Clinical Teacher最新文献

{"title":"The value of Master's and PGCert qualifications in health professions education","authors":"Christopher J. Graham, Jun Jie Lim, Laura Cheetham, Josie","doi":"10.1111/tct.13802","DOIUrl":"10.1111/tct.13802","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989760","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":"Authenticity in medicine: Creating a safe space for all doctors","authors":"Ashley V. Simpson","doi":"10.1111/tct.13801","DOIUrl":"10.1111/tct.13801","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989758","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":"The human connection: Leveraging storytelling in medical education for holistic patient care","authors":"Waseem Jerjes","doi":"10.1111/tct.13799","DOIUrl":"10.1111/tct.13799","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989759","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":"Taking the next step: How student reflective essays about difficult clinical encounters demonstrate professional identity formation","authors":"Nicholas Freeman,&nbsp;Johanna Shapiro,&nbsp;Marvin Paguio,&nbsp;Yasaman Lorkalantari,&nbsp;Alexis Nguyen","doi":"10.1111/tct.13795","DOIUrl":"10.1111/tct.13795","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Difficult clinical encounters pose emotional and behavioural challenges for medical students. Unless resolved, they threaten students' professional competence and well-being. Learning how to humanistically interact with patients perceived as “difficult” is an important component of the developmental process that underlies professional identity formation (PIF).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study used thematic analysis to examine reflective essay data from the same set of students (<i>N</i> = 69), first in their third year and then in their fourth year of training at a US public medical school. Analysis focused on how student perceptions of patients', preceptors', and their own behaviour, attitudes, and emotions in difficult patient care situations evolved over time, and how such evolution contributed to their professional growth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Students identified clinical predicaments influenced by their own emotions and behaviour, as well as those of patients and preceptors. In response to patients perceived as angry, rude, and uncooperative, students described themselves and their preceptors primarily as engaging in routine medical behaviours, followed by expressions of empathy. These encounters resulted in residual emotions as well as lessons learned. Fourth-year students reported more empathy, patient-centeredness, and patient ownership than third-year students. While student-physicians grew in professionalism and compassion, they also noted unresolved distressing emotions post-encounter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>From third to fourth year, medical students undergo a process of professional growth that can be documented at a granular level through their perceptions of themselves, their patients, and their preceptors. Despite positive professional growth, students' lingering negative affect merits attention and support from clinical teachers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141977418","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":"TCT editorial: The Clinical Teacher in adolescence","authors":"Jill Thistlethwaite","doi":"10.1111/tct.13792","DOIUrl":"10.1111/tct.13792","url":null,"abstract":"&lt;p&gt;Twenty years of &lt;i&gt;The Clinical Teacher&lt;/i&gt; (TCT): a cause for celebration and a time to reminisce. When the first issue of TCT was published in 2004, I was a recent arrival in Australia having left the United Kingdom for an academic post in the north of Queensland. Life was certainly different in the tropics. The new journal was also different to other contemporary scholarly publications in its use of colour and pictures and shorter, more practical articles. The first editorial from John Bligh introduced the ‘magazine’ as ‘focusing on medical education, especially written for teaching clinicians’.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;I have written many times about the importance of context to frame one's teaching and health professional practice for learners and readers. Australia has many similarities to my country of birth, but it took time to understand and work within a non-identical health service and funding model. New arrivals need to be humble, receptive to advice and flexible to meet the needs of the populations they serve. This applies to educators, health professionals and, yes, journals and their editors.&lt;/p&gt;&lt;p&gt;In 2014, I became co editor-in-chief. In my first editorial, I suggested that TCT was now entering its adolescence. In human terms, adolescence is a period of rapid growth and development leading to maturity. A new editor also brings change, and over the next 2 years, we introduced new article types while emphasising our focus was not now solely medical education but also clinical education for all health professions. We particularly welcomed articles on interprofessional education (IPE), a longstanding passion of mine. There was a move to include more diverse voices, amongst the team of associate editors, and published writers, and on the newly formed editorial advisory group. In addition, we provided more advice about the requirements for ethical approval in relation to health professional education research and evaluation&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; and more explanatory text during the submission process.&lt;/p&gt;&lt;p&gt;While certain topics in education are always trending, such as those I mentioned in my first editorial in 2014 (widening participation/equitable access to health professional education; professionalism; assessment of competence), others are mentioned less frequently (e.g., the flipped classroom that became endemic or flopped depending on your point of view&lt;span&gt;&lt;sup&gt;3, 4&lt;/sup&gt;&lt;/span&gt;) or debunked (e.g., learning styles&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt;). Newer subjects included podcasts, sustainability, climate change and the use (and abuse) of social media in education.&lt;/p&gt;&lt;p&gt;The first of our &lt;i&gt;Clinical Teacher's Toolbox&lt;/i&gt; by the world-renowned educator David Boud still resonates today with its perennial topic of feedback.&lt;span&gt;&lt;sup&gt;6&lt;/sup&gt;&lt;/span&gt; This paper remains one of the most cited pieces in TCT. The second Toolbox gives advice and strategies for including patients (consumers) as educators,&lt;span&gt;&lt;sup&gt;7&lt;/sup&gt;&lt;/span&gt; compl","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 5","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141899143","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":"Teaching multimorbidity to medical students","authors":"Kristy Penner,&nbsp;Sonja Wicklum,&nbsp;Aaron Johnston,&nbsp;Martina Ann Kelly","doi":"10.1111/tct.13794","DOIUrl":"10.1111/tct.13794","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Multimorbidity is a rising health care phenomenon and doctors require specific skill sets to effectively care for patients with multiple illnesses. Despite this, most medical education is taught using a single-disease, systems-based approach. Consequently, students can struggle to manage patients with multimorbidity. To help final year medical students manage patients with multimorbidity in clinical practice, we devised, taught, and evaluated a heuristic: collect, cluster and co-ordinate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Students attended a 1-hour online workshop during their family medicine clerkship. Using a flipped classroom design, students watched a podcast, followed by facilitated small-group work.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Out of 132 final-year medical students, 102 participated in the evaluation. Students rated their confidence managing patients with multimorbidity, pre and post teaching on a Likert scale. Prior to teaching, 36% (n = 37) students rated their ability to manage a patient with multimorbidity as slightly confident. After teaching, 74.5% (76) students rated their ability to manage the same patient as fairly or completely confident. Prior to graduation students were surveyed to determine if they had applied the framework during clinical placements. Sixty-one students responded; 32 applied the heuristic during family medicine and in other clinical rotations such as paediatrics, obstetrics, emergency medicine and anaesthesia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Specific instruction on managing consultations with patients experiencing multimorbidity during undergraduate medical education increased learner confidence caring for these patients. The heuristic was relevant and applied in disciplines outside family medicine. Students indicated that earlier teaching on this topic would have prepared them better for clinical placements.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903865","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":"Improving clinical skill simulation, $1 at a time","authors":"Lachlan Dick","doi":"10.1111/tct.13793","DOIUrl":"10.1111/tct.13793","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141891540","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":"“Practice makes perfect”—Bridging learning gaps in UK medical education with spaced repetition","authors":"Simran Karkhanis,&nbsp;Svetha Ravindran,&nbsp;Yan Ching Chow","doi":"10.1111/tct.13791","DOIUrl":"10.1111/tct.13791","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141876918","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":"Back to the future: The Clinical Teacher (TCT) 20 years on …","authors":"Annette Burgess,&nbsp;Paul E. S. Crampton","doi":"10.1111/tct.13790","DOIUrl":"10.1111/tct.13790","url":null,"abstract":"&lt;p&gt;In 2024, we celebrate the 20th anniversary of The Clinical Teacher (TCT). Established in 2004 by the Association of the Study of Medical Education (ASME)&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; and Wiley,&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; and first edited by Professor John Bligh, TCT was designed as a platform to explore ‘&lt;i&gt;the practical issues clinical teachers face in their day to day work’&lt;/i&gt;.&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt; Fast-forward, and this aim has certainly stood the test of time. The lay of the land in clinical education continues to change as the needs of adult learners shift and health care delivery evolves, bringing many new challenges and exciting opportunities.&lt;/p&gt;&lt;p&gt;Over the past 20 years, the health professions education field has changed immeasurably across the world with the ever-increasing numbers of university programmes, education roles and service learning placements. Technological shifts, regulatory reforms and changing patient demographic needs have also revisioned the pedagogic approaches which shape our field. Across 2020 and 2021, editors Professor Jill Thistlethwaite and Dr Aileen Barrett navigated the journal through the Covid-19 pandemic, where clinical teaching rapidly adapted to meet the needs of social distancing requirements in a changing health workforce, fostering innovation. Although online learning was already well accepted across the health professions as a means to increase knowledge,&lt;span&gt;&lt;sup&gt;4&lt;/sup&gt;&lt;/span&gt; its effectiveness in skills development had been less explored.&lt;/p&gt;&lt;p&gt;As co-editors, we are very fortunate to have the opportunity to look back at what has been co-created over time. Many of the subject areas published in the first volume remain topical. For example, ‘Teaching Anatomy without cadavers’&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt; remains a contemporary issue within the modern medical curricula. Once a long-held method of learning in anatomy, whole-body dissection has largely been replaced by cost and time-efficient teaching methods but with little agreement on what works best.&lt;span&gt;&lt;sup&gt;6&lt;/sup&gt;&lt;/span&gt; In the first volume of TCT, problem-based learning (PBL) was discussed as a relatively new form of student learning.&lt;span&gt;&lt;sup&gt;7&lt;/sup&gt;&lt;/span&gt; Although PBL remains popular, still present in many medical schools, a new contender is team-based learning (TBL). Having gained popularity across the health professions, TBL is seen as a resource efficient strategy among large student cohorts to foster knowledge recall, small group collaboration, large group discussions and feedback.&lt;span&gt;&lt;sup&gt;8-10&lt;/sup&gt;&lt;/span&gt; Interprofessional Education (IPE) gained much attention over the years,&lt;span&gt;11-14&lt;/span&gt; and both TBL and IPE have emerged as important student-centred pedagogical approaches to prepare health professional students for practice, where a collaborative team environment for patient care is essential.&lt;/p&gt;&lt;p&gt;TCT has a long history of supporting researchers, nurturing educational leaders and the development of educators through various ac","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 5","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13790","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141473342","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":"Low-cost cold porcelain anatomical models: An affordable complementary teaching tool","authors":"Lara Gonçalves dos Santos,&nbsp;Julia Ravazzi Casari,&nbsp;Daniel Gregório Gonsalves,&nbsp;Wilson Falco Neto,&nbsp;Renato Rissi","doi":"10.1111/tct.13789","DOIUrl":"10.1111/tct.13789","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Human cadavers are an important component of anatomy education; however, they have limitations. In this scenario, alternative artificial models emerge to complement teaching and enable learning in environments with scarce resources. The following study aims to demonstrate the elaboration of handmade cold porcelain models and their acceptance by medical students in a Brazilian university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A cross-sectional study was carried out with 70 first-year medical students using quantitative and qualitative analysis. The students' evaluation was analysed through an online questionnaire with a Likert scale and an open-ended question. The present study was approved by the local Research Ethics Committee. Five models were produced with cold porcelain and resin.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Qualitative evaluation highlighted the ease and practicality of the models. Students agree with the idea that the use of cadavers and handmade anatomical pieces contribute to their learning, that the handmade models are very similar to the human body, and they strongly agree that the use of both made it easier to understand the content. However, they also see the models as complementary materials, disagreeing with the idea that they are the best or the only ways to teach. In the word cloud, the words “unreal” and “complement” are often highlighted converging to the idea that was also observed in the quantitative analysis that handmade models are a complementary teaching tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Cold porcelain handmade models enable the democratisation of anatomy teaching; hence, they are low-cost, easy to access, and allow the reproducibility of anatomical structures by each student. Anatomical models that emerge, such as handmade models, are an important complement to anatomy education and a solution for places with scarce resources.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285533","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}