Clinical Teacher最新文献

{"title":"Pediatric Endocrinology Education Among Trainees: A Scoping Review","authors":"Fahd Alshammri,&nbsp;Muhammed Abdulshakour,&nbsp;Lucy Chen,&nbsp;Rebekah Sheppard,&nbsp;Josie Kearney,&nbsp;Jo-Anne Petropoulos,&nbsp;Elif Bilgic","doi":"10.1111/tct.70011","DOIUrl":"10.1111/tct.70011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Pediatric endocrinology education is a fundamental part of all pediatric endocrinology training. Hence, understanding the current methods used for training learners on skills required and understanding methods or topics that may be underexplored could help improve the quality of training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aims to explore training and assessment strategies used in pediatric endocrinology training across medical education programs through a scoping review.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Search strategy was developed with a librarian, and bibliographic databases (e.g., MEDLINE and EMBASE) were searched from January 2005 to July 2024. Pilot screenings ensured consistent inclusion/exclusion decisions among reviewers. Full-text articles were included if they were related to pediatric endocrinology education and focused on medical learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We included 45 of 5814 sources of evidence for data extraction. Majority focused on knowledge of Type 1 and Type 2 diabetes and diabetes ketoacidosis (<i>N</i> = 18), followed by differences in sex development and pubertal assessment (<i>N</i> = 12). The most frequently used training method was through didactics. Additionally, the most frequently used assessment measures included knowledge tests (<i>N</i> = 25). Also, a limited number of studies targeted obesity (<i>N</i> = 2), gender care (<i>N</i> = 3), thyroid (<i>N</i> = 1) and hypoglycaemia (<i>N</i> = 1), and no studies targeted common topics such as bone health and adrenal insufficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This review reveals the current emphasis on diabetes-related topics and traditional teaching in pediatric endocrinology education. It suggests a need for more innovative methods, like simulation-based learning and varied assessment techniques, to better equip trainees. Addressing these gaps can improve trainee confidence, patient care, and health outcomes for children with endocrine disorders.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693414/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142916374","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":"A Framework for Implementing Community-Based Dental Education","authors":"Millicent Taylor,&nbsp;Sandra E. Carr,&nbsp;Omar Kujan","doi":"10.1111/tct.70017","DOIUrl":"10.1111/tct.70017","url":null,"abstract":"<div>\u0000 \u0000 <p>Community-based dental education (CBDE) is essential for equipping dental students with the practical skills required for independent practice while simultaneously addressing the oral health needs of the community through real-world experiential learning. The success of CBDE initiatives rely on effective collaboration across stakeholders, including educational institutions, community organisations, and students, to address both faculty educational goals and community oral health needs. This paper introduces a practical toolbox to support CBDE program implementation. Developed from an extensive literature review, analysis of relevant case studies, and insights from the authors' experiences, the toolbox provides structured, evidence-based guidance on planning, administration, and ongoing evaluation for CBDE programs. Key components include strategies for fostering robust partnerships with community organisations, designing program components that maximise student engagement, and implementing continuous quality improvement practices. The toolbox emphasises creating an adaptable framework that ensures CBDE programs remain responsive to the evolving needs of both students and the communities they serve and sustain long-term collaborations.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142916271","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":"Key of the Door, Never Been 21 Before","authors":"Paul E. S. Crampton,&nbsp;Annette Burgess","doi":"10.1111/tct.70016","DOIUrl":"10.1111/tct.70016","url":null,"abstract":"&lt;p&gt;In 2025&lt;i&gt;, The Clinical Teacher&lt;/i&gt; (TCT) celebrates 21 years since its early beginnings. To mark the 20&lt;sup&gt;th&lt;/sup&gt; anniversary in 2024, we invited former editors to reflect upon their tenure about how the journal and its values evolved over time [&lt;span&gt;1&lt;/span&gt;]. John Spencer took us back in time and explored how the topics and focus changed, revealing the start-up links with Association for the Study of Medical Education (ASME) [&lt;span&gt;2&lt;/span&gt;]. Stephen Trumble focused on the identities of clinical educators and the need to keep speed with disruptive technologies in order to transform student learning experiences [&lt;span&gt;3&lt;/span&gt;]. Jill Thistlethwaite revisited her first editorial in which she discussed coming of age and how she guided TCT through its tricky adolescence, highlighting interprofessional education, and the introduction of the Clinical Teacher's Toolbox [&lt;span&gt;4&lt;/span&gt;]. Then, Aileen Barrett introduced a marked shift in how TCT supports not only clinical educators but also early career researchers in bringing their innovations to a global readership within a journal that ‘gives you a hug’ [&lt;span&gt;5&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;Collectively, the editorial insights revolved around the concept of age and how various editors have played a part in the journal finding its place [&lt;span&gt;1-5&lt;/span&gt;]. And so to turning 21. A time for independence and fortitude, establishing TCT's place as a leading international journal for clinical educators and early career scholars. There are many exciting developments on the horizon as we seek to support and nurture the community. We are the home for innovation and practically focused educational research and look forward to hearing about your new approaches in the coming years. We also want to take the opportunity to highlight some upcoming features of the journal.&lt;/p&gt;&lt;p&gt;Firstly we have a special issue seeking papers on the &lt;i&gt;patient/consumer voice&lt;/i&gt;. For this TCT special issue, we aim to showcase the numerous ways in which patients and healthcare consumers are involved actively in health professional education, including but not limited to curriculum design and development, sharing experiences and narratives, facilitating learning and assessment, and being involved in institutional decision making. Guest editors include Angela Towle, Jill Thistlethwaite and Carolyn Canfield representing academics and activists advancing the patient voice. We particularly welcome articles co-authored with patients and community members. Please see https://asmepublications.onlinelibrary.wiley.com/hub/journal/1743498x/call-for-papers.&lt;/p&gt;&lt;p&gt;TCT is also taking part in a gender equity in healthcare special issue. We welcome submissions on all aspects of gender equity in healthcare and seek to explore the issues within a global context, across medical specialties, through diverse authorship, and a wide variety of perspectives. Topics may cover areas such as underrepresentation in medical leadership, underrepresentation in particula","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142916362","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":"Moving Beyond Teaching Skill Curriculum: Development of a Distinction in Medical Education Track","authors":"Jennifer Strouse,&nbsp;Jane Rowat,&nbsp;M. Lee Sanders,&nbsp;Lisa Antes,&nbsp;Manish Suneja","doi":"10.1111/tct.70015","DOIUrl":"10.1111/tct.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Most postgraduate medical education tracks are faculty-led and emphasise teaching skills. A peer-to-peer medical education track focused on curriculum development and scholarship is notably underrepresented in the literature, especially within graduate medical education.</p>\u0000 \u0000 <p>To address these gaps, a 2-year Distinction in Medical Education (DIME) track was developed. The aim of this report was to (1) describe the inception and structure of the DIME track, (2) assess the effectiveness of a peer-to-peer instructional model and (3) evaluate the track's success in generating scholarly work in medical education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Residents engage in structured workshops using a flipped classroom approach. Interactive sessions utilising Kern's Curriculum allow first-year DIME participants to learn principles of curricular development. As residents transition into their second year, they are responsible for facilitating and leading curricular development workshops, transforming from learners to teachers. Each participant also designs and executes a scholarly project focused on medical education with longitudinal mentorship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Since 2020, five cohorts (<i>n</i> = 20) have participated in the DIME track. We evaluated the program using a mixed-methods approach. Quantitative analysis showed that 10 resident-led projects were integrated into undergraduate medical education and seven into graduate medical education curricula. Qualitative feedback from surveys and focus groups identified key themes, emphasising the value of the program's core components.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>DIME's success goes beyond teaching skills; it involves learning and teaching the principles of curricular development to peers as well as applying principles of curricular development to tangible scholarly projects. The track's focus on educational scholarship is a measurable outcome.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693415/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142916370","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":"Experiential Faculty Development to Increase the Number of Entrustable Professional Activity Assessments","authors":"Michael Buyck,&nbsp;Pierre Desaulniers,&nbsp;Christophe Chénier,&nbsp;Ahmed Moussa","doi":"10.1111/tct.70006","DOIUrl":"10.1111/tct.70006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency medicine (EM) residents must complete both adult and paediatric entrustable professional activities (EPAs). During their paediatric emergency medicine rotation at a university paediatric hospital, EM residents struggled to receive EPA assessments because preceptors had not yet been trained due to the stepwise implementation of EPAs. This study aimed to evaluate the impact of a workshop on behaviour change by measuring the number of EPA assessments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A comparative pretraining and posttraining study involving 27 invited faculty members was conducted to assess the impact of a faculty development programme. The training was delivered via videoconference with experiential learning techniques to practise every aspect of the supervision of an EPA, including selecting the appropriate EPA according to mirroring real-world situations, giving feedback, evaluating autonomy and recording the EPA in the resident's logbook.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results/Findings</h3>\u0000 \u0000 <p>In total, 20 out of 27 eligible faculty members (74%) agreed to participate in the study. Their main challenges reported were a lack of trainee initiative, preceptor training and competence in supervising EPAs. Over the 12-month analysis period, the enrolled faculty assessed 125 EPAs for 38 EM residents, including 52 pre-intervention EPAs and 73 post-intervention EPAs. Calculation of data points above the median showed a 1-point difference in the EPAs assessments to resident ratio between the pre- and post-intervention periods (3/7 vs. 4/7).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our findings suggest that faculty training using multiple educational strategies may enable EM residents to receive more EPA assessments during their paediatric emergency medicine rotation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669488/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900699","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":"Combining Problem-Based Learning and Team-Based Learning in a Longitudinal Integrated Clerkship: How Do Students Spend Their Self-Study Time?","authors":"Ida Sara Johnsen,&nbsp;Vidar Gynnild,&nbsp;Børge Lillebo","doi":"10.1111/tct.70008","DOIUrl":"10.1111/tct.70008","url":null,"abstract":"<p>Self-study is essential for student learning, and active learning methods aim to facilitate constructive self-study time usage. How active learning strategies actually affect student self-study in medical education, however, remains partly unknown. The aim of this study was to examine medical students' use of self-study time in a longitudinal integrated clerkship employing active learning strategies. Week-long time logs were used to collect quantitative data on students' scholastic activities. Furthermore, semistructured individual interviews were conducted for in-depth exploration of different learning activities' influence on students' self-study behaviour. Preparation for and follow-up work after scheduled learning activities were specifically addressed. Students spent on average 42.1 h per week on educational activities, of which self-study comprised 23 h. Preparation for upcoming learning activities was highly prioritized by the students. Team-based learning (TBL) generated most self-study hours, closely followed by patient encounters, while problem-based learning (PBL) induced least amounts of self-study. 50% of self-study time was done without specific relation to scheduled learning activities. Active learning methods appear to promote preparatory work, in accordance with their pedagogic theory. Type of learning activity appears to be decisive in determining the amount of self-study students choose to undertake. Future research should address how quantity and content of different learning activities influence self-study behaviour.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669489/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900597","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 … Build a Peer Reviewer Community in Health Professions Education","authors":"Jun Jie Lim,&nbsp;Laura Cheetham,&nbsp;Josie,&nbsp;Christopher J. Graham,&nbsp;Agata Anna Dunsmore,&nbsp;Aileen Barrett","doi":"10.1111/tct.70009","DOIUrl":"10.1111/tct.70009","url":null,"abstract":"<p>Peer review is the cornerstone of academic publishing that upholds the quality and integrity of scholarly work. However, there is an ever-growing struggle to recruit peer reviewers, termed the ‘peer review crisis’, driven by a shrinking academic workforce and increased workload. Additionally, there is a notable lack of standardised training for peer reviewers which poses a challenge in maintaining high-quality reviews. In this ‘How to …’ paper, we demonstrate the feasibility and benefits of establishing a community of practice (CoP) aimed at fostering professional development among multiprofessional early-career scholars in health professions education. A CoP is structured around three core components: <i>domain</i>, <i>community</i> and <i>practice</i>. This community's <i>domain</i> focuses on recruiting scholars with a shared interest in health professions education, research and peer review. The <i>community's</i> component promotes inclusive and regular interactions through synchronous meetings and asynchronous communication, encouraging engagement, mutual learning and collaboration among diverse participants. <i>Practice</i> is cultivated through peer-led teaching sessions and the use of digital platforms, enabling participants to build peer review competencies collaboratively. Based on our experience as participants in the Association for the Studies of Medical Education (ASME) and <i>The Clinical Teacher</i> (TCT) awarded programme of professional development in educational research and peer review, we propose that this model may help other institutional health professions education groups and journals adopt similar practices. Providing early-career scholars with opportunities to develop academic skills will not only help create a sustainable, high-quality pool of peer reviewers but also cultivate a more inclusive and skilled scholarly community.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669764/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900787","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":"Student Medical Education Masterclasses: Diversifying the Academic Pipeline","authors":"Victoria Collin,&nbsp;Megan Brown,&nbsp;Zaid Alsafi,&nbsp;Nicholas Sylvan,&nbsp;Ravi Parekh,&nbsp;Sonia Kumar","doi":"10.1111/tct.13850","DOIUrl":"10.1111/tct.13850","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There remains a lack of diversity among those pursuing clinical academic careers. Structural inequalities, discrimination and a paucity of relatable role models can disadvantage minoritised students, hindering their educational experiences and career opportunities. Innovative and effective approaches are needed at an undergraduate level to address this problem, ensuring the pipeline is representative, diverse and inclusive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>To help address this challenge, in 2021, we developed a free online ‘medical education masterclass series’ for 250 UK medical students, with students from minoritised backgrounds particularly encouraged to apply. The masterclasses explored topical themes in medical education through seminars and workshops featuring diverse guest speakers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>To evaluate the programme, students were invited to submit an anonymised reflection and complete a semi-structured interview exploring how their perceptions of medical education may have changed following attendance of the masterclasses. A total of 18% responded, and data were thematically analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students reflected on how the sessions broadened their understanding of medical education beyond their own curriculum experiences. Students described acquiring skills and building networks to further develop their interest in medical education. The desire to make medical education more inclusive was identified as a key priority for students, and students felt empowered to advocate for positive change within their own institutions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Providing students with opportunities to explore medical education through such masterclasses has the potential to raise awareness and address some of the barriers experienced by minoritised students. We would advocate for similar initiatives to be developed in other clinical academic areas to increase diversity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11663725/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877808","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":"A Little More Conversation","authors":"Sarah Isobel Galbraith,&nbsp;Victoria Ruth Tallentire","doi":"10.1111/tct.70004","DOIUrl":"10.1111/tct.70004","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142879018","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":"Can I Phone a Friend? Exploring the Use of Digital Devices in Clinical Exams","authors":"Hannah Gillespie,&nbsp;Helen Reid,&nbsp;Kathy Cullen","doi":"10.1111/tct.70007","DOIUrl":"10.1111/tct.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Objective structured clinical examinations (OSCEs) are used globally to assess health professional learners' clinical skills and applied knowledge. Despite innovations with simulated participants, manikin technology and real patient involvement, there remains a gap between ‘real-life’ practice and ‘OSCE experience’. For example, although mobile phone use is increasingly common in clinical practice; however, it would represent a significant disruption to established assessment practices in OSCEs. We aimed to explore student use of mobile phones during OSCE assessment, with a focus on exam security, equity and relevance to practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Cultural Historical Activity Theory (CHAT) allows us to conceptualise and analyse complex systems such as those of OSCE assessment. We recruited a range of stakeholders in a UK medical school setting to participate in focus group interviews exploring our stated aim. Transcripts were analysed using CHAT as a theoretical lens to construct an activity system of assessment and identify emerging tensions around the use of a potentially disruptive technology: students' own mobile phones.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Seven examiners, 13 medical students, and two simulated participants participated in three focus groups. Three sources of tension were identified: between the tools of assessment and practice, of exam security and exam relevance, and of medical students as people and professionals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion and Conclusion</h3>\u0000 \u0000 <p>This study exemplifies how a seemingly small disruption in a complex system (introducing a mobile phone—a tool used in everyday practice) can help us understand and describe the unwritten rules of assessment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11663726/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142879024","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}