Clinical Teacher最新文献

{"title":"From Aspiration to Admission: Understanding Pre-Medical Student Perceptions and Decision-Making Processes","authors":"L. Canthiya,&nbsp;M. Wang,&nbsp;A. Bouriayee,&nbsp;R. Qamar,&nbsp;A. Acai,&nbsp;Preti BTB","doi":"10.1111/tct.70478","DOIUrl":"10.1111/tct.70478","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The medical school application process is demanding, with several factors contributing to burnout. Existing literature highlights pre-medical students' perceptions about what is required for admissions success. These perceptions can drive extreme behaviours; however, program-level evidence shows such steps may not always be necessary or desired. This discrepancy underscores the need to explore the origins of these perceptions, improve guidance, reduce burnout, and promote a balanced pre-medical experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This generic qualitative study, informed by a constructive orientation, used reflexive thematic analysis. Twelve pre-medical students were recruited through online forum posts and snowball sampling. Semi-structured interviews explored how participants constructed perceptions of admissions success and how this informed decision making. Analysis involved regular reflexive team discussions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Four themes were developed: a) Formal and informal influences shape pre-medical students' perceptions and interpretations of the application process; b) Early, performative strategizing is used to navigate the perceived competitive system; c) Trial, adaptation and reflection occur iteratively to reflect an ideal medical student ‘archetype,’ and d) The medical school application process elicits tensions between authenticity and ‘what the system wants.’</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Findings suggest that pre-medical students construct perceptions of admissions success through an iterative process of information gathering, reflection and adaptation. These perceptions contribute to the development of an ‘ideal’ applicant archetype that shapes strategic self-presentation and tensions between authenticity and perceived admissions expectations. Our findings highlight a need for more transparent outreach opportunities between the medical community and pre-medical students to avoid echo chambers and reduce inauthenticity and burnout.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13379721/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148474690","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 Spiritual Care Teaching Within the Australian Medical Curriculum","authors":"John Wenham,&nbsp;Megan C. Best,&nbsp;David W. Kissane AC","doi":"10.1111/tct.70476","DOIUrl":"10.1111/tct.70476","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Spiritual care has been shown to be an important component of holistic patient care. However, students have reported it missing from current Australian medical school curricula. The aim of this study was to evaluate the impact of a three-hour spiritual care workshop designed to enable final year medical students to take a spiritual history from their patients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a prospective pilot study design to evaluate a novel half-day workshop designed to equip final year medical students to assess the spiritual wellbeing of their patients. The impact of the spiritual care workshop was evaluated using video analysis of a formative objective structured clinical examination (OSCE) of a spiritual consultation using a standardised patient prior to and after the teaching episode. Students self-assessed confidence scales pre- and post-workshop. Student characteristics that might facilitate learning in this domain were assessed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty-two final year medical students from four universities participated at two training sites. Video analysis by four independent assessors showed satisfactory inter-rater reliability and demonstrated a statistically significant increase (<i>p</i> &lt; 0.001) in the use of spirituality questions. The students' self-assessed confidence scales pre- and post-workshop demonstrated statistically significant increases in assessing all domains except empathic responsiveness; the greatest improvement was in the spiritual domain.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Whilst this study was confined to medical students, we believe that the objective and subjective effectiveness demonstrated in this spiritual care workshop will be readily translatable into multidisciplinary holistic communication skills training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148407370","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":"Pelvic Examination in Undergraduate Medical Education: A Scoping Review","authors":"Carol Boutrous,&nbsp;Shweta Rao,&nbsp;Anna Harvey Bluemel,&nbsp;Megan E. L. Brown,&nbsp;Heidi Stelling","doi":"10.1111/tct.70475","DOIUrl":"10.1111/tct.70475","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Pelvic examination is a core clinical skill in undergraduate medical education, requiring integration of technical competence with communication, consent and patient-centred care. Despite its importance, opportunities to learn pelvic examination are variable, and educational approaches differ widely. Existing reviews have largely focused on short-term learner outcomes rather than broader questions of implementation, cultural context and patient impact. This review aimed to map teaching methods used to teach pelvic examination, examine how effectiveness is defined and evaluated, and identify reported barriers and enablers to implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A scoping review was conducted in accordance with Arksey and O′Malley's framework and prospectively registered with Open Science Framework. Database searches were undertaken in June 2024 and repeated in May 2026. Studies describing pelvic examination teaching for undergraduate medical students were included. Data were extracted and analysed using inductive qualitative content analysis. Outcomes were mapped to the Kirkpatrick model to enable comparison.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Fifty-five studies were included. Teaching approaches were grouped into received knowledge (e.g., lectures, videos and e-learning) and experiential approaches (e.g., models, professional patients and clinical encounters). Most studies combined multiple modalities. Evaluation predominantly focused on learner-centred outcomes at Kirkpatrick levels 1 and 2, particularly confidence and perceived competence. No studies assessed behavioural change or patient-level outcomes. Implementation was influenced by resource availability, workforce pressures, organisational culture and equity considerations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Pelvic examination education requires balanced, feasible and culturally sensitive approaches that extend beyond short-term learner outcomes. Future research should prioritise patient perspectives, long-term behavioural change, inclusivity and cost-effective implementation within real-world clinical contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148407287","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":"Improving Resident Knowledge of Artificial Intelligence Ethics and Prompting for Clinical Use","authors":"John M. Cunningham,&nbsp;Luyang Jin,&nbsp;Iqra Kazi,&nbsp;Amith Skandhan,&nbsp;Ronald Rodriguez","doi":"10.1111/tct.70472","DOIUrl":"10.1111/tct.70472","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The rapid introduction of AI into clinical practice shifts how we must teach resident trainees so they may become ethical patient-facing clinicians in an AI-integrated healthcare system. Currently, few published innovations assess outcomes beyond learner attitudes. We developed a pilot curricular innovation to equip postgraduate Internal Medicine resident trainees with the attitudes and knowledge needed to responsibly integrate AI tools into patient care decisions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In the 2025–2026 academic year, we piloted a curricular innovation to teach resident physicians the basics of prompting strategies for AI-assisted clinical reasoning, ethical AI use and legal considerations. The innovation consisted of an initial didactic followed by a hands-on, interactive session integrating AI prompts and outputs into clinical vignettes, thereby leveraging near-peer teaching and situated learning to achieve session objectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We assessed perceived knowledge and knowledge using a pre-post intervention strategy using the Wilcoxon Rank-Sum test. Fifty-nine/96 (61.5%) and 52/96 (54.2%) of residents participated in the presession and post-session survey, respectively. Perceived knowledge increased significantly across all five learning objectives with a moderate to large effect size. Fifty-one residents participated in the pre- and post-session knowledge test. The median pre-session score was 6/8 (interquartile range [IQR] 4–8), and the median post-session score was 7/8 (IQR: 5–8); <i>p</i> &lt; 0.001, with a moderate effect size = 0.33.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>A combined didactic and small-group interaction session improved residents' perceived understanding and knowledge of ethical and legal considerations related to clinical AI use. Future work developing clinical assessments of trainee skills using AI tools is needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70472","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148407363","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":"‘We All Try to Imagine What It's Like for Someone to Be Dependent’: Attitudes Towards Drug Users Among Medical Students in the United Kingdom and Its Impact on Their Professional Identity Formation","authors":"Holly Melvin,&nbsp;Dilmini Karunaratne,&nbsp;Jason W. Boland","doi":"10.1111/tct.70473","DOIUrl":"10.1111/tct.70473","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Evidence suggests that some doctors and medical students hold stigmatising attitudes towards drug users. This area remains underexplored in the United Kingdom (UK), and current medical students' attitudes to drug users are unknown.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to explore the UK medical students' attitudes towards drug use, factors influencing these attitudes and their impact on professional identity formation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed methods study used a questionnaire and interviews in two UK medical schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Data were collected from 62 questionnaires and 12 interviews. Most UK medical students (71.0%, <i>n</i> = 44) viewed addiction as a chronic health condition and supported providing optimal care (91.8%, <i>n</i> = 56). However, support for funding addiction services declined during training (100%–60%), reflecting growing stigma. Prolonged heroin (90.2%, <i>n</i> = 55) and cocaine use (88.6%, <i>n</i> = 54) were widely viewed as unacceptable, while responses regarding party drugs and methadone were mixed. Students' attitudes towards drug users were shaped by media, upbringing, peers, direct interactions with drug users and doctors' role modelling. These influences generally supported professional identity formation, although challenges remained. Related university teaching was widely perceived as insufficient, with reliance on hidden and informal curricula.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>While most medical students hold positive attitudes towards drug users, stigmatising views emerge during training, with declining support for treatment funding and worsening attitudes with seniority. Students' professional identity formation is shaped more by clinical encounters and role models than formal teaching. Current overreliance on hidden curricula creates inequitable learning experiences. These findings call for structured, interprofessional team-based training to ensure compassionate, evidence-based care for this vulnerable population.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148400122","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":"Is It My Responsibility? Professional Organizations' Perspectives on Disability Inclusion in Health Professions Education and Practice","authors":"Janet Suen,&nbsp;Julia Pierce,&nbsp;Laura Nimmon,&nbsp;Tracey Edelist,&nbsp;Erika Katzman,&nbsp;Shahbano Zaman,&nbsp;Cheryl Holmes,&nbsp;Tal Jarus","doi":"10.1111/tct.70469","DOIUrl":"10.1111/tct.70469","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Disabled healthcare professionals offer valuable expertise yet face systemic barriers in education and practice. This study explores perspectives of professional organizations on the inclusion of students (SRA) and practitioners (PRA) requiring accommodations in health and human service (HHS) professions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using an exploratory qualitative design framed within a critical disability studies lens, 28 representatives from professional organizations across 10 HHS professions in Canada participated in semistructured interviews. Data were analysed to identify key themes related to their perceived roles and perspectives on challenges faced by SRA/PRA, and how organizational policies impact inclusion.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three key themes highlighted the multilayered challenges of acknowledging and supporting SRA/PRA: (1) We do not know what we do not know; (2) not our responsibility; and (3) between a rock and a hard place. Many participants reported that this study marked the first time they had explicitly considered SRA/PRA within their organizational mandate, a foundational finding underpinning all three themes. Findings revealed limited awareness of SRA/PRA needs and experiences within organizational structure, uncertainty about their responsibility for addressing accessibility, often in favour of public protection or professional standards, and systemic obstacles constraining their ability to implement inclusive policies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Inclusion of SRA/PRA represents a ‘wicked problem’: While equity and inclusion are already embedded in many professional mandates, tacit ableist discourses constrain the agency of professional organization representatives and perpetuate the systemic marginalization of SRA/PRA in HHS professions. Results provide insights and recommendations for dismantling these barriers and promoting equitable and accessible pathways into and through HHS education and practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148383357","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":"Integrated Team-Based Learning in a UK Undergraduate Medical Programme","authors":"Aaron Drovandi,&nbsp;Elizabeth Sheader,&nbsp;Margaret Kingston","doi":"10.1111/tct.70470","DOIUrl":"10.1111/tct.70470","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is limited published evidence supporting integrated team-based learning (TBL) as an effective method for teaching undergraduate medical students. This study describes student and staff perceptions, assessment outcomes and financial factors after integrated TBL was implemented into Year 1 of a large UK undergraduate medical programme.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Five methods of data collection were used. An online survey was distributed to students, focus groups held with academic and technical staff, observation of teaching sessions, analysis of student assessment data and calculation of expenses for TBL delivery. Quantitative data were summarised narratively; qualitative survey data were analysed using conceptual content analysis; focus group data were analysed using inductive thematic analysis; and expenses data were summarised narratively and compared with problem-based learning (PBL).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 449 participants were involved in this study. Students and staff had overall positive perceptions of TBL, highlighting the engaging and consistent teaching and learning approach, effective teamworking and real-world applicability of the weekly themes. Limitations raised were focused on logistical issues such as using new technology and session timing. Compared with previous cohorts taught through PBL, assessment analysis found mixed results by assessment type. Finally, TBL was found to be more financially viable than PBL through reduced staff time requirements despite initial cost outlays.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>TBL represents a potentially effective and efficient method for teaching undergraduate medical students on a large scale and should be considered by other medical programmes where increasing student numbers may affect the quality of PBL teaching.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148383351","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":"Women's Conferences in Medicine: Advancing Gender Equity in Medical Education","authors":"Elika D. Javaheri,&nbsp;Ashley E. Battenberg,&nbsp;Julia A. Files,&nbsp;Molly B. Kraus,&nbsp;Paru S. David","doi":"10.1111/tct.70467","DOIUrl":"10.1111/tct.70467","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148341398","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":"Students as Teachers (SAT) and Educators: An Online Elective in Medical Education","authors":"Akhil Bansal,&nbsp;Kirsten I. Black,&nbsp;Jane Bleasel,&nbsp;Annette W. Burgess","doi":"10.1111/tct.70453","DOIUrl":"10.1111/tct.70453","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical student electives play an important role in both personal and professional development. The need for medical students to have early exposure to teacher training skills has also been recognised. The Sydney Medical School elective in medical education was designed and implemented in 2021 in response to growing student interest in acquiring professional skills in teaching, as well as the global mobility restrictions at the time. We sought to explore students' perception of their experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The 4-week elective was designed based on the successful ‘Peer Teacher Training’ programme for health professional students. Delivered online to 49/250 (20%) final year medical students, the programme consisted of 13 e-learning modules with required asynchronous and synchronous activities and formative assessment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We collected qualitative data from 34 participants (69%) using a postcourse questionnaire. Students valued learning about educational theory with opportunities to practice teaching and feedback with their peers. The elective was found to enhance participants' confidence in teaching. Although students valued the flexibility afforded by online delivery, some expressed a preference for the inclusion of in-person learning activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The medical education elective provided students with dedicated time to develop knowledge and skills in clinical teaching and fostered engagement and interest in teaching activities. Such electives present a valuable alternative for students and may offer an initial entry point into the clinician educator pipeline.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148297725","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":"Recentring Student Learning Within Professionalism Assessment: The Role of Structured Reflection in UK Medical Education","authors":"Zarin Salehin,&nbsp;Connor O'Keeffe","doi":"10.1111/tct.70466","DOIUrl":"10.1111/tct.70466","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148280253","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}