Clinical Teacher最新文献

{"title":"Student Poster Conferences as a Formative, Authentic, Inclusive and Sustainable Assessment Practice","authors":"Danica Sims,&nbsp;Catherine Swales,&nbsp;Debbie Aitken","doi":"10.1111/tct.70050","DOIUrl":"https://doi.org/10.1111/tct.70050","url":null,"abstract":"<p>Innovative assessment for learning is an important part of professional medical and health professions education programmes. We propose that student poster conferences are a formative, authentic, inclusive and sustainable assessment practice that has the potential to support research competency development and professional identity formation. Of primary importance, the poster conference is a safe-to-fail formative experiential learning opportunity, with opportunities for feedback from peers and key stakeholders. It is a form of authentic assessment that replicates a ‘real world’ conference experience and aspects of public scholarship and peer review. Inclusivity is possible through the flexibility, diversity and potential multimodality of the poster and presentation formats. Furthermore, by opening up the event to other students, staff and health professionals, it is inclusive, while simultaneously including students into the larger Communities of Practice through legitimate peripheral participation. Lastly, it is a sustainable form of assessment as it equips students for future research practices and dissemination. As a relatively low-cost assessment practice, compatible with online formats too, poster conferences are a widely applicable assessment method across contexts, disciplines and study levels.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143535957","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":"Cultivating the Art of Metacognitive Reflection in Medical Education","authors":"Jerusalem Merkebu,&nbsp;Stewart Mennin,&nbsp;Steven J. Durning,&nbsp;Anita Samuel","doi":"10.1111/tct.70043","DOIUrl":"https://doi.org/10.1111/tct.70043","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143530144","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":"Using Play-Dough to Enhance Neuroanatomy Learning and Mitigate Student Stress","authors":"Muhammad Ramish Irfan,&nbsp;Fesih Muhammad Waseem,&nbsp;Tatheer Zahra,&nbsp;Afrose Liaquat","doi":"10.1111/tct.70052","DOIUrl":"https://doi.org/10.1111/tct.70052","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the face of challenging anatomy and rigidly designed medical school schedules, student learning and well-being is under threat. It is high time to tap into innovative strategies like clay-based learning (CBL) to counter financial or infrastructural limitations in order to improve student experiences with learning neuroanatomy and simultaneously offer a therapeutic outlet.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We followed a two-phased approach starting with conception to execution. Session components were defined, and the activity was carried out in pairs. Students used play-dough and simple tools to construct a model of the brainstem, selected due to its structural and relational complexity. A reflective assessment task was also included as part of the session to meta-physically engage the students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Students shared detailed feedback about the session and also participated in a formative MCQ-based test. These were analysed quantitatively and qualitatively under our multifaceted approach to evaluation allowing us to explore the value of CBL beyond its role as an active learning tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Student experiences have far-reaching consequences that potentially impact not only their learning but also mental well-being. Attempts to rectify or improve them should be undertaken thoughtfully to ensure that intended aims are being accomplished adequately. CBL is a strategic tool that can repair student engagement with challenging subjects like neuroanatomy especially when incorporated in ways that account for student perspectives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143530143","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":"Increasing Accessibility: Effectiveness of a Remote Artificial Intelligence Education Curriculum for International Medical Graduates","authors":"Preethi Jagannath,&nbsp;Nichelle Perera,&nbsp;Laura Minton,&nbsp;Rachel Bass,&nbsp;Desmin Milner,&nbsp;Jordan Perchik","doi":"10.1111/tct.70047","DOIUrl":"https://doi.org/10.1111/tct.70047","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Applications of artificial intelligence (AI) in medicine are expanding every year. AI education is crucial to its appropriate use in healthcare; however, most US medical schools lack a dedicated AI curriculum. These resources are sparse for international medical graduates (IMGs). Using the Artificial Intelligence in Radiology Education (AIRE) curriculum, we assessed the radiology AI course's effectiveness in increasing the AI competency of IMGs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>AIRE curriculum features nine free YouTube lectures on AI in radiology. Participants watched lectures remotely on fundamental AI terms, methods, clinical applications and special topics. They completed a pre- and post-course e-survey and assessment. The survey assessed participants' prior AI experience, subjective knowledge and opinions on the need for AI in medical education. The assessment determined participants' knowledge of AI. Pre- and post-course assessment scores were compared using a Student's <i>t</i>-test to determine if the course increased participant knowledge of AI terms and applications.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Three hundred fifty-seven students from 28 countries enrolled in the course; 175 completed the course within the study period. Nearly all participants reported insufficient AI exposure in their radiology training (91.3%). Participants' knowledge of fundamental AI terms and methods increased after completion of the course, with an average pre-course assessment score of 6.5/15 and a post-course assessment score of 9.4/15 (<i>p</i> &lt; 0.0001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>AIRE curriculum's effectiveness demonstrates that a remote education course is a viable model to bring accessible fundamental AI education to international medical students. Remote education curricula in medical AI can help mitigate disparities in AI education for lower resource medical programmes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521933","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 Guide to Peer Coaching for Health Professions Educators","authors":"James Fisher,&nbsp;Anna Ainsworth,&nbsp;Richard Thomson,&nbsp;Joanna Matthan,&nbsp;Vishna Devi V. Nadarajah,&nbsp;Yvonne Steinert","doi":"10.1111/tct.70051","DOIUrl":"https://doi.org/10.1111/tct.70051","url":null,"abstract":"&lt;p&gt;Despite a significant expansion in faculty development programmes for health professional educators [&lt;span&gt;1&lt;/span&gt;], not all teachers have received education about teaching. Many teachers have, instead, learnt solely through teaching, with their educational practice being shaped by their prior experiences as both learners and as teachers.&lt;/p&gt;&lt;p&gt;Evaluating one's performance as an educator, with a view to improving one's teaching, is also challenging. Firstly, the shortcomings of self-assessment are widely recognised and may be compounded by receiving incomplete feedback on one's actions [&lt;span&gt;2&lt;/span&gt;]. Although seeking feedback from students is commonplace, there are limitations with this approach too. ‘Survey fatigue’ amongst students is recognised, and the consequences of this may be poor response rate [&lt;span&gt;3&lt;/span&gt;], inaccurate evaluations [&lt;span&gt;4&lt;/span&gt;] and responder bias, resulting in polarised opinions [&lt;span&gt;5&lt;/span&gt;]. Issues may also arise with how practicable such feedback is. There is often a significant lag between the actual teaching moment and receiving feedback, meaning that the recollection of events may be limited. Furthermore, student feedback is invariably more student-centric and not educator-focussed.&lt;/p&gt;&lt;p&gt;Peer coaching has been defined as ‘a collegial process whereby two faculty members voluntarily work together to improve or expand their approaches to teaching’ [&lt;span&gt;6&lt;/span&gt;]. The term ‘peer’ captures a broad remit, with Gosling [&lt;span&gt;7&lt;/span&gt;] defining peers as ‘colleagues from the same department, either of a similar status or (with) differentials of status, or … from another department’. A coach may be defined as ‘an experienced person who supports a learner or client in achieving a specific personal or professional goal by providing training and guidance, with a focus on relatively short term performance’ [&lt;span&gt;8&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;Peer coaching requires a collaborative, stepwise approach, as outlined in Figure 1. Firstly, time is set aside before any observation for a dialogue between peer coaches and their colleagues. Colleagues' needs are explored and the focus of the upcoming observation, in terms of developmental goals, is agreed upon. The peer coach then unobtrusively observes their colleague undertaking the teaching session. Afterwards, colleagues meet again for further dialogue, where both share their observations and reflections, whilst working towards ways in which educational practice might be modified. In essence, peer coaching represents a tool for guided self-reflection that is centred on individual performance, embedded in the workplace and underpinned by respectful relationships between colleagues.&lt;/p&gt;&lt;p&gt;There is much diversity in how peer coaching initiatives can be structured. They may be formal or informal, voluntary or mandated. They may occur as a one-off or instead run serially over a prolonged period. Participants may be organised into dyads or may instead form part of a larger group. The","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143490002","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":"Gamified Innovation to Improve Understanding of the Role of Social Capital on Patient Health","authors":"Sowbhagya Micheal,&nbsp;Andrew Kellett,&nbsp;Brahmaputra Marjadi","doi":"10.1111/tct.70046","DOIUrl":"https://doi.org/10.1111/tct.70046","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Western Sydney University School of Medicine's Medicine in Context (MiC) programme integrates social determinants of health into the medical curriculum through workshops, tutorials and placements in community, General Practice and hospital settings, particularly in the hyper-diverse Greater Western Sydney area. A gamified innovation to teach medical students about the significance of social capital was developed and evaluated in 2023. Teaching on patients' social capital is critical to ensure students adequately consider patients' networks in delivering tailored, patient-centred care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A ‘<i>trio of learning activities</i>’ was designed that combined elements of gamification, simulation and experiential learning. First, a workshop that combined aspects of ‘<i>Choose Your Own Adventure</i>’ and hybrid ‘<i>Escape Room</i>’ was delivered, which introduced the concept of social capital and facilitated students' reflections on patients' and their own social capital. Second, students attended single-day placements at community organisations. The third activity was a tutorial during which students explored social capital of the communities they observed and then debriefed their learning on social capital throughout the semester.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The teaching innovation was evaluated at three time points using quantitative and qualitative questions. Evaluation results indicated students' overall understanding of the concept of social capital increased after the workshop, and the majority of students felt the learning activities were ‘Very Helpful’ to achieving their Learning Outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Integrating simulation, gamification and experiential learning proved an effective and engaging method for teaching social capital within a short timeframe. Students' positive feedback indicates that this innovation can be applied to teach social determinants of health in a packed medical curriculum.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143490000","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":"From Expert to Facilitator: Unveiling the Teaching Styles of Singapore's Medical Practitioners","authors":"Wai Lun Moy","doi":"10.1111/tct.70056","DOIUrl":"https://doi.org/10.1111/tct.70056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A teaching style is the approach a teacher uses in choosing instructional methods. Grasha's model categorises them as ‘expert’, ‘formal authority’, ‘personal model’, ‘facilitator’ and ‘delegator’. The teaching styles of doctors in Singapore have yet to be studied. In the author's department, teaching is often didactic. This study aimed to explore senior doctors' preferred teaching styles and whether these styles explained the consistent use of didactic approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A web-based survey using Grasha's Teaching Styles Inventory (TSI) was conducted among senior doctors in the Department of General Medicine at Sengkang General Hospital, Singapore from September 2020 to February 2021. Participants were recruited through convenience sampling. Due to non-normal distribution, TSI scores were analysed using non-parametric tests, while additional demographic data offered insights into factors influencing these preferences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Out of 68 senior doctors, 40 responded, showing the strongest preference for ‘facilitator’ teaching style. Female doctors were less likely to adopt ‘expert’, ‘formal authority’ and ‘personal model’ styles than males. Those with formal education training endorsed all teaching styles more than those without, although not all differences were statistically significant. Only 35% of the senior doctors preferred a combination of teaching styles associated with didactic lectures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study showed a preference for student-centred teaching styles among senior doctors and highlighted a disparity between actual teaching practices and preferred teaching styles. These findings provide valuable information for instructional designers to enhance their faculty development programmes and call for further investigation into the persistence of didactic lectures in medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143490001","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: Developing and Evaluating a Workshop for Preclinical Students","authors":"Kirsty Matthews,&nbsp;Millie Pierce","doi":"10.1111/tct.70054","DOIUrl":"https://doi.org/10.1111/tct.70054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Patient safety is a core feature of undergraduate medical education, yet literature shows its implementation in curricula to be challenging and variable. Through the pilot and evaluation of an ‘Introduction to Patient Safety’ workshop, this project presents an initiative of how to address this curriculum challenge. Student-patient collaboration was championed in workshop design and delivery, addressing a regrettable lack of patient involvement to-date.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Workshop activities were designed to hold authentic patient voice as central and to encourage interactivity. Storytelling was used to build empathy with the range of individuals involved in patient safety. Additionally, a gameshow-inspired activity highlighted key ideas from our patient advisory group. Responding to evaluation, the session was adapted and delivered by student facilitators to a full cohort. Advice on how to act, should students observe a patient safety incident, was incorporated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Evaluation was comprehensive and multi-faceted. Pilot workshop attendees participated in semi-structured interviews, with the transcripts thematically analysed. Additionally, both authors produced a written reflection, and their academic supervisor fed back on the session recording. After full-cohort delivery, questionnaire feedback was also collected; 88% of 117 respondents rated the session at least 4 out of 5 (5 = <i>very good</i>).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The workshop has since been integrated into Warwick Medical School's core curriculum. Designed and delivered by medical students, this project has shown the significant impact medical students can have in contributing meaningfully to undergraduate curriculum development. Medical students hold a unique position within healthcare settings to be powerful drivers of patient safety.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143497053","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 Medical Education: The Critical Need for Training in Undifferentiated Presentations","authors":"Waseem Jerjes","doi":"10.1111/tct.70042","DOIUrl":"https://doi.org/10.1111/tct.70042","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143489667","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":"Growing Pains: Lessons Learned From Scaling Up an mSAT Programme","authors":"Marissa M. Zhu,&nbsp;Zechariah K. Jean,&nbsp;Gautham Pavar,&nbsp;Samaah Saifullah,&nbsp;Maria Tjilos","doi":"10.1111/tct.70037","DOIUrl":"https://doi.org/10.1111/tct.70037","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical Students as Teachers (mSAT) programmes are valuable for developing teaching skills among senior medical student teachers. As these programmes grow in scale, logistical and instructional challenges can arise. At Wayne State University School of Medicine, an mSAT programme expanded from a small elective to a compulsory course for all fourth-year medical student teachers (M4s).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The expanded mSAT programme involved 292 fourth-year medical students (M4s) from April 2021 to April 2022. Student teachers completed six teaching sessions in various subjects, including clinical skills and basic sciences. The curriculum included topics such as small group facilitation, feedback delivery, presentation skills, and clinical reasoning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The evaluation was guided by Kirkpatrick's model, focusing on the first two levels: Reactions (reactions to the course) and Learning (knowledge and skills gained). Data were collected through a 14-item questionnaire (69 respondents) and a 90-min focus group (6 participants). Student teachers valued the practical teaching experiences but noted challenges with course organisation, assignment workload and feedback quality. Though 62% rated the course as ‘good’ to ‘excellent’, suggestions for improvement included implementing structured checklists, offering specialised teaching tracks and increasing mentorship opportunities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The expansion highlighted the importance of effective course organisation, meaningful feedback and mentorship in large-scale mSAT programmes. We plan to streamline assignments, enhance mentorship, improve communication and personalise teaching opportunities in future iterations. Our experience offers insights for other institutions aiming to scale mSAT programmes effectively while maintaining educational quality.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143489669","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}