Clinical Teacher最新文献

{"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}

{"title":"How to … Co-Create Research With Medical Students","authors":"Siew Ping Han,&nbsp;Eugene Chua,&nbsp;Rayhan Erlangga Rahadian,&nbsp;Sreenivasulu Reddy Mogali","doi":"10.1111/tct.70066","DOIUrl":"https://doi.org/10.1111/tct.70066","url":null,"abstract":"<div>\u0000 \u0000 <p>Co-creation of medical student research projects by both supervisors and students has the potential to enhance student learning and project outcomes. However, it also presents challenges to research supervisors, who need to balance the needs of the project and the student, as well as adapt to the varied motivations and skill levels of students. Similarly, students need to take greater ownership of their projects and actively contribute to decision-making and generation of new ideas. In this new paradigm, traditional hierarchies must be reconceptualised to make space for increased student empowerment, engagement and exploration. This “How to …” paper offers strategies for co-creating research with medical students and highlights potential new roles for students in a more collaborative and equitable supervisor–student relationship.</p>\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":"143612385","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":"TCT Referee Recognition 2024","authors":"","doi":"10.1111/tct.70057","DOIUrl":"https://doi.org/10.1111/tct.70057","url":null,"abstract":"&lt;p&gt;The Editor and Associate Editors would like to thank the following reviewers who have provided feedback for articles submitted to &lt;i&gt;The Clinical Teacher&lt;/i&gt; in 2024.&lt;/p&gt;&lt;p&gt;Shield, Alison &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Kanji, Amisha &lt;i&gt;South Africa&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Jolly, Brian &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Eno, Cassie &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Gilligan, Conor &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Forman, Dawn &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Lea, Emma &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Khurshid, Faraz &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Foster-Collins, H. &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Knight, Heather &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Symons, J. &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Aprile, Justen &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Reilly, James B. &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Cook, Jason &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Weller-Newton, Jennifer &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Smith, James &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Gibson, Jo &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Peterson, Julie &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Pobre, Karl &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Le, Khang Duy Ricky &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Foster, Kirsty &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Lambert, Krishna &lt;i&gt;Australia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Grove, Elizabeth &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Gordon, Morris &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Elagra, Marwa &lt;i&gt;Saudi Arabia&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Kehoe, Amelia &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Al-Jarshawi, Mustafa &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Piemonte, Nicole &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Woodier, Nick &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Farrington, Rebecca &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Bharwani, Sara &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Sharp, Amanda &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Omer, Usmaan &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Soundy, Andrew &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Scott, Allison M. &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Al-Moslih, Ayad &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Lawson McLean, Aaron &lt;i&gt;Germany&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Bayazit, Alper &lt;i&gt;Turkey&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Ayanniyi, Abdulkabir Ayansiji &lt;i&gt;Nigeria&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Abdelkader, Abeer &lt;i&gt;Egypt&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Kumar, Abhishek &lt;i&gt;India&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Phillip, Abigail &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Winkel, Abigail &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Snook, Abigail &lt;i&gt;Iceland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Bennett-Weston, Amber &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Carpenter, Alexis &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Higgins Joyce, Alanna &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Çalık, Afra &lt;i&gt;Turkey&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Barrett, Aileen &lt;i&gt;Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Hamilton, Ailsa &lt;i&gt;United Kingdom of Great Britain and Northern Ireland&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Rose, Amy &lt;i&gt;United States&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Ali, Ala &lt;i&gt;Iraq&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Delli Poggi, Alessandro &lt;i&gt;Italy&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Lafleur, Alexandre &lt;i&gt;Canada&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Norouzi, Ali &lt;i&gt;Iran (the Islamic Republic of)&lt;/i&gt;&lt;/p&gt;&lt;p&gt;Kam, Alice &lt;i&gt;Canada&lt;/i&gt;&lt;/p&gt;&lt;p&gt;A., Ellawala &lt;i&gt;United Kingdom of","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612505","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":"Navigating Crossroads: Collaborative Strategies to Assess and Enhance the Quality of Clinical Learning Environments","authors":"Sneha Daya,&nbsp;Joey Bernal,&nbsp;Sandrijn van Schaik","doi":"10.1111/tct.70063","DOIUrl":"https://doi.org/10.1111/tct.70063","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595328","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":"How to Harness Education Fellows to Optimise Clinical Placement Capacity","authors":"Mattie Williams,&nbsp;Shuchi Kohli,&nbsp;Pamela Leventis","doi":"10.1111/tct.70061","DOIUrl":"https://doi.org/10.1111/tct.70061","url":null,"abstract":"<p>There is a global need to increase our medical workforce to meet the demands of changing population demography and increased complex comorbidity. Recruitment to medicine, nursing and other healthcare professions must significantly increase [1]; however, clinical placement saturation is becoming a rate-limiting step to substantial increase in student numbers. This article will consider how clinical placement providers can deploy education fellows (EFs) to innovatively create capacity whilst enhancing undergraduate clinical placement quality. Clinical teaching fellows are increasingly becoming pivotal players in supporting delivery of undergraduate clinical education and promoting student experience. Unlike clinical teaching fellows, EFs do not have clinical commitments and can reliably coordinate, create and deliver diverse undergraduate learning, mentoring and assessment activity, alleviating senior clinical staff of competing educational responsibilities. We propose that integrated EF-led innovation can facilitate more consistent, high-quality placement learning whilst growing placement capacity, without compromising patient care. This article focuses on educational interventions within hospital clinical placements for students from a range of healthcare disciplines including medicine, nursing and allied healthcare professions. The change in workforce requirements and consequent need for a greater undergraduate capacity should catalyse wider discussion around the structure of healthcare education and philosophies of placement development. The authors' experience is in medical education; however, the principles are widely applicable to all healthcare professions for whom experiential placement learning is a necessary training component. Reimagining and restructuring of placement experiences will support healthcare faculty, universities and regulators in supporting sustainable health workforce expansion and equitable healthcare access for all.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581782","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}