Clinical Teacher最新文献

{"title":"Authors' Response to: Advocating for Focused Attention on Functional Neurological Disorder in the Undergraduate Medical School Curriculum","authors":"Mohsin F. Butt, Daniele Scotto, Christopher G. S. Gilmartin, Arkadeep Dhali, Sherif Gonem, Sumeet Singhal, Tanya M. Monaghan, John Frain, Maura Corsetti","doi":"10.1111/tct.70207","DOIUrl":"10.1111/tct.70207","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038395","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":"Social Media Mentorship and Risks to Identity","authors":"Kelly Earnshaw, Jonathan Guckian","doi":"10.1111/tct.70208","DOIUrl":"10.1111/tct.70208","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037714","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":"Simulation Training for Communication Skills: A Foundation Doctor's Perspective","authors":"Francesca Pettengell","doi":"10.1111/tct.70210","DOIUrl":"10.1111/tct.70210","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037715","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":"Invisible Labor, Visible Impact: Supporting Patient and Family Storytellers","authors":"Toktan Tabibi","doi":"10.1111/tct.70209","DOIUrl":"10.1111/tct.70209","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037713","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":"Pharmacist Peer-Led Teaching Enhances Medical Undergraduate Prescribing: A Mixed-Methods Study","authors":"Zain Mohammed,&nbsp;Mohammed Sarwar Shah,&nbsp;Imtanaan Abbas,&nbsp;Nabeel Hussain,&nbsp;Shehzar Shah,&nbsp;Saira Chowdry,&nbsp;Shyam Balasubramanian,&nbsp;Kate Owen","doi":"10.1111/tct.70192","DOIUrl":"10.1111/tct.70192","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Prescribing is a high-stakes clinical task where newly qualified doctors frequently report low confidence, with national data highlighting persistent error rates. Medical schools face logistical and staffing barriers in delivering high-quality, simulation-based prescribing education. Peer-led, interprofessional teaching, particularly by pharmacists, may offer a scalable solution in this context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>This is the first study to evaluate pharmacist peer-led prescribing education using a mixed-methods framework. We designed and implemented a pharmacist peer-led prescribing programme for final-year medical students at Warwick Medical School. Peer tutors were final-year medical students with pharmacy backgrounds. Participants were recruited from the final year cohort (<i>n</i> = 74) and were split randomly across two groups, receiving teaching in a crossover format at different intervals. Teaching focused on calculations, high-risk drugs and prescribing in clinical scenarios. Mixed-methods evaluation included simulated assessments, confidence questionnaires, national PSA performance and semi-structured interviews. Quantitative data were analysed using non-parametric tests, and qualitative data were thematically analysed using Braun and Clarke's framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Seventy-four students participated. Simulated prescribing assessment scores significantly improved within both groups (<i>p</i> &lt; 0.001), with large effect sizes and strong domain-level gains (e.g., calculations +38.1%, data interpretation +37.2%). PSA scores and pass rates were higher among participants. Confidence improved across all domains (<i>p</i> &lt; 0.001). Thematic analysis revealed four key enablers: specialist peer insights, interactive delivery, psychological safety and curriculum alignment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This novel pharmacist-led, peer-teaching model improved prescribing skills, confidence and interprofessional awareness. Now adopted locally and nationally, it offers a transferable, low-cost framework for embedding peer-led simulation into prescribing education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022051","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":"Supporting Early Clinical Immersion With Peer-Assisted Learning","authors":"Sannah Ali,&nbsp;Lachlan Dick","doi":"10.1111/tct.70204","DOIUrl":"10.1111/tct.70204","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021862","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":"A Novel Approach for Quantifying the Carbon Footprint of Different Medical Education Teaching Modalities in an NHS Hospital Trust","authors":"Jack S,&nbsp;Hughes R,&nbsp;Dhugga A,&nbsp;Oshodi K,&nbsp;Palta C,&nbsp;Jankowska M,&nbsp;Tso S,&nbsp;SWFT Medical Education Sustainability Group","doi":"10.1111/tct.70179","DOIUrl":"10.1111/tct.70179","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Climate health is gaining prominence in medical curricula worldwide, with academic and healthcare institutions setting targets to reach carbon net zero. However, the integration of evidence-based strategies to reduce carbon footprint in medical education is constrained by a scarcity of research. This research study uses a novel approach to quantifying the carbon footprint of three teaching modalities within an undergraduate medical curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We quantified the carbon footprint generated by delivering bedside, didactic and simulation-based education to undergraduate medical students in a hospital environment. Data were collected on the use of electronic equipment and consumables during each teaching session. Environmentally extended input–output analysis (EEIOA) was conducted to estimate the carbon footprint intensity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 30 teaching sessions were evaluated (bedside = 10, didactic = 10 and simulation = 10). The median carbon footprint intensity for delivering bedside, didactic and simulation teaching was 0.1180 kgCO₂e/h/learner, 0.0293 kgCO₂e/h/learner and 0.0419 kgCO₂e/h/learner, respectively. For context, the average carbon footprint is 0.041 kgCO₂e per kilometre for electric vehicles. Bedside teaching had the highest carbon footprint per learner, driven by electronics and personal protective equipment. Didactic had the lowest carbon footprint due to a low or absent requirement for consumables.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>To the best of our knowledge, this is the first study to propose carbon footprint intensity as a potential outcome measure for evaluating the delivery of medical education. This approach offers a tool to empower educators to quantify the environmental impact of educational activities to support the implementation of low carbon strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012095","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":"An Intervention to Build Grit, Resilience and a Growth Mindset in Physiotherapy Students","authors":"Marlena Calo,&nbsp;Belinda Judd,&nbsp;Lucy Chipchase,&nbsp;Madeline Hannington,&nbsp;Allison Hilbig,&nbsp;Carolyn Taylor,&nbsp;Casey Peiris","doi":"10.1111/tct.70195","DOIUrl":"10.1111/tct.70195","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Grit, resilience and a growth mindset are traits that help health professional students respond positively and adapt to the challenges of the clinical learning environment. The aim of this study was to determine if a 5-week education-based intervention can enhance grit, resilience and a growth mindset in physiotherapy students on clinical placement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this single group intervention study, physiotherapy students participated in a 5-week group-based, online educational intervention for 1 h per week during their first clinical placement. Grit, resilience, mindset type and academic tenacity (a combined measure of these traits) were measured using validated tools pre- and post-intervention. Differences in scores were analysed using Wilcoxon signed-rank tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>One hundred and forty-three students (62% female) completed the intervention, and 70 (64% female) completed measures at both baseline and follow-up. No changes in outcome measures were seen across the overall participant cohort post-intervention. However, students with a fixed or undecided mindset at baseline significantly improved mindset type (<i>p</i> = 0.043 and <i>p</i> = 0.035) and those with low academic tenacity at baseline had significantly higher levels following intervention (<i>p</i> = &lt; 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Tailored interventions that target grit, resilience and a growth mindset hold promise for enhancing growth mindset, academic tenacity and possibly grit in students with low baseline levels of these traits. Further research is needed on how best to match interventions to students' baseline traits, ultimately fostering adaptable health professionals capable of excelling in complex, high-pressure clinical environments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70195","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145007965","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 Response to ‘Real-Time, Brief Reflections: An Efficient, Contextual and Familiar Variation of Reflective Writing: A Mixed-Methods Analysis’","authors":"Daniel Johnstone","doi":"10.1111/tct.70205","DOIUrl":"10.1111/tct.70205","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144998721","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":"Recalibrating Self-Assessment: Navigating Imposter Syndrome Through Metacognitive Reflection","authors":"Jamie Geringer,&nbsp;Kori LaDonna,&nbsp;Lara Varpio,&nbsp;Jerusalem Merkebu","doi":"10.1111/tct.70197","DOIUrl":"10.1111/tct.70197","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Accurate self-assessment is foundational for life-long learning, professional development and patient safety, yet many learners struggle to develop this fundamental skill. Even skilled self-assessors—or savvy calibrators—may sometimes struggle with self-assessment accuracy, particularly during professional transitions and challenges. This study explored the metacognitive processes employed by high-performing physicians to maintain or recalibrate accurate self-assessment across diverse professional contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Former chief residents, who we defined as high-performing physicians by virtue of earning the chief role via a competitive application and vetting process, were purposefully sampled. Semistructured interviews were used to explore participants' experiences regarding self-assessment accuracy, imposter syndrome and managing feelings of self-doubt. The study employed Braun and Clarke's reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The findings reveal that all 10 participants effectively recalibrated their self-assessments when confronted with imposter syndrome by incorporating metacognitive reflection, feedback and emotional awareness. The metacognitive reflection work they carried out to confront imposter syndrome harnessed a growth mindset, but participants cautioned that this orientation needed to be adopted in moderation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Findings provided valuable insights and strategies for individuals grappling with imposter syndrome, a prevalent issue in medicine, particularly among high performers. This study highlights the potential for enhancing professional development and well-being by fostering self-assessment skills through metacognitive reflection to constructively adopt a growth mindset to overcome imposter syndrome. While feedback seeking could support calibration, our findings revealed that an excessive focus on growth mindset can shift from productive to counterproductive—creating a risky cycle of self-doubt and overcorrection.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144998720","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}