Clinical Teacher最新文献

{"title":"Personalised Pathways (PP) in the Medical Curriculum: How Does It Influence Students?","authors":"Annette Burgess,&nbsp;Naomi Staples,&nbsp;Matti Gild,&nbsp;Karen Scott,&nbsp;Tyler Clark,&nbsp;Stuart Lane,&nbsp;Jane Bleasel,&nbsp;Christian M Girgis","doi":"10.1111/tct.70343","DOIUrl":"10.1111/tct.70343","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In 2020, the Sydney Medical School introduced the ‘Personalised Pathways’ (PP) program in Year 2 of the medical curriculum. The PP aimed to provide students with access to specific specialty areas and an opportunity to individualise their educational experience at an early stage. The role this program plays in student career preference is not well understood. We sought to explore students' engagement and experience of the placement and gain an understanding of how it may influence their views of specialities, the role of the consultant and career intentions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In 2023, 220 PP placements were offered to Year 2 students (<i>n</i> = 254) across six teaching hospitals as an optional activity. In total, 122/254 (48%) students applied for a PP; of these, 103/122 (84%) gained a placement. Students attended an individualised PP for 4 h each week across 12 weeks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Qualitative data were collected by survey, reflecting on students' perception of the placement, the role of the consultant and potential influence on career choice. Data were coded and categorised into themes. In total, 24/103 (23%) students responded to the survey, reporting an increased awareness of specialty career pathways, lifelong learning requirements and work–life balance. The PP also provided insight into the breadth of the consultants' leadership role and teaching responsibilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Implementation of the personalised pathway provided valuable opportunities that students appreciated being afforded early on. Notably, it gave some students a reason to rethink their career choice, while others found the experience reinforced their initial plans regarding career pathway intentions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146115060","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":"Emotions on Call: Making a Hidden Curriculum Visible","authors":"Emma Claire Phillips,&nbsp;Joshua Hughes,&nbsp;Victoria Ruth Tallentire","doi":"10.1111/tct.70363","DOIUrl":"10.1111/tct.70363","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146108906","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":"Behind the Screen: Exploring Trainee Experiences With Consultant-Involved Conflicts Through Reddit Narratives","authors":"B. T. B. Preti,&nbsp;B. Shih,&nbsp;M. Merrick,&nbsp;M. S. Sanatani,&nbsp;T. Moniz","doi":"10.1111/tct.70349","DOIUrl":"10.1111/tct.70349","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Reddit is an anonymous social media platform where users often share candid experiences, including in medical education. Conflict in medical education, particularly involving consultants, has been shown to have an impact on the learner experience and the learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In order to gain insight into the trainee experience with consultant-involved conflicts, we collected Reddit narratives written by trainees over a one-year period. The use of Reddit narratives allowed a candid view into this sensitive aspect of medical training unaffected by an interviewer's presence. We performed narrative and content analyses to understand the experience of conflict, including conflict types, drivers and management strategies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of 208 posts revealed five types of conflict: communication challenges; conflicts relating to medical culture; disagreements about medical practice; dissonance in mindset, perspective or perception; and moral conflicts. Four drivers of conflict were identified: the trainee's self-perception, interpretation of professionalism, desire to learn and moral values. Five strategies for conflict management were identified: anger, awareness, asking for help, communication and avoidance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings illuminate the need for safe spaces to debrief about trainee experiences of consultant–involved conflict. In the increasingly diverse, high-stakes, high-stress clinical environments where training occurs, medical learners may not have access to the conflict management and dialogue skills needed to artfully and sustainably navigate hierarchy-laden disagreements. We encourage educators to build real-world examples into curricula and incorporate conflict resolution training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12869120/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146115105","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":"Artificial Intelligence Augmented Competence Committees: A Collaborative Path Forward in Competency-Based Medical Education","authors":"Nibra Yasin,&nbsp;Elif Bilgic,&nbsp;Mohammad S. Zubairi","doi":"10.1111/tct.70358","DOIUrl":"10.1111/tct.70358","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146115018","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":"Risk Governance in Clinical Education for Healthcare Students: A Scoping Review","authors":"Raelynn R. Tong,&nbsp;Je Min Suh,&nbsp;Lisa Cheshire,&nbsp;Lucio Naccarella","doi":"10.1111/tct.70355","DOIUrl":"10.1111/tct.70355","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical education is essential for the training and accreditation of healthcare students. It facilitates hands-on application and prepares students for their future roles in a dynamic and complex workforce. However, such clinical exposure comes with inherent risk, not least due to the delicate balance between patient safety and student learning. Understanding risk is particularly crucial now as we confront new technologies that will undoubtedly transform clinical education. This scoping review aims to map current practices of tertiary institutions in managing risks and incidents in healthcare students' clinical education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This scoping review adhered to the Joanna Briggs Institute's methodology and was reported in accordance with PRISMA-ScR guidelines. The search strategy considered key terms of ‘risk’, ‘clinical’ and ‘students’ in MEDLINE, Embase, CINAHL and grey literature. An inductive-deductive approach was used for thematic data analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We included 21 studies, which addressed risks in patient safety, student safety and incident response. Twelve studies reported on existing local practices, whereas nine evaluated new interventions. Ten studies intervened at the student level with education programmes, and 11 intervened at the faculty level with protocols and policies. Included studies involved students from medicine, nursing, dentistry, physiotherapy and psychology, with one study involving multiple disciplines.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Risk governance in clinical education is an emerging field, with faculties at various stages of establishing a risk governance framework. Key requisites for risk governance are robust and streamlined processes for incident reporting, incident response and policy change. Further research is needed to understand the impact of centralised multidisciplinary governance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12865877/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146115065","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":"Structured Team Training to Improve Resuscitation Performance and Communication in Nursing Students: A Nonrandomized Intervention Study","authors":"Kyeongmin Jang,&nbsp;Sung Hwan Kim","doi":"10.1111/tct.70352","DOIUrl":"10.1111/tct.70352","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This study aimed to evaluate the impact of structured team training on teamwork, communication and resuscitation performance among undergraduate nursing students in simulated cardiac arrest scenarios.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>A nonrandomized pretest–posttest intervention study with a control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Sixty-seven third-year nursing students from two accredited nursing programmes were assigned to either an intervention group (<i>n</i> = 34), which received advanced life support training integrated with five structured team training sessions based on the TeamSTEPPS framework, or a control group (<i>n</i> = 33), which received life support training alone. Teamwork and communication were measured before and after training using validated tools. Resuscitation performance was assessed posttraining through standardized simulation scenarios rated by trained evaluators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The intervention group demonstrated significant improvements in teamwork and communication scores compared to the control group. Posttraining resuscitation performance was also higher in the intervention group. These findings indicate that the integration of structured team training enhances both technical and nontechnical competencies in high-pressure clinical situations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Structured team training is an effective educational strategy to improve communication, collaboration and resuscitation performance among nursing students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146108865","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":"Medical Student Perceptions of Psychological Safety in the Clinical Learning Environment","authors":"Katie Lappé,&nbsp;Jennifer O'Donohoe,&nbsp;Rachel Bonnett,&nbsp;Jorie Colbert-Getz,&nbsp;Heather Campbell,&nbsp;Katherine Hastings,&nbsp;Kirstyn E. Brownson,&nbsp;Sara Lamb,&nbsp;Candace Chow","doi":"10.1111/tct.70342","DOIUrl":"10.1111/tct.70342","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Psychological safety in the learning environment allows students to take risks without fear of humiliation or negative consequences. The psychological safety of healthcare teams has been studied at three levels: organizational, team and individual. Prior work has shown how leadership behaviours contribute to student perceptions of psychological safety in the clinical learning environment, but less is known about the impact of organizational and individual factors. The present study explored student perceptions of facilitators and barriers of psychological safety in the clinical learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a qualitative case study in Academic Year 2022–2023. We held four focus groups with 23 third- and fourth-year medical students at Spencer Fox Eccles School of Medicine. Focus groups were recorded and transcribed verbatim; transcripts were analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thematic analysis revealed that there were organizational supports and barriers, inclusive and exclusive leadership behaviours and individual student characteristics that affected psychological safety in the learning environment. Psychological safety exists when high levels of organizational support and inclusive behaviour are present. However, it is also possible for an organizational support or an inclusive leader behaviour to overcome an exclusive leader behaviour or an organizational barrier, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Organizational support and inclusive leadership behaviours foster psychological safety. Furthermore, it appears that psychological safety factors do not exist in isolation, but rather in tandem with one another. This makes it possible for an individual medical educator or organizational support to foster psychological safety even when organizational barriers or exclusionary behaviours from other supervisors exist.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12854922/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146088127","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":"The Effectiveness of Spaced Repetition in Medical Education: A Systematic Review and Meta-Analysis","authors":"James Anthony Maye,&nbsp;Florence Hurley","doi":"10.1111/tct.70353","DOIUrl":"10.1111/tct.70353","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Spaced repetition studying techniques such as Anki are increasingly prevalent in undergraduate and postgraduate medical education. However, the evidence base for the effectiveness of these techniques in a medical education setting is unclear. This meta-analysis investigates the effect of spaced repetition use in medical education on learner performance in objective tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The systematic review and meta-analysis was performed in accordance with PRISMA guidelines. Electronic databases were searched in February 2025 for relevant articles, assessed using predefined eligibility criteria. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity and publication bias estimates were calculated using the R programming language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 542 records identified, 14 studies were included in the systematic review, of which 13 were included in the meta-analysis. A meta-analysis including 21,415 learners showed an overall significant effect in favour of spaced repetition study compared to standard studying techniques (standardised mean difference = 0.78; 95% CI 0.56–0.99; <i>p</i> &lt; 0.0001). Spaced repetition interventions included faculty-created or third-party flash cards, MCQs delivered via email or as part of a continuing medical education framework, and spaced classroom quizzes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Spaced repetition is an effective study method in medical education. Further work is required to investigate the optimal design and delivery of spaced repetition interventions, as well as to assess the impact of spaced repetition on longer term performance and continuing medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146069288","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":"What Works Best for Medical Students When Learning on Clinical Placements? A Q-Methodology Study","authors":"Samantha Montandon,&nbsp;Steven Henderson,&nbsp;Brian Wink,&nbsp;Judith Cave","doi":"10.1111/tct.70354","DOIUrl":"https://doi.org/10.1111/tct.70354","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>To address placement capacity issues in the face of rising medical student numbers, there has been a move towards simulation and technology enhanced learning. However, observing and learning from real clinical practice remains valuable to students. Can we prioritise the finite resources of the clinical environment by identifying what works best for medical students when learning on clinical placements?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Q methodology is a qualiquantological approach that determines the diversity of viewpoints held within a population into groups (factors). A Q concourse, a compendium of all the thoughts that the participant population might have on clinical placements, was collected from published literature, grey literature, four interviews and three focus groups with final year medical students and undergraduate educational faculty members. Forty-six statements were constructed from the concourse to be sorted by our foundation year one participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of 25 participant Q-sorts resulted in a three-factor solution. Factor 1 saw value in nearly all learning opportunities. Factor 2 needed support to find learning opportunities, enjoyed teacher-led activities such as simulation and were critical of activities where they were not directly engaged. Factor 3 strongly valued real patient interaction over simulation and preferred more independence with their timetable. All factors confirmed that students need preceptors to explore the reasons behind clinical decisions with them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The replacement of real patient experience with simulation divides opinion. When allocating resources for students on clinical placement, there is educational potential in all clinical activities, but it varies with each factor.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176674","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":"Moving From Entrustability to Expertise Through Personalised Coaching and Productive Struggle","authors":"Hosea Nyanavoli,&nbsp;Jessele S. Y. Lai,&nbsp;Isaac K. S. Ng","doi":"10.1111/tct.70361","DOIUrl":"https://doi.org/10.1111/tct.70361","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176675","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}