Clinical Teacher最新文献

{"title":"Exploring Virtual Reality as a Tool for Enhancing Teaching and Learning Anatomy to Medical Students: A Feasibility and Acceptability Study","authors":"Aifric Walsh,&nbsp;Rory O'Brien,&nbsp;Kevin McGuire,&nbsp;David Power","doi":"10.1111/tct.70191","DOIUrl":"10.1111/tct.70191","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Virtual reality (VR) provides an immersive, interactive 3D learning environment with increasing use in medical education. It benefits surgical training and, increasingly more so in anatomy education, particularly where access to human body dissection is limited. Although VR can enhance engagement and knowledge retention, concerns remain regarding usability, feasibility and cybersickness. This study explores the acceptability of VR for anatomy learning among medical students with ongoing access to traditional anatomy laboratories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A qualitative cross-sectional pilot study was conducted with 38 medical students at the ASSERT Simulation Centre, University College Cork. Participants took part in a guided VR session using human anatomy software. Afterwards, they completed an online survey assessing ease of use, enjoyment, immersion, educational usefulness, interaction, understanding, intention for future use and cybersickness. The survey was adapted from two validated questionnaires. Feature engineering combined related items into eight dimensions for streamlined analysis and visualisation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Results showed high acceptance and enthusiasm for VR. All participants reported enjoying the experience, finding it educationally useful, and that it enhanced their understanding. Between 95% and 98% found VR easy to use, immersive and reported ease in interacting with 3D objects. Although 8% experienced cybersickness, all expressed interest in future VR-based education. Potential novelty bias must also be considered. VR is a feasible and well-accepted tool for anatomy education, even among students with ongoing access to anatomy dissection facilities. With minimal cybersickness and high enjoyment, engagement and immersion, VR shows strong potential as a complementary educational method. Further research should explore long-term learning outcomes in terms of knowledge retention and clinical implementation strategies within educational institutions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144998719","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":"Reconstructing Dermatology Education: The Backward Design and Curricular Content Expansion","authors":"Ellen Overson,&nbsp;Aakanksha Angra","doi":"10.1111/tct.70200","DOIUrl":"10.1111/tct.70200","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the high prevalence of skin conditions, access to dermatologists remains limited, leaving patients to rely on primary care doctors, paediatricians or emergency medicine providers for diagnosis and treatment. Additionally, dermatology education in medical school is often insufficient, with limited hours dedicated to the specialty. The widespread need for dermatologic care and the curricular time devoted to training medical students in dermatology topics are misaligned, which underscores the importance of enhancing dermatology training within the undergraduate medical curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>To address this gap, we expanded the existing curriculum to create a dermatology course which showcased foundational subjects such as anatomy, physiology, histology, pathology and biochemistry in the context of the body's largest organ: the skin. We collaborated with dermatologists, physicians, scientists and education specialists to systematically design and align all aspects of the course content and assessments with specific learning objectives to ensure practical, real-world relevance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The course received positive feedback from students, who appreciated the diverse representation of skin conditions across various skin tones, the case-based learning experiences, use of in-person and remote learning formats and the use of practice questions and interactive modules. All students successfully passed the course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Curriculum design is an iterative process, and we hope to refine the course based on student feedback and our experiences. We hope that by giving students more time in the curriculum devoted to understanding skin diseases, they will feel more confident diagnosing and managing skin conditions in medical school and beyond.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144998628","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":"Comparison of Standard Setting Procedures to Establish Defensible Passing Standards for Clinical Skills Assessment: Angoff, Borderline Group, Contrasting Groups and Patient Safety Methods","authors":"Rachel S. Tappan,&nbsp;Megan L. Freeland,&nbsp;Elizabeth E. Holland,&nbsp;Yoon Soo Park,&nbsp;Heidi R. Roth","doi":"10.1111/tct.70198","DOIUrl":"10.1111/tct.70198","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Standard setting methods for clinical skills assessments help establish cut scores that accurately reflect clinical performance expectations. However, these methods lead to varied cut scores, and guidance for method selection is limited. This study compares the application of four methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The Angoff, Patient Safety, Borderline Group and Contrasting Groups methods were applied to an assessment of physical therapist student clinical skills. The resulting cut scores were applied to a de-identified historical dataset (<i>n</i> = 92). Post hoc logistic regression analysis evaluated the underlying constructs for global ratings of student competence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The cut scores ranged from 65.9% to 86.1%, with the Angoff method resulting in the lowest cut score and the Borderline Group method resulting in the highest cut score. Applying the cut scores to the historical dataset resulted in pass rates ranging from 60.9% to 98.9%. Logistic regression modelling revealed that increasing Safety Score was associated with an increased likelihood of receiving a ‘pass’ global rating with an odds ratio of 18.97 (95% CI, 2.30–156.63). Total Score did not have a statistically significant association.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The Patient Safety method required a higher performance level for items related to safety, aligned with expert judges' conceptualisation of competence. Therefore, the Patient Safety method demonstrated the best match for this assessment's goals. These findings can inform method selection for clinical skills where patient safety is a key consideration. Additional recommendations are to include pass rate feasibility and conceptual alignment with the target construct when selecting standard setting methods.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144935044","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":"Positive Psychology: A Catalyst for Strengthening Faculty Development","authors":"Ryan E. Nelson,&nbsp;Ritika S. Parris,&nbsp;Huma Farid","doi":"10.1111/tct.70193","DOIUrl":"10.1111/tct.70193","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144929824","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":"Exploring Speech-Language Pathology Undergraduate Students' Experiences With Immersive and Non-Immersive Virtual Reality","authors":"David M. Rehfeld,&nbsp;Abby Kugler,&nbsp;Payton DeMeyer,&nbsp;Reece Holst,&nbsp;Emersyn Hall,&nbsp;Caitlyn Rexroat,&nbsp;Kristin Pelczarski","doi":"10.1111/tct.70196","DOIUrl":"10.1111/tct.70196","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Virtual reality (VR) provides unique opportunities to deliver high-fidelity simulations in healthcare education. Although widely studied in some healthcare fields, VR's impact on the learning experiences of undergraduate students in speech-language pathology (SLP) remains underexplored. This study investigates how immersive and non-immersive VR simulations may influence student perceptions of learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Thematic analysis was used to analyse written reflections from 40 undergraduate SLP students who completed the same simulation using either Meta Quest 2 immersive VR headsets or non-immersive desktop computers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three themes emerged: technology as a barrier or facilitator, content realism and relevance, and personal and environmental factors. Immersive VR was described as novel and engaging, though students reported challenges with usability and technical malfunctions. Non-immersive VR was easy to use but less engaging. Perceptions of content relevance and realism also influenced engagement, whereas environmental and personal factors also shaped participants' learning experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Both immersive and non-immersive VR technologies hold promise for enhancing SLP education with unique challenges related in part to simulating interpersonal interactions. Immersive VR's novelty can boost engagement with a learning curve, whereas non-immersive VR is more accessible but less engaging. Educators should ensure adequate orientation to technology, use realistic scenarios and consider overall usability to improve VR experiences. These findings identify considerations on how to incorporate VR in SLP education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144929603","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":"From Fringe to Core: Speaking Out About Our Evolving Role as Patient Partners in the PARTENAIRES Interprofessional Education Programme","authors":"Annie Descôteaux,&nbsp;Marie-Pierre Codsi,&nbsp;Claudio Del Grande,&nbsp;Lucie Alègre,&nbsp;Tiffany Clovin,&nbsp;Benoît-Pierre Stock,&nbsp;Mathieu Jackson,&nbsp;Vincent Dumez","doi":"10.1111/tct.70199","DOIUrl":"10.1111/tct.70199","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>For the past 15 years, an innovative curriculum named Formation PARTENAIRES has been advancing patient partnership in interprofessional education (IPE) at Université de Montréal. The aim of this article is to describe, from the perspective of patients themselves, the changing role of patients within this training programme.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The PARTENAIRES programme is a mandatory undergraduate IPE curriculum implemented across 13 healthcare and social services disciplines, involving over 5000 students and 125 patient partners annually. The programme's evolution has been marked by increasing patient leadership and is now co-chaired by a patient partner and a healthcare professional, with patients involved at all levels (design, delivery, assessment and improvement).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Key developments in patients' relationships with other stakeholders involved in the PARTENAIRES programme are highlighted. With students, patients have transitioned from providing one-off, idealised testimonials to sustaining reflexive, real conversations that bridge the student-patient gap. With academic disciplines, patient partners that were initially paired based on matching with their lived experience are now paired more flexibly to foster a universal educational contribution and support interdisciplinary learning. With clinical co-facilitators, the patients' role has evolved from reactive participation during workshops to proactive co-construction, promoting the democratisation of exchanges and shared responsibility for the programme's educational content.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Sustained institutional trust and long-term involvement have enabled patient partners to become central co-creators in the PARTENAIRES curriculum. Patients' transversal role fosters innovation and cross-disciplinary collaboration, illustrating that significant cultural change in IPE emerges through openness, adaptability and the time to grow together.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144929605","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 Clinical Reasoning Through Cause-and-Effect Thinking: A Framework for Modern Medical Education","authors":"Arvind Mathur","doi":"10.1111/tct.70201","DOIUrl":"10.1111/tct.70201","url":null,"abstract":"<div>\u0000 \u0000 <p>Clinical reasoning is foundational to effective medical practice, yet explicit instruction in this skill remains insufficient. Traditional bedside teaching, though invaluable, often fails to make reasoning processes transparent, leading to gaps in diagnostic acumen. This article introduces the cause-and-effect clinical method (CECM)—a structured five-step framework designed to make clinical reasoning teachable and visible. Grounded in cognitive science, the method trains learners to think backwards from symptoms to causes and forward to consequences. Through its integration into bedside teaching, case discussions and assessments, the method promises to enhance diagnostic accuracy and prepare learners for the complexities of patient care.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144929464","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":"There Is No Place Like Home: A Meta-Ethnography Exploring The Experiences of International Medical Graduates Following Return Migration to Their Home Country","authors":"Rhiannon Newman,&nbsp;Mohammed A. Rashid","doi":"10.1111/tct.70188","DOIUrl":"10.1111/tct.70188","url":null,"abstract":"<p>Medical migration describes the movement of doctors across national boundaries and has historically followed a gradient from low- and middle-income countries (LMIC) to high-income countries (HIC), typically for training and income opportunities. Whilst the challenges of being an international medical graduate (IMG) are well-documented, not all doctors stay in their host country, and comparatively little is known about the experiences of those who return to their home country. Qualitative studies examining the experiences of IMGs returning to home countries were identified through database (Ovid, ProQuest, Medline, Scopus and EBSCOhost) and manual searching and were synthesised following a meta-ethnographic approach. A total of seven studies were included in the synthesis, published between 1975 and 2019, charting the experiences of 134 doctors returning to Africa, South America, Europe, Asia or Oceania. A total of 10 third-order constructs were identified that were developed into overarching third-order constructs: reflections on personal development, social and cultural connection to home countries and challenges associated with professional reintegration. Return migration in doctors has received little attention, indicating a need for further research in this area. The commonality of experiences in this review suggests that whilst family trumps finances in reasons to return, disillusionment with state healthcare systems in home countries encourages a drive to private practice and the wasted opportunity for valuable knowledge transfer. These findings can enable medical educators to better support IMGs considering and experiencing return migration, and inform policymakers seeking to optimise conditions for return migration as part of medical workforce planning.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910489","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 Calling-Cost Paradox: When Identity-Driven Motivation Becomes a Risk in Medical Training","authors":"Adam Neufeld","doi":"10.1111/tct.70187","DOIUrl":"10.1111/tct.70187","url":null,"abstract":"<p>Physicians are often fueled by more than external rewards or professional mastery; many experience a deeply internalised sense that being a doctor is central to who they are. Self-determination theory (SDT) labels this identity-level drive ‘integrated regulation’—a form of autonomous motivation typically viewed as protective and performance-enhancing. This viewpoint introduces the Calling-Cost Paradox: the proposition that the very physicians and trainees who appear most autonomously motivated may be uniquely vulnerable to burnout when learning and practice environments lack clear boundaries, reciprocal support, or psychologically need-nurturing cultures. Drawing on empirical work in motivational profiling, need-sacrifice and work–family conflict, as well as the author's dual perspective as an SDT scholar and practicing family physician, this article traces how integrated motivation can blur boundaries, amplify perfectionistic norms and lead high performers to self-sacrificial overextension. It argues that simply moving learners along the SDT continuum is insufficient. Medical programmes must also implement structural safeguards, such as duty-hour limits, reflective mentoring, team-based scheduling and boundary-setting norms, to ‘protect the purposeful.’ By naming and unpacking the Calling-Cost Paradox, this paper invites further research and urges educators to recognise that high engagement does not necessarily equate to low risk.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70187","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144905452","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":"Active Patient Involvement in Healthcare Education in the Global South: Perspectives From Pakistan","authors":"Ayesha Jawwad,&nbsp;Adeena Sajid,&nbsp;Subha Ramani,&nbsp;Herman Popeijus,&nbsp;Marjan Govaerts","doi":"10.1111/tct.70184","DOIUrl":"10.1111/tct.70184","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Direct and active patient involvement in health professions education (HPE) can improve learners' clinical skills and preparedness for patient-centred care. Most research on active patient involvement is from global north (GN) regions where cultural contexts differ from those in the global south (GS). In most GS contexts, patients are not actively engaged in educational activities. Understanding how patients in these regions perceive their potential roles in education is essential to improving HPE not only in the GS but also in culturally diverse GN settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This qualitative study explored patient perspectives on active involvement in HPE using a theory-informed inductive approach. We conducted semistructured interviews with 13 patients at a dental teaching hospital in Pakistan. Data were analysed using Braun and Clarke's thematic analysis. Iterative team discussions were held to reach consensus during coding and theme development. Hofstede's cultural dimensions theory was used as a lens to guide conceptualization and mapping of final themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Six key themes, rooted in cultural values, captured patients' views on active participation in education: contribution to societal good; spiritual and moral obligations; nurturing and supporting students; self-doubts; fear of negative consequences; and balancing responsibilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Patient perceptions shaped by cultural factors can act as facilitators or barriers to their participation in HPE. Educators should engage with diverse communities and use culturally sensitive approaches to support patient participation. In a globally interconnected educational landscape, understanding and respecting cultural differences when involving patients in education can enable educators to better prepare future healthcare professionals.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70184","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144905658","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}