Clinical Teacher最新文献

{"title":"Sustained Improvement in Medical Students' Academic Performance in Renal Physiology Through the Application of Flipped Classroom","authors":"Thana Thongsricome,&nbsp;Rahat Longsomboon,&nbsp;Nattacha Srithawatpong,&nbsp;Sarunyapong Atchariyapakorn,&nbsp;Kasiphak Kaikaew,&nbsp;Danai Wangsaturaka","doi":"10.1111/tct.70021","DOIUrl":"10.1111/tct.70021","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teaching renal physiology is problematic in many medical schools since conventional passive learning might not be effective. Active learnings including flipped classroom (FC) have been introduced to medical education including renal physiology topic recently, but no study regarding long-term outcomes has been reported.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Two classes of second-year medical students were compared. The former class studied with conventional lecture and the latter class studied with FC. Our FC includes asynchronous instructor-made recorded lectures that students can study according to their pace and available time, followed by synchronous case discussions related to the lecture topic. There were post-test quizzes for all recorded lectures along with the given explanation of the answers after finishing each quiz. Short-term topic understanding and long-term knowledge retention assessed with summative examination and end-of-preclerkship comprehensive examination, respectively, were compared. Attitude towards FC was also assessed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Students in the FC group performed better in both summative examination (70.1 ± 8.9 vs. 62.8 ± 9.9, <i>p</i> &lt; 0.001, a total score of 90) and comprehensive examination (6.5 ± 2.2 vs. 5.9 ± 1.8, <i>p</i> &lt; 0.001, a total score of 11). Most students agreed that FC should be applied despite the increased stress level and that the post-test quizzes were very helpful. Intriguingly, the multivariate analysis showed that male students performed better than female students for both examinations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Well-designed FC is a promising and highly effective method in renal physiology teaching. Cautions for the instructor include students' stress and gender differences in academic performance.</p>\u0000 \u0000 <blockquote>\u0000 <p>Well-designed FC is a promising and highly effective method in renal physiology teaching.</p>\u0000 </blockquote>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143018020","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":"Implementation of Multisource Feedback in Graduate Medical Education","authors":"Justin K. Lui,&nbsp;Joseph V. Russo,&nbsp;Samuel I. Garcia,&nbsp;Diana J. Kelm,&nbsp;Laura J. Hinkle","doi":"10.1111/tct.70023","DOIUrl":"10.1111/tct.70023","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985409","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":"Validity of the Diabetic Wound Assessment Learning Tool","authors":"Omar Selim,&nbsp;Andrew D. Dueck,&nbsp;Kulamakan M. Kulasegaram,&nbsp;Ryan Brydges,&nbsp;Catharine M. Walsh,&nbsp;Allan Okrainec","doi":"10.1111/tct.70025","DOIUrl":"10.1111/tct.70025","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The development of the Diabetic Wound Assessment Learning Tool (DiWALT) has previously been described. However, an examination of its application to a larger, more heterogeneous group of participants is lacking. In order to allow for a more robust assessment of the psychometric properties of the DiWALT, we applied it to a broader group of participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>We built validity evidence for the tool by assessing 74 clinician participants' during two simulated wound care scenarios: Two assessors independently rated each participant using our tool, with a total of five raters providing scores. We evaluated validity evidence using generalizability theory analyses and by comparing performance scores across the three experience levels using ANOVA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The tool differentiated between novices and the other two groups well (<i>p</i> &lt; 0.01) but not between intermediates and experts (<i>p</i> = 0.34). Our generalizability coefficient was 0.87, and our phi coefficient was 0.87.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The accumulated validity evidence suggests our tool can be used to assess novice clinicians' competence in initial diabetic wound management during simulated cases. Further work is required to clarify the DiWALT's performance in a broader universe of generalisation and to examine evidence for its extrapolation and implications inferences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980863","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":"Engaging Students in a Dialysis Unit: A Pilot Study","authors":"Sarah K. Couser,&nbsp;Meredith P. Schuh,&nbsp;Lisa E. Herrmann","doi":"10.1111/tct.70030","DOIUrl":"10.1111/tct.70030","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Seeking to provide early paediatric nephrology exposure to medical students in the United States, we implemented the Kids In Dialysis, Nephrology Exposure and Education (KIDNEE) club. This club served as an educational intervention in which preclinical medical students were paired with paediatric dialysis patients, as patient buddies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Students were recruited for involvement in the club through the medical school Paediatric Interest Group. For the 2022–2023 academic year, seven first-year students were paired with seven paediatric dialysis patients. Students met with their patient match weekly to play games, watch movies and to act as a friend.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The evaluation aimed at assessing the feasibility and acceptability of this intervention as well as influence on student interest in paediatric chronic disease and paediatric nephrology. We developed and distributed surveys to patients, unit staff, and students after programme implementation. From October 2022 to April 2023, medical students collectively spent ~173 h in the dialysis unit. Staff and patients/families unanimously reported that they would recommend the KIDNEE club to other families. Students objectively reported an increased interest in paediatric nephrology and chronic disease and subjectively reported an increased understanding of the patient experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The KIDNEE club pilot was both feasible and acceptable for patients/families, staff and students. It holds the potential to increase student interest in the field of paediatric nephrology. As our results are limited by small sample size given the pilot nature of the programme, future studies are needed to assess programme expansion and longitudinal influence on students' career paths.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Organisational Interventions on Student Perceptions of the Learning Environment: A Repeated Cross-Sectional Study","authors":"Mithu Molla,&nbsp;Mark Servis,&nbsp;Tiffany Hodgens,&nbsp;Zainab Akinjobi,&nbsp;Sharad Jain","doi":"10.1111/tct.70026","DOIUrl":"10.1111/tct.70026","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The learning environment (LE) refers to the social interactions, organisational culture and physical spaces that shape learners' perceptions and learning. With numerous efforts to measure and improve it, there is still a lack of clearly identified, evidence-based interventions that impact the LE. Our aims were to design LE interventions and measure their effectiveness using a comparison of student responses on the Association of American Medical Colleges Graduation Questionnaire (AAMC GQ).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Root causes of problems in the LE were identified, and comprehensive interventions were then put in place. Interventions addressed three main categories where problems were identified as follows: faculty development, physician wellness, and the learning climate committee. To evaluate changes postintervention, we utilised a repeated cross-sectional design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Deidentified item-level response data were analysed and organised as a pre-intervention period (2016–2018) and postintervention period (2021–2023). None of the mistreatment events were statistically significant between the periods, except for “required to perform personal services”. However, perceptions of faculty professionalism improved significantly in the postintervention period for all questions except the hidden curriculum (HC).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Taken together, our results show that large-scale interventions may be effective at improving perceptions of faculty professionalism but have limited effect on frequency of mistreatment events. The hidden curriculum failed to show improvement with our interventions and has been identified as an area of further research and ongoing interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11717492/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142960183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Examination Skills in Neuromuscular Disorders Through an Educational Video","authors":"Rocio Nur Villar-Quiles,&nbsp;Jebrane Bouaoud,&nbsp;Jean Philippe Foy,&nbsp;Anthony Behin,&nbsp;Marion Masingue,&nbsp;Tan Mai Nguyen,&nbsp;Miguel Iniesto,&nbsp;Tanya Stojkovic,&nbsp;Ahmed Idbaih","doi":"10.1111/tct.70024","DOIUrl":"10.1111/tct.70024","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The acquisition of practical skills is a key objective of medical education. Improving knowledge and skills is essential for early diagnosis of patients suffering from neuromuscular (NM) diseases.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Multimedia tools have proved to be useful and effective for learning clinical skills. We developed a video to learn the NM examination, the main pathological signs and their semiological value.</p>\u0000 \u0000 <blockquote>\u0000 <p>We developed a video to learn the NM examination, the main pathological signs and their semiological value.</p>\u0000 </blockquote>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Twenty-seven medical students (group A) watched the NM video. A control group (B, <i>n</i> = 15) watched a control video on OMS examination. Both groups filled out NM and control questionnaires before and after watching the video. Group A significantly improved their score on the NM questionnaire (6.36 ± 1.62 vs. 9.12 ± 0.69, <i>p</i> &lt; 0.001) but not on the control questionnaire. Group B significantly improved the score on the control questionnaire (6.03 ± 1.39 vs. 8.22 ± 1.12, <i>p</i> &lt; 0.0001) but not on the NM questionnaire. Students self-scored their NM knowledge at 5/10 and 7.4/10 on a visual analogue scale (VAS) before and after watching the NM video. The overall usefulness of the NM video was scored 8.7/10. Students considered it useful for learning the NM examination, illustrating rare semiological signs, preparing for practical evaluations and reinforcing self-confidence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Didactic videos can be used to complement classical teaching to improve the learning of practical skills and to strengthen students' self-confidence. They can also be useful for other medical disciplines and health professionals, improving the recognition and management of these rare diseases.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142960102","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":"Transvaginal Ultrasound Simulation: Educational Benefits on Obstetrics and Gynaecology Clerkship","authors":"Lindsay A. Hartup,&nbsp;Ariana L. Lewis,&nbsp;Gabriel A. Medrano","doi":"10.1111/tct.70019","DOIUrl":"10.1111/tct.70019","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Transvaginal ultrasound (TVUS) is the primary imaging modality in obstetrics and gynaecology (OB/GYN); however, it is highly user dependent. TVUS education for medical students is often sporadic and inconsistent. Simulation-based training (SBT) is a well-established innovation for learners to safely develop proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A TVUS curriculum was developed using motivational theory and SBT. Five 2-h educational sessions were held at the beginning of five OB/GYN clerkships, including didactics on TVUS indications/technique, TVUS simulation and a pathology competition. A digital nine-question survey assessing students' experience and comfort level with TVUS was administered after the clerkship. Students who completed their clerkship prior to the curriculum being delivered or were not present for it were administered the same survey. These students served as the control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Eighty-nine of 111 (80.1%) students who participated in the curriculum and 77/211 (36.4%) who did not participate completed the postclerkship survey. Twenty-seven of 84 (32.1%) in the simulation group who observed a TVUS performed one during their OB/GYN clerkship compared to 13/76 (17.1%) students in the control group (<i>p</i> = 0.04). Students present for the TVUS curriculum reported greater understanding of the TVUS they observed during their OB/GYN clerkship, OR 3.11 [1.71, 5.78] (<i>p</i> &lt; 0.001); increased comfort recognising normal anatomy, OR 6.63 [3.55, 12.74] (<i>p</i> &lt; 0.001); and gynecologic pathology, OR 7.56 [4.09, 14.33] (<i>p</i> &lt; 0.001), on TVUS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Implementation of TVUS simulation curricula should be considered in undergraduate medical education given the potential to improve educational experience during the OB/GYN clerkship.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142960184","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":"Bridging Them and Us Divisions: A Focus Group Study of Identities in Clinical Psychology Training","authors":"Veenu Gupta,&nbsp;Catrin Eames,&nbsp;Brooke Sharples,&nbsp;Alison Bryant,&nbsp;Beth Greenhill,&nbsp;Laura Golding,&nbsp;Peter Fisher","doi":"10.1111/tct.70022","DOIUrl":"10.1111/tct.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The training of clinical psychologists is conducted by staff, trainees, service users and carers. Often those working in clinical psychology do so due to their own lived experiences. These stakeholders may require having to navigate both personal and professional identities. Whilst there is motivation to make visible their lived experiences, this action may differ dependent on the roles they are in. This study aimed to understand identities within UK clinical psychology training and to enable effective teamworking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Focus groups were used to socially construct and explore identity constructions of groups in clinical psychology training. The data were thematically analysed using a social constructionist lens.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Four themes were found. Theme 1 identified ‘dynamics of identity’ where personal and professional identities were ‘integrated’, ‘separated’, ‘permeable’ or ‘visible/invisible’. Theme 2 found the ‘impact of language and labels to rebalance power’, encompassing, ‘expectations and invalidation of a label’ and motivations to ‘rebalance the power’. Theme 3 constructed ‘learner’ and ‘expert’ identities for each group, and Theme 4 found ‘Them &amp; Us divisions’ that speak to the ‘Barriers’, between groups that participants wanted to bridge through modes of ‘Connections’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This is the first study to use focus groups to socially construct and explore identities in clinical psychology training. The research gives clarity to identities in clinical psychology training, identifying the unique and common ways different stakeholders negotiate professional and personal identities that can promote understanding between stakeholders and better collaboration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11717487/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142960101","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":"Influence of Active Production Versus Passive Consumption of Podcasts on Medical Students' Learning Outcomes","authors":"Matthias Carl Laupichler,&nbsp;Alexandra Aster,&nbsp;Lara Soyubey,&nbsp;Gilda Masala,&nbsp;Greta Winkelhorst,&nbsp;Rike Remmert,&nbsp;Tobias Raupach,&nbsp;Anthea Peters","doi":"10.1111/tct.70029","DOIUrl":"10.1111/tct.70029","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>In recent years, podcasts have been increasingly deployed in medical education. However, studies often fail to evaluate the learning outcomes from these podcasts effectively. The aim of this study was to determine whether the active production of podcasts enhances students' knowledge compared to the passive consumption of student-produced podcasts, as it increases the engagement with the learning content through active learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study was conducted at a German medical school during the fifth-year paediatrics block internship. The final sample consisted of 86 students who were divided into small groups that produced podcasts on one paediatric topic on the first day and listened to a podcast on another topic on the second day.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The first group, which produced a podcast on topic A and only listened to a podcast on topic B, performed significantly better on questions on topic A than on questions on topic B, (<i>p</i> &lt; 0.01, <i>d</i> = 0.63). This effect was not observed in the second group, which produced a podcast on topic B and listened to a podcast on topic A (<i>p</i> = 0.81, <i>d</i> = 0.04). Additionally, it was found that a longer time interval between podcast production and the knowledge test led to poorer memory performance (<i>β</i> = 1.10, <i>p</i> = 0.04).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>While the differing results between the two groups may be due to a lack of power to detect meaningful differences, this study nonetheless provides initial evidence that the active production of podcasts may enhance the learning outcomes of medical students.</p>\u0000 \u0000 <p><b>Trial Registration:</b> Not applicable</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933763","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":"Beyond the Box: Focussing on Shared Humanity in Medical Professionalism","authors":"Beatrice T. B. Preti","doi":"10.1111/tct.70020","DOIUrl":"10.1111/tct.70020","url":null,"abstract":"&lt;p&gt;The need to critically re-examine the professional norms we are demonstrating and teaching in medical education has gained traction in the published literature [&lt;span&gt;1&lt;/span&gt;] and beyond. At a recent medical education conference, several plenary speakers discussed various aspects of professionalism and professional norms [&lt;span&gt;2, 3&lt;/span&gt;]. These helped foster a number of more formal [&lt;span&gt;4, 5&lt;/span&gt;] and informal conversations about different meanings of the term ‘professionalism’, its implications and the ever-present collisions at the estuary of medical culture, tradition, hierarchy and power, all evolving over time.&lt;/p&gt;&lt;p&gt;Current professional norms differ from place to place but generally provide a framework or guideline for physician (and trainee!) behaviour [&lt;span&gt;6&lt;/span&gt;]. Issues arise, however, when the cultural norms on which professionalism are based do not reflect the norms and values of those working in the profession [&lt;span&gt;2-5&lt;/span&gt;]. Focussing on and connecting on shared humanity—on those aspects that we all have in common and those aspects that make us wonderfully, brilliantly unique—could provide a very broad scaffold in which each individual physician could thrive. After all, there is more that connects us than separates us—and a focus on this is (or should be) the true professionalism of the medical profession.&lt;/p&gt;&lt;p&gt;Before launching into professionalism as a whole, we can first start by considering what, exactly, ‘shared humanity’ is. It is a term growing in popularity, but the nuanced differences in its meaning can vary from setting to setting. By shared humanity, in this article, I am referring, very simply, to the human existence that binds us all. We have more in common than different—differences, I might add, which are often socially imposed and perpetuated. We are all alive, living in the same world. We breathe the same air, rest on the same ground, feel the same sun.&lt;/p&gt;&lt;p&gt;If we focus on our shared humanity, on the myriad things that connect us, this allows the (often) socially imposed boxes that separate us to fade into the background. Consider the things that typically breed separation—or ‘otherness’. Why does it matter on what side of an arbitrary line in the sand one was born, or one lived, or one lives or one works, if we are here now, in this moment, together? Why does it matter what languages one speaks, if we can understand each other? Why does it matter by what name one calls God—or if one calls to God at all? Why does it matter what shade one's skin is, or one's hair colour, or hairstyle or outwardly projected appearance in general? Does that affect whether one is kind? Understanding? Patient? Knowledgeable? Can we focus on each other as individuals, brilliant and unique, without focussing on what separates us? Yes, tribalism (connection to a group, to the exclusion of others) exists in medicine [&lt;span&gt;7&lt;/span&gt;]. Yes, there is belonging and comfort to be found amongst those with whom one perceives sim","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933689","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}