Clinical Teacher最新文献

{"title":"Publishing Educational Innovations, Pilots and Interventions in The Clinical Teacher","authors":"Paul E. S. Crampton, Annette Burgess","doi":"10.1111/tct.70529","DOIUrl":"https://doi.org/10.1111/tct.70529","url":null,"abstract":"<p><i>The Clinical Teacher</i> (TCT) is an educational journal that welcomes submissions from across the health professions in different contexts and settings. The journal focuses on the practical and applied nature of research and scholarship. A key part of fulfilling this aim is to develop and share new ways of tackling familiar problems. Our article type ‘innovation, implementation, improvement’ (III) gives you the chance to detail what has been done, how it was carried out in the context, and what has been learned in the process. In this editorial we seek to raise awareness of reporting standards for educational innovations. We hope this will give readers a stronger understanding of what has been done and can consider how to transfer to their local setting.</p><p>As TCT editors we receive many submissions which demonstrate that a dedicated innovation leads to learner changes evidenced with before/after data. Too often the results of an innovation study are revealed, but there is limited description of the innovation itself. Whilst we will consider initiatives within specific disciplines, we are keen to ensure that pedagogical development in the broader sense is a key part of why a manuscript may suitably fit the journal. Essentially, we need to know more than whether or not the innovation was a success, but why so? For instance, does your innovation utilise a novel teaching approach, format or structure that has not yet been seen in the literature? Moreover, beyond an innovation being unique in a particular setting, are the pedagogical constructs discussed and does the manuscript further understandings? It is these manuscripts that we are more likely prioritise. They extend knowledge on the teaching techniques, making them more transferable to other settings and contexts.</p><p>The expansion of data science also promotes new ways to think about how to demonstrate the impact of innovations. There are frameworks that can be valuable to consider in the design of collecting data such as the Kirkpatrick framework [<span>1</span>], Gagne's events of instruction [<span>2</span>] and Kern steps [<span>3</span>]. Whilst many studies collect level 1 reaction type data (i.e., student satisfaction), the long-held position of learners being poor judges of their own learning should not be overlooked [<span>4</span>]. This does not discount this type of evidence, but it should be considered in combination with author insight and other forms of data that can help to provide more meaningful learning for readers. For instance, it may be helpful to consider how other forms of data can be collected to demonstrate impact, transfer of learning, retention and impact on patients if applicable [<span>5</span>].</p><p>Similarly, where possible it may be meaningful to theoretically place your work in terms of its core pedagogical framework(s). Is the innovation informed by constructive learning principles, cognitive learning theory, sociocultural learning theory, etc.?","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149011612","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":"Professionalisation or Credentialism? Fifteen-Year Enrolment Trends in the UK Postgraduate Certificates in Medical Education","authors":"Matthew Bowker,&nbsp;Leah Williams,&nbsp;Michael Atkinson,&nbsp;Chris Tiplady","doi":"10.1111/tct.70527","DOIUrl":"10.1111/tct.70527","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Postgraduate qualifications for clinical educators have proliferated internationally, raising questions about whether this reflects professionalisation or a credentialist response to competitive specialty selection. Postgraduate Certificates in Medical Education (PGCMEs) are established in the United Kingdom (UK), yet no published data describe enrolment over time. This research determined PGCME enrolment trends in the UK universities from 2010 to 2024 and interpreted them against this framing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Freedom of Information requests were sent to all the UK public universities offering PGCMEs (<i>n</i> = 40), requesting annual enrolment figures. We obtained contextual data on the National Health Service (NHS) workforce size, specialty training competition ratios and application scoring from the NHS England and archived recruitment websites.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>A total of 36 universities (90%) responded. Courses more than doubled (13 in 2010–2011 to 29 in 2024–2025); student numbers rose 41% (1180–1667). Enrolments were stable through the 2010s, jumped in 2020–2021 (1082–1894), then settled at 1600–1700. Against the NHS England workforce, the proportion of doctors enrolled held at about 1%. Training competition rose: general practice ratios from 1.70 to 3.67 and internal medicine training (IMT) from 2.55 to 3.69. The PGCME's IMT scoring weight doubled from 4.7% to 10%.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>PGCME provision has grown, but enrolment has not outpaced the expanding medical workforce. The 2020 spike likely reflects pandemic-era online access and scoring reforms. Aggregate data cannot tell us whether holders teach afterwards or move straight into specialty training, how they funded their studies, whether they completed or what proportion are doctors.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13590414/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149013265","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":"What Educational Strategies Exist for Developing Therapeutic Alliance Skills in Healthcare Students: A Scoping Review","authors":"Noah Simon,&nbsp;Julien Provost,&nbsp;Maxime Foujanet-Brassart,&nbsp;Jimmy Antunes,&nbsp;Parker Lay,&nbsp;Michael H. Bernstein,&nbsp;Leo Druart","doi":"10.1111/tct.70528","DOIUrl":"10.1111/tct.70528","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Therapeutic alliance (TA) is a key determinant of treatment outcomes across health professions. Educating health students on this concept has gained increasing attention; however, no prior scoping review has mapped the educational interventions used to develop TA competencies. This review aims to provide a comprehensive overview of the educational interventions designed to develop TA competencies among health profession students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We searched PubMed and Web of Science databases up to February 2025. Eligible studies included any design focusing on health profession students and reporting educational interventions aimed at developing TA-related competencies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>In total, 13,192 records were screened, and 327 included. Publications increased substantially over the past decade, particularly in nursing and medical education. Thirteen categories of educational interventions were identified, with interactive workshops, reflective practices and feedback or mentoring being the most common. Most studies adopted multimodal approaches, especially targeting empathy and communication. In contrast, other relational dimensions, including trust, respect, congruence, caring and emotional intelligence, were addressed much less frequently. Only 12 studies explicitly named ‘therapeutic alliance’ as the primary training objective. Considerable methodological heterogeneity in intervention design, duration and outcomes limited comparability across studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Despite growing interest in teaching TA, notable asymmetries exist in the targeted competencies and the populations studied. Future research should prioritise underexplored competencies, employ more robust study designs and contribute to the development of shared frameworks for teaching TA. These findings highlight a critical opportunity to strengthen TA education and better prepare students for the relational dimensions of clinical practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581449/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148984434","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":"Acceptability of a Pilot Digital Longitudinal Consultation Clinical Placement for Early-Year Medical Students, Tutors and Patients","authors":"Tina Huang,&nbsp;Anita Laidlaw,&nbsp;Rachel Falconer,&nbsp;Rona Patey","doi":"10.1111/tct.70526","DOIUrl":"10.1111/tct.70526","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The prevalence of remote consultations and the use of electronic health records necessitate their meaningful integration into medical education. Remote consultations may offer medical students valuable opportunities for longitudinal patient interactions that complement traditional clinical learning. In this regard, the University of Aberdeen piloted the Digital Consultation Clinical Placement (DCCP), which aimed to equip early-year medical students with essential skills in carrying out remote consultations, conducting follow-up consultations and practising medical documentation. This study aimed to evaluate the DCCP's acceptability and explore its associated challenges and opportunities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Acceptability of this novel placement was evaluated using questionnaires grounded in the theoretical framework of acceptability (TFA). Questionnaire data from 15 students, 4 tutors and 14 patient volunteers were analysed using descriptive statistics. Qualitative focus groups underwent thematic analysis to generate understanding of the challenges and opportunities of this innovative placement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>At least 50% of stakeholders selected <i>agree</i> or <i>strongly agree</i> in the questionnaire responses across all TFA categories. Qualitative findings suggest that remote consultations could help achieve the benefits of longitudinal patient contact, and exposure to authentic digital healthcare technology could impact students' professional identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The DCCP was acceptable across all stakeholder groups, with a shared belief that it successfully achieved its intended purpose but with challenges and perceived opportunities for stakeholders, which should be considered in future placements. With further refinement, early exposure to this placement may support the development of patient-centred care skills and better prepare students for technology-enabled healthcare practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13577801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978918","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 Skills-Based Curriculum for Outpatient Procedures in Internal Medicine Residency Training: Impact on Resident Confidence and Procedural Volume","authors":"Kaleb Keyserling,&nbsp;Max Rusek","doi":"10.1111/tct.70525","DOIUrl":"10.1111/tct.70525","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Outpatient procedures are an important part of primary care practice; however, few trainees or attendings feel they have adequate skills to perform them. This curricular intervention aimed to improve internal medicine (IM) Post-Graduate Year 1 (PGY1) outpatient procedure training through a 2-h skills session and procedure rotation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Thirty-seven PGY1 residents attended a 2-h skills session covering the utility and evidence behind common outpatient procedures with an opportunity to practice procedures on models. Residents already assigned to one continuity clinic rotated through a specific procedure clinic while the other continuity clinics received the standard curriculum. The skills session and procedure clinic were started in 2023 and evaluated during 2024–2025 academic year.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Residents were surveyed prior to the skills session and at the end of their PGY1 year. The primary outcomes measured were self-reported procedure volume and confidence. The two-tailed Mann–Whitney <i>U</i> test was used to compare differences between groups. Residents completing the procedure clinic rotation demonstrated higher confidence scores for performing procedures (median 4 [IQR 0] vs. 2 [IQR 2.5] on 5-point Likert scale, <i>p</i> = 0.009) and discussing procedures with patients (median 4 [IQR 1] vs. 3 [IQR 2], <i>p</i> = 0.027). Residents completing the rotation also reported performing significantly more procedures during their PGY1 year (median 5 [IQR 2] vs. 1 [IQR 2], <i>p</i> = 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>A hands-on skills session followed by procedure clinic rotation was associated with higher PGY1 confidence in discussing and performing outpatient procedures. The curriculum was integrated into existing residency program infrastructure and continuity clinic rotation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148914630","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":"Weird, Witty and Worthwhile: Exploring the Benefits of Mnemonic-Based Medical Education","authors":"Shazia Sarela,&nbsp;Malvi Shah,&nbsp;Emma Kelley,&nbsp;Nidhi Rege,&nbsp;Harish Bava,&nbsp;Rama Aubeeluck,&nbsp;Elena Boby,&nbsp;Anusha Prabhu","doi":"10.1111/tct.70518","DOIUrl":"10.1111/tct.70518","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mnemonics, both self-created and well established, are commonly used by medical students to boost their recall of knowledge. Previous studies have evaluated mnemonics' utility in medical education, but few have demonstrated positive effects on students' knowledge and confidence. Mnemonics are also more commonly shared directly between peers, as opposed to being formally taught. This study explores the impact of mnemonic-based, near-peer-led teaching on medical students' knowledge and confidence. It aimed to determine whether mnemonics enhance students' ability to answer questions and boost self-perceived confidence and future mnemonic use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Over 8 months, 23 peer-led teaching sessions on commonly tested clinical medical topics were held for third-year medical students, with mnemonics incorporated into all sessions. Presession and postsession SBA questions and five-point Likert scales were used to assess change in students' knowledge and confidence, respectively. Postsession, Likert scales were used to assess students' self-rated utility of the mnemonics taught and their likely future use of mnemonics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students demonstrated a significant improvement in SBA scores, particularly for mnemonic-linked questions (<i>p</i> &lt; 0.05). Confidence levels significantly increased postteaching (<i>p</i> &lt; 0.01). Students reported a higher likelihood of future mnemonic use, and a strong correlation was found between improved confidence and increased mnemonic use (<i>p</i> &lt; 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Peer-led teaching with mnemonic integration significantly improved both knowledge, student confidence and likelihood of future mnemonic use. This study highlights the potential of both mnemonic-based and peer-led learning strategies in medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13543923/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148893192","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":"Escalation Hesitancy in Deteriorating Patients: Improving Simulation in Postgraduate Training","authors":"Sebastian Yim,&nbsp;Sophie Mounouchos","doi":"10.1111/tct.70522","DOIUrl":"10.1111/tct.70522","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148889684","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":"Professional Identity Formation in the Transition From Undergraduate to Postgraduate Medical Education: A Scoping Review","authors":"Juliana Sá,&nbsp;Ana L. Da Silva,&nbsp;Pia Strand,&nbsp;Simon Kitto","doi":"10.1111/tct.70502","DOIUrl":"10.1111/tct.70502","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The transition from undergraduate to postgraduate medical education is a crucial phase of professional development, requiring trainees to assume greater clinical responsibility and adapt to new social norms. This transition influences professional identity formation (PIF), which is important for safe practice, well-being and resilience. We conducted a scoping review to map studies of PIF during this transition and synthesise the key findings of this body of literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We searched five databases for studies published between January 2000 and December 2023. Eligibility criteria guided inclusion. We extracted relevant information and PRISMA-ScR reporting elements and used inductive thematic analysis to synthesise findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twenty-one studies met the inclusion criteria, representing mixed-methods, qualitative and quantitative designs and diverse theoretical approaches to PIF. Only one study explicitly defined ‘transition’. Most studies (<i>n</i> = 14) were descriptive; two were justification studies, and five aimed to clarify mechanisms, contextual influences and theoretical underpinnings. Four themes described factors influencing PIF in the transition from undergraduate to postgraduate education: navigating the self, the system, clinical practice and collaboration.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Supporting early-career doctors requires more than fostering resilience. Training environments must reduce systemic barriers, model professional values and create relational spaces where emerging doctors can belong, reflect and grow. Future research should move beyond description towards theoretically informed, multi-context studies that examine mechanisms underlying these influences and generate transferable, actionable knowledge for those supporting trainees during this transition.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13537030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148876864","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":"Qualities of an Effective Clinical Teaching Fellow in Medical Education—A Mixed-Methods Study","authors":"Rocco Sheldon,&nbsp;Andrew Gan,&nbsp;Thomas Fleck,&nbsp;Richard Phillips,&nbsp;Elizabeth Peterknecht","doi":"10.1111/tct.70516","DOIUrl":"10.1111/tct.70516","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Clinical teaching fellows (CTFs) are an increasingly important part of undergraduate medical education in the United Kingdom. Despite their valuable and uniquely multifaceted role, research investigating the qualities that make an effective CTF is limited. This study aimed to identify and compare the views of stakeholder groups regarding the most important qualities of CTFs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a single-centre mixed-methods study at a large UK teaching hospital. An online questionnaire was distributed to clinical medical students (years 3–5), CTFs, administrative staff and faculty. Data were collected via Likert scales, asking respondents to rank qualities and teaching experiences and free-text responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Quantitative analysis (<i>n</i> = 43) identified friendliness, being knowledgeable and an engaging teaching style as the most valued qualities. Prior experience of conducting bedside teaching and small-group tutorials was prioritised, with postgraduate teaching qualifications and specialist knowledge ranked as least important. Medical students valued professionalism and teamwork significantly less than other groups (<i>p</i> &lt; 0.05). Qualitative thematic analysis revealed students prioritised a supporting learning environment and practical clinical tips. Conversely, administrative staff, faculty and CTFs valued collaborative teamwork and organisational reliability. Reflecting these differences, 29 (67.4%) respondents agreed with our hypothesis that disparities exist between stakeholder groups in the qualities/experiences they value most.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study highlights commonalities and differences regarding the interpersonal skills and teaching experiences that are central to effective CTFs. These findings have important implications for recruitment, training and professional development of CTFs, ensuring alignment with the needs of stakeholders and addressing perceived disparities between groups.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13529404/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867647","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":"Formalising Question Management Groups: A Critical Constituent of High-Quality Undergraduate Assessment","authors":"Hemant Maraj,&nbsp;Imran Jawaid","doi":"10.1111/tct.70499","DOIUrl":"10.1111/tct.70499","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 5","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148815209","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}