examined how tensions within and across these systems shaped CTF practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This theory-informed exploratory qualitative case study used third-generation Activity Theory. All 10 members of a hospital medical education team were invited to a semistructured group interview; eight participated. An Activity Theory-informed thematic approach was used to map the focal undergraduate clinical education activity system and examine tensions within it and at its intersections with adjacent systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Participants included three CTFs, two education facilitators and three administrators. CTF practice involved teaching, programme coordination and administrative work within a multiprofessional team. Differing understandings of the activity's purpose and outcomes shaped practice. Professional language, continuity, experience and blurred divisions of labour influenced participation and work organisation. Relationships with clinical services, the medical school, postgraduate medical education and university-based postgraduate study introduced competing demands. Participants negotiated tensions through communication, redistribution of responsibilities and closer working across professional roles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>CTF roles are embedded within systems where educational, clinical and organisational priorities intersect. Third-generation Activity Theory makes visible how relationships within and across these systems shape practice. Supporting CTF roles requires attention to how educational work is organised, coordinated and prioritised.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70534","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149042490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Generative Artificial Intelligence Use Among Medical Students: Learner Perspectives for Clinical Educators","authors":"Bryan Bartnick,&nbsp;Sana Shah,&nbsp;Stuart Sommers,&nbsp;Raylee Warren,&nbsp;Pavan Khosla,&nbsp;Alex Mays,&nbsp;Alexa DeRegnaucourt,&nbsp;Amanda Wewer,&nbsp;Claire Pienkowski,&nbsp;Hyo Bin You,&nbsp;Allianna Mitchell,&nbsp;Yuu Ohno,&nbsp;Alexa Lauinger,&nbsp;Sanaea Z. Bhagwagar,&nbsp;Gloria Xue","doi":"10.1111/tct.70531","DOIUrl":"10.1111/tct.70531","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Generative artificial intelligence (AI) is readily available to medical students, yet educators may not know how students use these tools or what guidance students perceive as missing. We examined student-reported AI use, confidence, concerns and institutional support to inform practical guidance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted an online survey of medical students recruited primarily through US allopathic medical school peer networks from 15 July to 1 September 2025. We used non-probability sampling; because dissemination relied on voluntary forwarding, we could not calculate a response rate. Outcomes included AI use, frequency, usefulness, confidence, concerns and institutional support. We used descriptive statistics and Wilson 95% confidence intervals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 552 students from at least 37 institutions who answered at least one item, 517 answered the AI-use and frequency items. Across item-specific denominators, 87.0% used text-based generative AI, 74.7% used AI tools at least weekly, and 67.8% rated AI tools moderately or extremely useful. Only 50.3% were moderately or extremely confident evaluating AI-generated content, and 12.2% reported use of an institution-sponsored generative AI tool. Overall, 64.2% wanted more training or clearer guidance, and 78.7% reported academic integrity and/or ethical concerns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>In this multi-institutional US convenience sample, students reported frequent AI tool use, although guidance needs were common. These findings are not national prevalence estimates. These learner perspectives suggest educators should not assume AI is absent from informal learning and may need to clarify expectations, privacy boundaries, disclosure norms and AI-output appraisal strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149032060","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":"Re: How to Teach Generative Artificial Intelligence in Undergraduate Medical Education","authors":"Gharbi Lassad","doi":"10.1111/tct.70536","DOIUrl":"10.1111/tct.70536","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149032128","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":"Operating Theatre-Based Video Interventions to Enhance Student Preparation: A Scoping Review","authors":"Lachlan Dick,&nbsp;Despina Kimpizi,&nbsp;Elena Kirwan,&nbsp;Maggie Kerr Livingstone,&nbsp;Hannah Martin,&nbsp;Joseph E. McKay,&nbsp;Elizabeth Ward,&nbsp;Andrew G. Robertson","doi":"10.1111/tct.70530","DOIUrl":"10.1111/tct.70530","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Operating theatre experience is central to surgical education, yet medical students often feel unprepared due to the environment's complexity. Video-based resources are increasingly used in surgical training, but their role in improving preparedness for the operating theatre is unclear. This scoping review examined how video-based interventions influence medical students' self-reported preparedness, including confidence, familiarity and anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>PubMed, Web of Science and the Education Resources Information Centre were searched to 1 March 2026. Eligible studies included medical students, at least one operating room-based video intervention, and a self-reported preparedness outcome. Data were extracted using predefined criteria and synthesised thematically by intervention characteristics, delivery format and outcome domains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Eleven studies met the inclusion criteria, including 911 students. Interventions comprised operative footage, operating theatre environment overviews and perioperative practice demonstrations, predominantly delivered in two-dimensional format. Seven studies incorporated video into existing curricula. Preparedness was assessed through self-reported confidence, familiarity, comfort, anxiety and overall readiness. Ten studies reported improvements in at least one domain of preparedness, although only two assessed preintervention to postintervention change specific to preparation. Among comparative studies, one showed benefit over standard teaching and one found three-dimensional video superior to two-dimensional material. One study reported no effect on anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Most studies indicated that operating theatre-based video can enhance medical students' perceived preparedness for theatre. Video represents a scalable approach to contextual familiarisation, but evidence remains constrained by heterogeneous designs and outcomes. Further controlled studies are needed to determine optimal formats and integration strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149027031","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}