Clinical Teacher最新文献

{"title":"Structure and Utility of e-Portfolios for Reflection and Learning in Healthcare Professional Education: A Narrative Review","authors":"Montini Claudia,&nbsp;Mellucci Claudia,&nbsp;Galletti Caterina","doi":"10.1111/tct.70366","DOIUrl":"10.1111/tct.70366","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Electronic portfolios (e-portfolios) are increasingly used in healthcare professional education (HPE) to support learning, reflection and professional development. Despite their broad adoption, there is limited synthesis on how e-portfolios are structurally designed and pedagogically implemented across healthcare programmes and on the implications for clinical teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A narrative review was conducted following the Scale for the Assessment of Narrative Review Articles (SANRA). Literature search was conducted in PubMed, Web of Science, Scopus and CINAHL between January and February 2025. Twelve studies published between 2012 and 2024 were included. Data were analysed to explore e-portfolio structures, educational uses and reported effects on reflection and learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>E-portfolios were implemented in various educational and clinical settings, showing considerable variation in platform design, structural components and curricular integration. Common features included reflective writing, documentation of clinical experiences, feedback mechanisms and assessment rubrics. Studies reported that e-portfolios integrated into structured pedagogical frameworks and supported by training and mentoring promote reflective practice, student engagement and professional identity development. Conversely, inconsistent implementation, technological barriers or checklist-oriented designs were associated with superficial engagement and limited educational value.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The educational value of e-portfolios in HPE lies less in the technology itself and more in how these tools are pedagogically designed, supported and contextualised within clinical education. For clinical educators, attention to flexibility, relevance to practice and ongoing guidance may be key to promoting meaningful reflection rather than procedural completion. Further research is needed to identify best practices and improve adaptability in different healthcare education contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146222286","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":"New Associate Editors, New Article Type, New Voices and New Special Issue","authors":"Paul E. S. Crampton,&nbsp;Annette Burgess","doi":"10.1111/tct.70373","DOIUrl":"10.1111/tct.70373","url":null,"abstract":"&lt;p&gt;In recent months we have been working to strengthen the community and put &lt;i&gt;The Clinical Teacher&lt;/i&gt; (TCT) at the forefront of practical, health professional education journals. TCT provides accessible research and scholarship for clinicians who teach, people involved in education in health care settings and supports early career researchers. We have sought to ensure manuscripts published within the journal reach high standards in terms of their originality, rigour and practical relevance. We've seen increased submissions to the journal coupled with quicker turnaround times on average, which is a testament to the hard work of the editorial team and especially peer reviewers.&lt;/p&gt;&lt;p&gt;In October 2025, we released the patient/consumer voice special issue with guest editors Angela Towle (Vancouver, Canada), Jill Thistlethwaite (Sydney, Australia) and Carolyn Canfield (Vancouver, Canada). The issue is a provocative and diverse read, which challenges the way in which patients are embedded within education, research and scholarship. Topics include patient involvement in a range of ways including curriculum design and development, sharing experiences and narratives, facilitating learning and assessment and being involved in institutional decision making. Please see https://asmepublications.onlinelibrary.wiley.com/doi/toc/10.1111/(ISSN)1743-498X.health-professional-education.&lt;/p&gt;&lt;p&gt;Moreover, the Qualitative Research Triptych series has now reached its conclusion and provides a stimulating how to guide for researchers to learn about qualitative methodological approaches. It is a fantastic resource with a stellar international line-up of acclaimed authors as well as those from less familiar settings. The papers within the series have been highly accessed and are likely to shape the publishing field for years to come. Please see https://asmepublications.onlinelibrary.wiley.com/doi/toc/10.1111/(ISSN)1743-498X.triptych-series.&lt;/p&gt;&lt;p&gt;We have now firmly moved into a new submission system (Research Exchange)—as authors and reviewers, you may have noticed a more streamlined and smoother process in uploading work. We are delighted to have added three new associate editors to the team in Amaya Ellawala (York, UK), Megan Brown (Newcastle, UK) and Mikio Hayashi (Osaka, Japan). These appointments strengthen our editorial team, as each individual brings a wealth of experience and knowledge to the role. Gail Jensen and Duncan Shrewsbury completed their terms in 2025, and we are greatly indebted to all their expert insights and tireless efforts in supporting the journal.&lt;/p&gt;&lt;p&gt;We have recently launched a special issue to showcase the work of postdoctoral researchers. We warmly invite submissions from across the world, which provide new insights, research and approaches to develop postdoctoral careers. The deadline for submission is 30th June 2026. Please see https://asmepublications.onlinelibrary.wiley.com/hub/journal/1743498x/call-for-papers/si-2025-001649.&lt;/p&gt;&lt;p&gt;We ar","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146222338","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":"Education in the Era of Teleneurology: Development and Evaluation of a Curriculum for Internal Medicine Residents","authors":"Marinos G. Sotiropoulos,&nbsp;Julia H. Cho,&nbsp;Muhammad Akash,&nbsp;Daniela Urma,&nbsp;Tamara B. Kaplan,&nbsp;Marcelo Matiello","doi":"10.1111/tct.70365","DOIUrl":"10.1111/tct.70365","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Teleneurology has been increasingly implemented where in-person consultations are not feasible. However, the neurology education of internal medicine residents using teleneurology has not been studied. Our study assessed internal medicine residents' experience and comfort with teleneurology and the effect of a simulation-based curriculum on their neurology skills and confidence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Our 2023–2024 curricular intervention included a workshop with neurologic exam teaching and simulated patient sessions as well as case discussions and lectures. Participants completed validated questionnaires evaluating perceptions on neurology, neurology education and teleneurology, and participated in a focus group. Teleneurology utilisation data was obtained.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Nineteen residents (90%) completed questionnaires before and after the workshop and 8 (42%) completed questionnaires at the end of the intervention. All felt neurology is important; 94% considered it difficult and 31.6% reported being afraid of neurology. The workshop led to an increase in their confidence performing a neurological exam and recognising, diagnosing and working up acute stroke and seizure. Their comfort practicing without in-house neurologists increased, and their perception that neurology is difficult decreased. Residents identified barriers, including a lack of systematic examination and infrequent exposure to neurologic diagnoses, valued an in-person neurology rotation and recommended structured in-person and asynchronous neurology learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>We identified an educational gap among residents training in centres that use teleneurology. An in-person session with exam teaching and simulated patient sessions on acute stroke and seizure recognition and management may improve residents' confidence in their neurologic skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146215345","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":"Health Professions' Educators' Preparedness for Inclusive Education: The HEPIE Study","authors":"Gisselle Gallego,&nbsp;Chris Forlin,&nbsp;Lise Mogensen,&nbsp;Laura Gray,&nbsp;Claudia Ng,&nbsp;Kim Bulkeley,&nbsp;Aishah Moore,&nbsp;Dinesh Palipana","doi":"10.1111/tct.70364","DOIUrl":"10.1111/tct.70364","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>To achieve a healthcare workforce that reflects the diversity of the communities it serves, we need to ensure that students with disability have access to safe, effective educational experiences in health professions education. This study aimed to explore health professions' educators (HPEs) views on inclusive education, acceptance of students with different needs and comfort levels when engaging with students with disability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An online survey of Australian HPEs was conducted between June and November 2024. Two scales were used to measure preparedness and concerns regarding teaching students with disability. Analyses of variance were performed to compare the mean difference in both scales. The relationship was assessed using a linear regression model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 148 HPEs completed the survey; of these, 72% were females, 64% were employed in a part-time capacity and on average had been teaching for 12.6 years. They perceived that they had some confidence, knowledge and resources for teaching students with disability, but reported that they had received limited training. HPEs were most concerned about students not being accepted by healthcare or clinical educators and the difficulty of providing appropriate support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>HPEs had limited training and were concerned that students would not be accepted by healthcare or clinical educators. These findings suggest that reshaping the culture and practices of HPE with regards to disability inclusion may be required to provide HPEs with the skills they need to support students, to dispel misconceptions and to provide students with disability learning environments where they can safely and equitably thrive.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12911471/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146215374","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":"Promoting Accurate Information Narratives: Using Simulation to Enhance Students' Skills in Addressing Pain Misinformation","authors":"Damian McClymont,&nbsp;Alana Dinsdale,&nbsp;Ho Yeung Kwok,&nbsp;Yu Fung Ng,&nbsp;Austine Pottananikal,&nbsp;Nathalia Costa,&nbsp;Roma Forbes","doi":"10.1111/tct.70345","DOIUrl":"10.1111/tct.70345","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Patients increasingly encounter pain-related misinformation, requiring health professionals to effectively navigate the effects of misinformation to ensure appropriate patient care. This paper describes the implementation and evaluation of a simulation-based innovation to enhance physiotherapy students' self-efficacy to navigate pain misinformation in clinical settings, an integral concept of safe and effective practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The Promoting Accurate Information Narratives (P.A.I.N) innovation was introduced as part of an undergraduate clinical simulation course and aimed to provide physiotherapy students with strategies for navigating pain misinformation during patient care. The innovation consisted of the following three key components: (1) a tutorial on identifying and addressing pain misinformation, (2) a simulated patient case and (3) postsimulation feedback and debriefing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Students' (<i>N</i> = 68) self-efficacy in identifying, evaluating and addressing pain misinformation was assessed before and after innovation using surveys, while student satisfaction was explored through surveys and focus groups. Post-innovation, self-efficacy significantly improved across all items (<i>p</i> &lt; 0.001). Students had high overall satisfaction with all aspects (median score = 4/5, IQR 1.0) but reported needing repeated practice and additional strategies to address more challenging clinical situations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The P.A.I.N innovation provided an experiential simulation-based approach to improving physiotherapy students' self-efficacy to identify and address pain misinformation in clinical settings. Future applications should consider expanding the innovation to increase the number and complexity of clinical case scenarios and enabling and supporting students to integrate these skills into clinical practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146195594","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":"AI in the Classroom: Observing Preclinical Students' Use of ChatGPT During Case-Based Learning at a UK Medical School","authors":"A. W. R. Taylor,&nbsp;F. Y. Patel,&nbsp;E. K. Smyth,&nbsp;S. Gay,&nbsp;T. Bird","doi":"10.1111/tct.70360","DOIUrl":"10.1111/tct.70360","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This article explores how preclinical students in a UK medical school utilise ChatGPT during their case-based learning (CBL) curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Focused ethnography was used to study 42 medical students and three clinical sciences students as they undertook seven CBL sessions over 4 weeks. In situ observations, screenshots of ChatGPT conversations and focus group data were collected and analysed using reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>ChatGPT was used to automate concept retrieval, problem-solving and applying theory to clinical context. This occurred because students were motivated by the efficient completion of workbook questions, which could be achieved by entering them into ChatGPT. Collaborative groups were less likely to automate cognitive effort because they placed greater value on being engaged during learning and perceived socially constructing answers as more efficient than ChatGPT use. Although ChatGPT sometimes gave partial or false-but-plausible answers, students were rarely observed cross-checking it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>AI chatbot use during conventional curricular activities can result in students automating cognitive effort. This is more likely during tasks scaffolded by guiding materials and when students are motivated by external pressures rather than a desire for engaging learning. Educators should specify how and when AI chatbots should be used, promote autonomy and collaboration in student cultures and teach students about the value of cognitive effort to learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12904756/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146195496","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":"Continuing Coaching Through the Clerkship Year: Reflections From Students and Coaches","authors":"Andrea Marmor,&nbsp;Maya Mundada,&nbsp;Noriko Anderson,&nbsp;Karen E. Hauer,&nbsp;Megan Richie,&nbsp;Cindy J. Lai","doi":"10.1111/tct.70362","DOIUrl":"10.1111/tct.70362","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical students transitioning to clerkships face new academic, social and emotional challenges in an unfamiliar learning environment. Medical student coaching has benefits for students' personal and professional development during the preclinical years, but there is limited literature studying its role in the clerkship year. Previous studies indicate that students have difficulty accessing coaching during clerkships, suggesting a missed opportunity to facilitate ongoing personal and professional development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We expanded coaching in the clerkship year by facilitating additional student–coach meetings covering topics such as feedback, wellness and career decision-making. Seven coaches and 31 students participated in this pilot.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We assessed effectiveness using a survey with Likert-scale and open-ended questions. Both students and coaches reported benefits related to support and reflection, the longitudinal relationship and professional development. Students found coaching added a unique and valuable perspective to their clerkship experience, stemming from the strong pre-existing coaching relationship. Both groups identified scheduling meetings as the biggest challenge. An unexpected finding was the early identification of challenges students may be facing, with the potential for early support and mitigation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Our students and coaches find coaching during the clerkship year to be valuable and feasible, especially if coordinated with clerkships to reduce scheduling concerns. Results align with Gruppen's conceptual framework for learning environments: the benefits fall into the social and personal domains, with the challenge of scheduling highlighting the need for organizational support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146151453","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":"Reflections on Identity and Role Navigation of Continuous Medical Education Tutors in General Practice","authors":"Ivana Keenan,&nbsp;Aileen Barrett,&nbsp;Illona Duffy,&nbsp;Laoise Byrne,&nbsp;Claire McNicholas,&nbsp;Gillian Doran,&nbsp;Stephanie Dowling","doi":"10.1111/tct.70357","DOIUrl":"10.1111/tct.70357","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>General practitioners (GPs) who take on the role of continuous medical education (CME) tutors play a vital part in facilitating small group learning among their peers. Despite the importance of this role, the personal experiences, motivations and unique challenges of CME tutors remain largely unknown. This study aimed to provide further insight into CME tutors' reflections on their role and professional identity formation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative research approach, supported by two theoretical frameworks—identity and role theory—was employed. Thirteen CME tutors across Ireland participated in semi-structured interviews conducted via Zoom. The interviews were analysed thematically.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Participants primarily identified themselves as GPs, but enthusiasm for peer learning and education led them to become CME tutors. They viewed their CME tutor role as deeply rewarding and enriching their clinical practice, reflective skills and identity as both doctors and educators. As CME tutors, they also embraced the role of <i>‘</i>go-to’ person: being perceived as someone reliable and consistently supportive. The overlap between internal and external expectations often led to role strain, which was intensified by the informal expansion of role into areas beyond their remit, including helping with personal or practical issues of peers. Yet, our participants felt that the role of CME tutor embraced their personal and professional development, strengthening their commitment to medicine and education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The career of CME tutors in Ireland was highly valued among participants; yet, additional support is needed to address role-related challenges and ensure the long-term attractiveness and sustainability of this vital professional path.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879274/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146127797","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":"Enhancing Dermatology Residents' Self-Assessment Accuracy Through Training: An Interventional Study Using the Mini-CEX","authors":"Arghavan Azizpour,&nbsp;Mohammad Jalili,&nbsp;Sara Mortaz-Hejri,&nbsp;Maryam Nasimi,&nbsp;Vahideh Lajevardi,&nbsp;Maryam Ghiasi,&nbsp;Hanie Babaie","doi":"10.1111/tct.70340","DOIUrl":"10.1111/tct.70340","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Self-assessment is a key component of the formation and maintenance of clinical skills as well as a powerful type of formative assessment. The purpose of this study was to determine whether the mini–clinical evaluation exercise (mini-CEX) improved the accuracy of dermatology residents' self-assessments and their overall clinical performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Fifty-eight first- to fourth-year dermatology residents participated in this study in the outpatient clinic and during inpatient visits from 2021 to 2022. At the beginning of the study, each resident was assessed by two faculty members at the same time but independently and also filled out a self-evaluation test using the mini-CEX examination. After the intervention and feedback on the result of the assessment, the participants were reassessed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>After feedback and self-assessment training, the mean scores that the evaluators gave to the residents improved significantly in interview skills, examination and the mean score across all assessed domains (all <i>p</i> &lt; 0.05). The score of self-assessment after the intervention had a significant increase in all seven categories of the mini-CEX test (all <i>p</i> &lt; 0.05). Following the intervention, there was a greater correlation between the ratings of professors and residents, suggesting improved alignment in performance evaluation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Training in self-assessment and providing feedback appear to significantly enhance dermatology residents' ability to assess their own performance. These improvements not only reflect skill acquisition but also show the importance of incorporating structured self-evaluation into residency programmes to promote clinical insight, lifelong learning and professional development across diverse medical specialties.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146121411","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":"Confidential Career Advising for Medical Students: A Qualitative Study","authors":"Hannah Archibald,&nbsp;Tianyu Chen,&nbsp;Heather Whelan,&nbsp;Patricia O'Sullivan,&nbsp;Erick Hung,&nbsp;Karen E. Hauer","doi":"10.1111/tct.70359","DOIUrl":"https://doi.org/10.1111/tct.70359","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical students must navigate specialty career decisions and residency applications amid perceptions of conflicting faculty roles. Research is lacking concerning students' interaction with confidential advisors in these high-stakes contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>This study explored student and faculty perceptions of how students work with confidential career advisors for career exploration and decision-making within a comprehensive advising programme.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>This qualitative study queried the perceptions held by medical students and faculty confidential career advisors at the University of California, San Francisco, gathered in interviews between October 2022 and 2023. Interview questions, guided by social cognitive career theory (SCCT), addressed career decision-making. Authors analysed data from interviews with 12 fourth-year students and nine faculty using thematic analysis with sensitizing concepts. Researchers achieved trustworthiness through credibility, reflexivity, triangulation and diverse team expertise, minimizing bias. Three themes characterized how confidential advisors facilitated students' decision-making around specialty career choice: One, trusting relationships enabled students to share openly with limited self-monitoring about their questions, goals and identities; two, supporting students' values strengthened advising within these trusting relationships; three, advising conversations promoted consideration of student-specialty fit as advisors helped students imagine themselves in careers. These themes support the self-efficacy component of SCCT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Findings suggest confidential advising addresses unique student needs that traditional advising may not satisfy. Other medical schools may consider implementing similar confidential advising models to provide support to student decision-making. Future research should examine optimal advisor training, the impact of advisor approach on student outcomes and long-term career satisfaction among users of confidential advising services.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146256314","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}