Clinical Teacher最新文献

{"title":"How to … Create Peer-Facilitated Support Groups for Health Professions Students","authors":"Devora Beck-Pancer,&nbsp;Irina V. Kryzhanovskaya","doi":"10.1111/tct.70080","DOIUrl":"10.1111/tct.70080","url":null,"abstract":"<div>\u0000 \u0000 <p>Mental health declines throughout medical school for many students with half of students reporting symptoms of burnout, which may negatively impact individual health and professional development. American College of Physicians in alignment with the PERMA well-being model suggest organisations provide programming to promote belonging and social support through opportunities to connect with peers. To overcome a medical culture that encourages perfectionism (while hiding vulnerability) and to achieve meaningful interaction, brave and safe student spaces need to be created. Medical student support groups facilitated by psychotherapists and faculty have promoted well-being yet are limited by facilitator availability and student concern for possible career implications. To create brave spaces for meaningful interaction, the authors created and implemented unstructured, participant-directed, near-peer facilitated medical student support groups. The authors recommend empowering student facilitators with (1) a brief training from a psychologist, (2) access to a faculty advisor, (3) a sample facilitator guide for ‘how to’ facilitate unstructured sessions and (4) opportunities for reflection and for receiving participant feedback. Participants and facilitators appreciated the opportunity to connect honestly with peers and have experiences normalised. Near-peer facilitated support groups have the potential to improve the training experience, promote well-being and mental health and shape the culture of medicine.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671918","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":"Comparison of Online Peer-Assisted Learning and Faculty-Led Teaching for Short Answer Questions","authors":"Gurtek Singh Samra,&nbsp;Kashmir Gaddu,&nbsp;Joseph Ryan Wong Sik Hee,&nbsp;Krupali Brahmbhatt,&nbsp;David Bowrey,&nbsp;Max Seabrook","doi":"10.1111/tct.70069","DOIUrl":"https://doi.org/10.1111/tct.70069","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Peer-assisted learning (PAL) is a well-recognised pedagogical approach in medical education; however, research on its effectiveness in online settings remains limited. Multiple-choice questions have been the predominant method for assessing PAL outcomes, despite Short Answer Questions (SAQs) being the superior tool for evaluating knowledge. This study compares online peer and faculty teaching in enhancing medical students' higher-order thinking skills and assesses students' perceptions of these methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Third-year medical students undergoing surgical placements were consented and recruited for the study. Three pre-defined cohorts were randomised to the following arms: no intervention (<i>n</i> = 41), online PAL teaching (<i>n</i> = 37) and online faculty teaching (<i>n</i> = 35). Peer teaching was delivered by fourth-year students (<i>n</i> = 6) and faculty teaching by Clinical Teaching Fellows (CTFs) (<i>n</i> = 6). Academic outcomes were assessed using end-of-block SAQ formatives, and teaching quality was evaluated using the validated SEEQ questionnaire. Knowledge gain and self-perceived confidence were assessed through pre- and post-session tests, validated with a reference group of learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Consent for SAQ exam scores was obtained from <i>n</i> = 19 (no intervention), <i>n</i> = 29 (PAL) and <i>n</i> = 21 (CTF). No significant differences were seen between the groups (<i>p</i> = 0.650). SEEQ completion was <i>n</i> = 24 (PAL) and <i>n</i> = 30 (CTF). CTF tutors received significantly higher ratings in domains of <i>Learning</i> (<i>p</i> = 0.017) and <i>Group Interaction</i> (<i>p</i> = 0.036). Pre- and post-session tests showed no significant differences in scores (<i>p</i> = 0.957) or self-perceived confidence ratings (<i>p</i> = 0.454).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study shows that online PAL is a viable alternative to faculty-led teaching for enhancing SAQ skills and knowledge acquisition. However, faculty-led teaching offers a superior educational experience.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143646104","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":"The Mentoring Circuit: An Innovative Speed-Dating Approach to Support Career Awareness in Speech and Language Therapy","authors":"Claudia Kate Au-Yeung,&nbsp;Yi-Ting Chia,&nbsp;Andrea Fernando,&nbsp;Serena Lo","doi":"10.1111/tct.70077","DOIUrl":"https://doi.org/10.1111/tct.70077","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Traditional placements in speech and language therapy (SLT) courses pose challenges for students to gain exposure and exchange knowledge within a wide range of specialties in the profession. To counteract this, we piloted an innovative ‘mentoring circuit’ to provide an online opportunity for student and newly qualified SLTs to gain insights and network.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Mentees and mentors were recruited through professional networks and snowball sampling methods. Six working SLTs from different specialties volunteered as ‘mentors’ and were allocated individual breakout rooms on Zoom. Students, ‘mentees’, were grouped according to SLT stages, were given the opportunity to ask questions to each specialist in 10-min intervals. Each group of mentees were rotated along the circuit until they met all six specialists. Feedback was obtained via an online questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Fifteen mentees (67% students, 33% newly qualified SLTs) attended. Key themes emerged from mentees' feedback, including the value of learning from a diverse range of specialists, benefits of peer learning and optimal mentees–mentor ratio. Suggestions included additional time for follow-up questions. Mentors also reported positive experiences, expressing enjoyment in sharing knowledge, networking opportunities, opportunities to reflect and appreciation for the circuit's format. They suggested additional time per breakout room and receiving questions in advance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Feedback showed that the mentoring circuit effectively provided insights and facilitated the sharing of clinical practices among participants. Both mentees and mentors reported positive experiences, indicating a mutually beneficial mentoring relationship. This approach can be considered by other healthcare professions to support clinical placement learning during the students' degree.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639054","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":"Training Medical Students in Breast Health","authors":"Arianna Tapia,&nbsp;Alyssa Pereslete,&nbsp;Rachel Siretskiy,&nbsp;Catarina Jim,&nbsp;Erica Merlino,&nbsp;Rachel Clarke,&nbsp;Julia Bisschops","doi":"10.1111/tct.70075","DOIUrl":"https://doi.org/10.1111/tct.70075","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although medical students receive ample information about cancer screening guidelines, actual hands-on experience providing patient education about breast health and breast self-awareness is lacking. Students at a Florida medical school volunteer at community events to provide breast health education. This study assessed the effectiveness of a training in improving medical students' perceived knowledge, comfort and interest in breast health education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Students participated in a 60-min training to serve as breast health educators. The comprehensive and interactive training covered topics including breast cancer risk factors and preventative measures, breast self-awareness and screening. Participants completed pretraining and posttraining surveys to assess perceived knowledge and comfort in delivering breast health education and interest in participating in future events using 5-point Likert scales. A descriptive analysis was performed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A total of 104 students completed the training, with 79% and 66% completing the pretraining and posttraining surveys, respectively. Before the training, 21% of students reported adequate or extensive knowledge, compared to 80% of students after the training. Students' reported comfort level as somewhat or very comfortable was 23% and 74% before and after the training, respectively. Eighty-nine per cent of students reported being somewhat or very interested before the training, compared to 86% after the training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Medical students' knowledge about breast health is limited. Our study demonstrates that a 60-min training enhances medical student perceived knowledge and comfort in delivering breast health education. The knowledge gained from a breast health education training may serve medical students as future physicians, regardless of specialty.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639044","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":"Urgent Need for Entrepreneurship in the Health Professional Education Curriculum: A Path to Sustainable Healthcare Systems","authors":"Lukman Raimi","doi":"10.1111/tct.70058","DOIUrl":"https://doi.org/10.1111/tct.70058","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143638670","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":"Patient Safety: A Curriculum Taught or a Culture Lived?","authors":"Waseem Jerjes","doi":"10.1111/tct.70082","DOIUrl":"https://doi.org/10.1111/tct.70082","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639042","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":"SIMBA: Online Simulation for Teaching Medical Cases to Preclinical Students—A Pilot Study","authors":"Aditya Swaminathan,&nbsp;Dengyi Zhou,&nbsp;Isabel Allison,&nbsp;Tamzin Ogiliev,&nbsp;Fatema Rezai,&nbsp;Georgia Morgan,&nbsp;Haaziq Sheikh,&nbsp;Farah Abdelhameed,&nbsp;Harjeet Kaur,&nbsp;Alice Yip,&nbsp;Catherine Cooper,&nbsp;Meri Davitadze,&nbsp;Eka Melson,&nbsp;Paul A. Foster,&nbsp;Vivek Dhir,&nbsp;SIMBA and CoMICs team,&nbsp;Punith Kempegowda","doi":"10.1111/tct.70070","DOIUrl":"https://doi.org/10.1111/tct.70070","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical education employs diverse teaching strategies, including blending lecture-based learning, small-group teaching (SGT) and, increasingly, simulation-based learning. Nonetheless, limitations in clinical application and participation persist. Simulation via Instant Messaging for Bedside Application (SIMBA) complements these methods by simulating real-world clinical scenarios. This pilot study compares SIMBA's effectiveness with SGT in endocrine topics for medical and pharmacy students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The SIMBA for students model was developed using Kern's six-step framework. SIMBA sessions, facilitated by trained moderators and senior experts, simulated outpatient consultations via WhatsApp. The study included SIMBA and SGT sessions from October 2020 to March 2022. Teaching effectiveness was assessed through postsession surveys and multiple-choice questions (MCQs). The study compared the MCQ scores and student satisfaction of SIMBA, SGT and combined SIMBA + SGT cohorts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>One hundred thirty (103 medical and 27 pharmacy) students participated in 14 SIMBA sessions, and 150 students responded to the post-SGT survey, with 38 attending both. Median MCQ scores were higher post-SIMBA (75.0%) compared with post-SGT (60.0%) (<i>p</i> &lt; 0.0001). No significant difference was observed between SIMBA and SIMBA + SGT scores or SGT and SIMBA + SGT scores. SIMBA sessions were perceived as enjoyable (89.2%), intelligible (90.8%), engaging (81.5%), promoted new knowledge (90.0%) and enhanced comprehension (93.9%). 83.1% of students desired SIMBA to complement SGT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SIMBA demonstrated superior knowledge gain and student satisfaction compared to SGT. Its familiar technology and interactive format suit modern learning, offering a standardised and equitable experience. Integrating SIMBA into the curriculum could help overcome teaching limitations and better prepare students for clinical practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639043","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":"Implementing a Secondary Database as a Teaching Tool to Improve Genomic Literacy Among Dental Students","authors":"Ava K. Chow,&nbsp;Nazlee Sharmin","doi":"10.1111/tct.70068","DOIUrl":"https://doi.org/10.1111/tct.70068","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent advancements in precision medicine and precision dentistry have necessitated genomic literacy in healthcare professionals. Both the knowledge of genetics and data in primary biological databases are rapidly expanding beyond what is presented in textbooks. Dental students are often unfamiliar with the growing field of biological data and the tools used to analyse and interpret genetic information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>To improve genomic literacy among dental students, we incorporated ‘Bioinformatics for Dentistry’, a dental-specific secondary database, as a teaching tool in the first year of the Doctor of Dental Surgery (DDS) program. This study aims to explore students' perspectives on using a secondary database as a tool for teaching and learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A convergent, parallel mixed-method study was conducted to explore student perception of the database as a teaching tool. Qualitative and quantitative data were collected from students' reflection assignments and surveys. Descriptive statistics and manifest content analysis were applied to analyse the survey data and reflection assignments, respectively. All (100%) students (<i>n</i> = 32) completed the assignment with reflective answers; 38% (<i>n</i> = 12) of the class completed the voluntary survey. Survey participants indicated that ‘Bioinformatics for Dentistry’ was easy to navigate and helpful for learning the genetics of tooth development. Codes from qualitative data were grouped into three categories, representing the benefit of the secondary database attributed by the students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Dental students positively valued the use of ‘Bioinformatics for Dentistry’ to learn the genetics of tooth development. This secondary database can improve genomic literacy to meet the challenge of the postgenomic era.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143632991","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":"Legitimacy, Belonging and Engagement: A Qualitative Exploration of Safe Learning Spaces in a South African University","authors":"Michelle Hannington,&nbsp;Nikilitha Mbambo,&nbsp;Mankgatlane Lebelo,&nbsp;Khathutshelo Ramavhanda,&nbsp;Christopher Johnson,&nbsp;Amandla Lurani,&nbsp;Nazo Mlalandle","doi":"10.1111/tct.70072","DOIUrl":"https://doi.org/10.1111/tct.70072","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The term ‘safe learning space’ is commonly used in health professions education, but its use can be ambiguous and is often misconstrued. Considering historical and societal disparities, safety cannot be a universal experience. This study explored students' personal experiences of ‘safe spaces’ in a South African university to contribute to a contextually grounded understanding that supports meaningful learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A descriptive qualitative research design was used, utilising focus groups to generate data. The population studied was undergraduate Occupational Therapy (OT) students. Purposive sampling was used and a total of eight participants, all third- and fourth-year OT students with one or more marginalised identities, were included in two focus groups conducted in 2023. Reflective thematic analysis was used to develop themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three themes were developed: (1) ‘What is the purpose of this space?’, (2) ‘Who are we?’ (with sub-themes ‘How identity shapes safety’ and ‘How upbringing shapes safety’) and (3) ‘How can we feel safer?’ (with sub-themes ‘Legitimacy and belonging’ and ‘Non-judgmental spaces’).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study identified sequential elements to set up, enter and maintain a ‘safe learning space’. This involves using clear, intentional language for naming the space and co-creating boundaries and intent with students. After entering the space, ‘safety’ should focus on protecting personhood to create freedom for learning. This can be facilitated through valuing diverse identities, acknowledging situated knowledge, supporting legitimacy and fostering belonging. Creating a non-judgmental space through collective vulnerability supports protecting student identities while promoting critical dialogue and idea challenges.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629818","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":"Investigating TikTok Trends in Transcranial Direct Current Stimulation: A Comprehensive Descriptive Analysis","authors":"Edson Silva-Filho,&nbsp;Tatiana Camila de Lima Alves da Silva,&nbsp;Silvia Di-Bonaventura,&nbsp;Letícia Amaro Vieira,&nbsp;Rodrigo Pegado,&nbsp;Maria Thereza Albuquerque Barbosa Cabral Micussi","doi":"10.1111/tct.70067","DOIUrl":"https://doi.org/10.1111/tct.70067","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Transcranial direct current stimulation (tDCS) has gained significant attention in both academic and clinical settings due to its potential benefits in treating various neurological conditions. However, the accessibility and accuracy of information on social media platforms, such as TikTok, can greatly influence public perception and understanding of this technology. Therefore, because the information on the platform is not peer-reviewed, the analysis of the TikTok content is essential for the audience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To assess the reliability, accuracy, quality of consumer health information and overall quality of the videos on TikTok pertaining to tDCS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a search from 10 to 30 June 2024 using the terms ‘transcranial direct current stimulation’ and/or ‘tDCS’ to identify relevant videos on the TikTok platform. The videos were analysed based on the JAMA benchmark criteria, DISCERN, global quality score and the Patient Education Materials Assessment Tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 53 videos were included for analysis, with an average of approximately 40.000 views each. Most videos were uploaded by private users detailing their personal experiences. According to the JAMA benchmark, the majority of the videos lacked reliability and accuracy. The DISCERN assessment indicated that most videos were classified as very poor or poor. The global quality assessment revealed that the videos provided minimal useful information to the audience. However, the Patient Education Materials Assessment Tool results showed that most videos had moderate to high understandability but low actionability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Most tDCS-related videos on the TikTok platform exhibited low accuracy, reliability and overall quality. Additionally, the understandability and actionability for viewers were limited.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612386","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}