Clinical Teacher最新文献

{"title":"Prioritising Competencies in Clinician Educator Training in Residency Programmes","authors":"Bani M. Ratan,&nbsp;Nital P. Appelbaum,&nbsp;Peter J. Boedeker,&nbsp;Sara G. McNeil,&nbsp;Robert C. Hausmann,&nbsp;Teri L. Turner","doi":"10.1111/tct.13848","DOIUrl":"10.1111/tct.13848","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Although Clinician Educator Tracks (CETs) have been developed for postgraduate trainees, more clarity is needed regarding which competencies are most relevant to resident and fellow physicians (housestaff) seeking to become Clinician Educators (CEs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used the Clinician Educator Milestones, an established framework for competencies at the faculty level, to perform a targeted needs assessment at a large academic institution from April–May 2023. Educational leaders in undergraduate (UME), graduate (GME) and senior medical education (SME) leadership roles were asked to prioritise the Clinician Educator Milestones subcompetencies for a 1-year track. Descriptive statistics and logistic regression analysis were performed; text comments underwent content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 285 leaders, 118 (41%) completed the survey. The average length in educational leadership was 6.9 ± 5.6 years, with 33% having formal education training, 23% representing surgical specialities and 17% in SME roles. The subcompetencies of learner assessment and feedback were prioritised highest (86%), while change management was prioritised lowest (23%). Respondents in SME roles compared to UME and GME roles or those in educational leadership ≥ 6 years compared to &lt; 6 years prioritised professionalism. Respondents without formal education training prioritised medical education scholarship more often than those with training. Surgical respondents more often prioritised administrative skills than nonsurgical respondents. Open-ended comments were generally positive towards a CET for housestaff, suggesting a hybrid format with flexible scheduling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Teaching-oriented subcompetencies were highly prioritised for a CET targeted at housestaff. The prioritisation choices offer guidance for a CE's progression through the subcompetencies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142879038","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":"“I Say I'm Kind of Out”: An Insider Qualitative Study of Queer Medical Students","authors":"Cate Goldwater Breheny,&nbsp;Dominic Lee,&nbsp;Daniel Ly,&nbsp;Holly Oliver,&nbsp;Anbreen Bi,&nbsp;Stephanie Bull","doi":"10.1111/tct.13847","DOIUrl":"10.1111/tct.13847","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>United Kingdom Queer medical students' experiences have only been explored in depth in one previous study, despite longstanding calls to address National Health Service queerphobia. The study aims to combine our participants' data with personal insights from the Queer medical student research team to both record Queer medical students' experiences and provide practical actions that can promote support, inclusivity and celebration for Queer medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Individual semi-structured interviews were conducted with 12 participants across three medical schools in England and Scotland. Inductive thematic analysis was conducted. Insider insights were combined with analysis to generate practical advice for educators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <div>Participants had a broad range of Queer identities, including non-binary, bisexual and asexual identities. Four themes were identified, as well as a table of practical advice:\u0000\u0000 <ol>\u0000 \u0000 <li>Developing a unified Queer medical student identity: the cognitive and emotional process of aligning Queer and medical student identities;</li>\u0000 \u0000 <li>A culture of discrimination: actions occurring at cultural, system and individual levels that result in negative queerphobic experiences;</li>\u0000 \u0000 <li>A counterculture of support: representation and support provided by Queer faculty and doctors and Queer friends, and in curriculum material;</li>\u0000 \u0000 <li>Belonging and not belonging: thoughts and feelings of acceptance and value within academic, clinical and social environments.</li>\u0000 </ol>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Queer medical students continue to experience discrimination despite calls for change. We suggest a deeper cultural reimagination of belonging as a Queer medical student, alongside practical support from educators to create this, is needed to improve Queer medical students' experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11663728/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142879016","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":"Internal Medicine Student Chief Elective","authors":"Jessica R. Newman,&nbsp;Michael Rouse,&nbsp;Gage Davies,&nbsp;Roshan Bisarya,&nbsp;Emma Nguyen,&nbsp;Jennifer Fink","doi":"10.1111/tct.13851","DOIUrl":"10.1111/tct.13851","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>With increasing patient care responsibilities, administrative work and education demands, physicians may find it challenging to provide high-quality and engaging clinical education to third-year medical students on clerkships. Fourth-year students in the role of near-peer teachers can help fill this role, but they often also have competing responsibilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A 4-week Internal Medicine Student Chief (Student Chief) elective was created, designed such that fourth-year students would apply for dedicated time to serve as student leaders, coaches and educators for the third-year students on the Internal Medicine clerkship. They were provided an asynchronous medical education curriculum and conducted their own Medicine subject exam reviews, case conferences and feedback sessions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Course evaluations by clerkship students did not detect a significant difference between the “quality” of the Internal Medicine clerkship and the “amount of formative feedback” from pre−post Student Chief elective introduction. Clerkship students' feedback regarding their interactions with and the ratings of the Student Chief, however, were excellent. Evaluations by the Student Chief suggested that the course provided rich opportunities for students interested in medical education to learn and practice skills in teaching, mentoring and coaching of Internal Medicine clerkship students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Given overwhelmingly positive feedback, the Student Chief elective has continued. Student Chief responsibilities evolved based on feedback, and the Student Chiefs themselves develop their own learning goals for their experience. Future studies could include a more longitudinal evaluation of the program, expanding the scope of the Student Chief experience to other specialties and publication of an implementation toolkit.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142879031","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 Cost of On-Call Practice for Tomorrow's Doctors","authors":"Niharika Nalagatla,&nbsp;Victoria Sobolewska,&nbsp;Valerie Rae","doi":"10.1111/tct.70002","DOIUrl":"10.1111/tct.70002","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877811","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 Family Anesthesia Experience (FAX): Implementing a Social Support–Focused Wellness Programme Across Multiple Residency Programmes","authors":"Susan M. Martinelli,&nbsp;Thanh N. Tran,&nbsp;Courtney Canter,&nbsp;Robert S. Isaak,&nbsp;Farzana Afroze,&nbsp;Teresa A. Mulaikal,&nbsp;Beth Ladlie,&nbsp;Ankit Jain,&nbsp;Chelsea Willie,&nbsp;David L. Stahl,&nbsp;Erin Blanchard,&nbsp;Lara Zisblatt,&nbsp;Amie L. Hoefnagel,&nbsp;Julie M. Marshall,&nbsp;Stephen Collins,&nbsp;Ryan J. Keneally,&nbsp;Timothy W. Martin,&nbsp;Fei Chen","doi":"10.1111/tct.13853","DOIUrl":"10.1111/tct.13853","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Lack of social support negatively impacts medical trainees' wellness. Programmes to educate medical trainees and their support persons (SPs) have been developed to improve resident wellness, but implementation of these programmes at other institutions remains unclear. We aimed to demonstrate the feasibility of implementing the Family Anesthesia Experience (FAX) programme across multiple institutions and to assess the programme's utility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>FAX includes didactics on wellness, burnout, substance use disorder and institutional resources; a panel of senior residents and their SPs; and small-group simulations of airway management, common procedures and a high-fidelity intraoperative code. We assessed the programme qualitatively using semistructured interviews of 20 first year anaesthesiology residents and 20 SPs. Data analysis was performed via a content analysis approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twelve anaesthesiology programmes of varying size and geographic locations implemented FAX with minor adaptations. Minimal direct costs were incurred for the virtual programme. Participants enjoyed the event overall. Content analysis showed that FAX improved SPs' understanding of residency and communication between SPs and residents, had minimal impact on SPs' stress, reduced residents' interpersonal stress with SPs and modified perceptions on wellness and burnout. We developed a conceptual model in which we propose SPs' understanding and empathy for their residents would improve through FAX, which may improve communication with and support for residents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We demonstrated that FAX can be implemented at varying anaesthesiology residency programmes. Family-oriented educational events like FAX may be an effective approach to improve SPs' understanding of a resident's role, thereby increasing social support for residents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877814","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":"Trainee Autonomy and Supervision in the Inpatient Clinical Learning Environment","authors":"Stephanie M. Conner,&nbsp;Nancy Choi,&nbsp;Jessica Fuller,&nbsp;Sneha Daya,&nbsp;Peter Barish,&nbsp;Stephanie Rennke,&nbsp;James D. Harrison,&nbsp;Sirisha Narayana","doi":"10.1111/tct.13844","DOIUrl":"10.1111/tct.13844","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Balancing autonomy and supervision during medical residency is important for trainee development while ensuring patient safety. In the increasingly complex inpatient clinical learning environment, tension exists when this balance is skewed. In this study, we aimed to understand current and ideal states of autonomy and supervision and then describe factors that contribute to imbalance from both trainee and attending perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sequential mixed-methods design included surveys and focus groups of trainees and attendings at three institutionally affiliated hospitals between May 2019 and June 2020. Survey responses were compared using <i>t</i>-tests, chi-square tests or Fisher's exact tests. Open-ended survey and focus group data were analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Survey response rate was 42% (76/182) for trainees and 49% (101/208) for attendings. Fourteen trainees and 32 attendings participated in 14 focus groups. Trainees perceived current culture to be significantly more autonomous than attendings; both groups described ‘ideal’ culture as more autonomous than current state. Focus group analysis revealed five core contributors to the balance of autonomy and supervision: attending, trainee, patient, interpersonal and institutional. These factors were found to be complex and interactive and require frequent adjustment to avoid tension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Trainees and attendings agree that resident autonomy should be prioritized more than it currently is. Attendings, trainees and patients contribute to a complex dynamic between autonomy and supervision, further impacted by both interpersonal and institutional factors, in the inpatient clinical learning environment. Capturing complex interactions between individual factors that impact this dynamic is critical to understanding and optimization by both trainees and attending.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878398","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":"Oral Presentations","authors":"","doi":"10.1111/tct.13813","DOIUrl":"10.1111/tct.13813","url":null,"abstract":"&lt;p&gt;Jessica Sinyor and Lindsay Muscroft&lt;/p&gt;&lt;p&gt;&lt;i&gt;Warwick Medical School&lt;/i&gt;&lt;/p&gt;&lt;p&gt;&lt;b&gt;Background&lt;/b&gt; Previous literature has investigated the experiences of the growing number of non-science graduates studying graduate-entry medicine.&lt;sup&gt;1,2&lt;/sup&gt; However, there is little published on what motivates this cohort to apply to medical school and obstacles to entry they encounter.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Aims&lt;/b&gt; The aim of this study is to explore non-science graduates' motivations for studying medicine and their perceived barriers to entry, with the overarching aim of maximising this cohort's potential as future doctors by supporting their recruitment.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Methods&lt;/b&gt; A total of 12 students were recruited from four cohorts on the MBChB programme at Warwick Medical School for individual semi-structured interviews. The data then underwent descriptive thematic analysis.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Results&lt;/b&gt; Overarching data themes for participants' motivations were as follows: educational, professional and personal factors. These were divided into sub-themes: Educational factors were categorised according to whether they occurred at school, university or post-graduation. Under professional factors, sub-themes were as follows: job satisfaction and stability and transferability of existing skills/experience. Personal factors included changing direction during the COVID-19 pandemic and experiences as a patient/family member of a patient. Participants reported several barriers to entry including: demanding entrance tests and stringent eligibility requirements, lack of awareness about programmes accepting non-science graduates, academic anxieties and a fear of falling behind in ‘life stages’ having invested time in an unrelated career.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Conclusion&lt;/b&gt; Non-science graduates describe different reasons to study medicine than those previously given by undergraduate students.&lt;sup&gt;3&lt;/sup&gt; There are specific obstacles to entry into medical school for this cohort. Educators should consider how to address barriers that particularly affect non-science applicants to better support this cohort to reach medical school.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Keywords&lt;/b&gt; admissions; education; medical; motivations; non-science&lt;/p&gt;&lt;p&gt;&lt;b&gt;References&lt;/b&gt;&lt;/p&gt;&lt;p&gt;1. Lam JTH, Hanson MD, Martimianakis MAT. Exploring the socialisation experiences of medical students from social science and humanities backgrounds. Acad Med 2020;95(3):401–10. https://doi.org/10.1097/ACM.0000000000002901&lt;/p&gt;&lt;p&gt;2. Rapport F, Jones GF, Favell S, Bailey J, Gray L, Manning A, Sellars P, Taylor J, Byrne A, Evans A, Cowell C, Rees S, Williams R What influences student experience of graduate entry medicine? Qualitative findings from Swansea School of Medicine. Med Teach 2009;31(12):e580–5. https://doi.org/10.3109/01421590903193570&lt;/p&gt;&lt;p&gt;3. Wouters A, Isik U, Ter Wee MM, Croiset G, Kusurkar RA. Motivation and academic performance of medical students from ethnic minorities and majority: a comparative study. BMC Med Educ 2017;17(1):233. https://doi.org/10.118","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634447","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":"Maximising potential in health professions education","authors":"Gabrielle M. Finn,&nbsp;Hannah Gillespie","doi":"10.1111/tct.13808","DOIUrl":"10.1111/tct.13808","url":null,"abstract":"&lt;p&gt;In this editorial, we reflect on the successes and lessons learned from ASM 2024 to highlight opportunities to maximise potential for learners, researchers and teachers in health professions education. We draw on lessons learned from our Gold Medal Winner, Dr. Kevin Eva, and share our reflections on our delegates feedback, synthesised in our ‘ASME Weather Forecast’. Finally, we share what we think maximising potential is—and how this supplement can help you maximise yours.&lt;/p&gt;&lt;p&gt;Each year, Association for the Study of Medical Education (ASME) members are encouraged to nominate a highly experienced scholar who has made outstanding national/international contributions to medical education research, innovation, evaluation or practitioner inquiry for the ASME Gold Medal Award. First awarded in 2007, our Gold Medal Winners are a collection of leading scholars who have made outstanding contributions to the field.&lt;/p&gt;&lt;p&gt;This year, the ASME Gold Medal was awarded to Professor Kevin Eva, Professor and Director of Educational Research and Scholarship in the Department of Medicine at the University of British Columbia, and Editor in Chief of Medical Education.&lt;/p&gt;&lt;p&gt;Through his Keynote, Figure 1, Professor Eva encouraged us to think about the perils of simple evaluations for complex educational innovations. He warned delegates that there is no such thing as an ‘educational pill’—even the best innovations, with clear guidelines for implementation—can be taken, as directed, into a new place (or for a new individual) to produce known or quantifiable effects. What happens with our educational innovations is much more complex—it depends on the contexts in which we implement them, the people who are involved and the way in which our innovations are used and adapted for use by each individual.&lt;/p&gt;&lt;p&gt;He encouraged us to think beyond an evaluation—and instead, seek to richly describe our interventions and do seek to understand why they might work the way they do. This understanding will help us learn more about the innovation and the complex environment in which it is implemented—which will help us maximise the potential of our innovations and, in turn, our learners.&lt;/p&gt;&lt;p&gt;One attendee told us that the presentation was ‘a thought-provoking, inspiring, and enlightening reality into the future of health professional education research.’ Delivered with Kevin's usual style and elegance, ‘his personal reflections highlighted his humility and commitment to fostering collaboration within our diverse, interdisciplinary community. His vision for transforming the culture of professional practice to enhance the adaptability of education protocols was particularly impactful.’&lt;/p&gt;&lt;p&gt;As we wrapped up ASM 2024, the team from the papers podcast helped us construct our own ASME Weather Forecast, created with feedback from our delegates, Figure 2. Our weather forecast included some sun, some rain and some lightening storms. This might be fairly similar to the actual weather foreca","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634473","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":"Intra-conference session","authors":"","doi":"10.1111/tct.13812","DOIUrl":"10.1111/tct.13812","url":null,"abstract":"&lt;p&gt;Linda Miller&lt;/p&gt;&lt;p&gt;&lt;i&gt;Birkbeck/NHS/NHSE/NHSCEP&lt;/i&gt;&lt;/p&gt;&lt;p&gt;The ‘health and wellbeing of staff [is] arguably the single most important entity in the sustainable delivery of healthcare’ (Nicol, 2018). A creative, entrepreneurial mindset particularly applied to the wicked problems of inequity can help prevent burnout and maintain engagement. The NHS Clinical Entrepreneurship Programme (NHSCEP) has retained many clinicians who would otherwise have left the NHS. Examples from students, trainees and clinicians on the programme, and teaching examples, that tackle inequity will be shared.&lt;/p&gt;&lt;p&gt;This workshop engages participants in a creative process to consider their educational role, internal bias, health equity and differential attainment. Fulfilling the new GMC Duties of a Doctor (2024) call to review ‘how your life experience, culture and beliefs influence your interactions with others and may impact on the decisions you make and the care you provide’ and your teaching. It will meet the requirement to contribute ‘to discussions and decisions about improving the quality of services and outcomes … taking steps to address problems and carrying out further training where necessary’.&lt;/p&gt;&lt;p&gt;The arts and humanities hold the potential to support the GMC changes, to enhance self-awareness of intrinsic bias and to proactively address social determinants of health, equity and patient-centredness. This is important in medical education and leadership roles (e.g., ASME, NHSE [appraisers] or Royal Colleges). Given their pivotal role, medical educators and preceptors must look critically at organisational and personal biases. The legal imperative ‘you must’ take account of ‘… history, including i. symptoms ii. relevant psychological, spiritual, social, economic, and cultural factors iii. the patient's views, needs, and values’. Describes a compassionate ‘mature’ care ethic ‘beyond the strictly medical’. The 10-year Marmot review (Marmot, 2020) identified that ‘Improvements to life expectancy have stalled and declined for women in the most deprived 10% of areas’ and ‘the health gap has grown between wealthy and deprived areas’.&lt;/p&gt;&lt;p&gt;Russell D'Souza&lt;sup&gt;1&lt;/sup&gt;, Mary Mathew&lt;sup&gt;2&lt;/sup&gt; and Vedprakash Mishra&lt;sup&gt;3&lt;/sup&gt;&lt;/p&gt;&lt;p&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;i&gt;Department of Education, UNESCO Chair in Bioethics, Melbourne, Australia;&lt;/i&gt; &lt;sup&gt;2&lt;/sup&gt;&lt;i&gt;Kasturba Medical CollegeManipal Academy of Higher Education (MAHE), Manipal, Karnataka, India;&lt;/i&gt; &lt;sup&gt;3&lt;/sup&gt;&lt;i&gt;Datta Meghe Institute of Higher Education and Research (Deemed to be University), Nagpur, Maharashtra, India&lt;/i&gt;&lt;/p&gt;&lt;p&gt;In today's rapidly evolving healthcare landscape, the need for a strong foundation in bioethics has become increasingly crucial. The UNESCO Chair in Bioethics presents the ‘3T Paradigm in Bioethics Education: Teach, Train, and Transfer’ workshop, a pioneering initiative designed to fortify the capabilities of educators in the medical and health sectors. This workshop addresses a critical gap in medical educat","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634502","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":"Reflections from our career group: JASME at ASME 2024","authors":"Julia Alsop","doi":"10.1111/tct.13809","DOIUrl":"https://doi.org/10.1111/tct.13809","url":null,"abstract":"<p>ASME ASM 2024 provided a wonderful opportunity for early-career students and doctors to engage with the medical education community and to get involved. The Junior Association for the Study of Medical Education (JASME) committee, was particularly pleased to see so many medical students and foundation year doctors attending. There were a great number of students and doctors early in their careers giving presentations on work they had done in medical education. It is very exciting to see how many students and foundation doctors are enthusiastic about pursuing careers that involve engaging with medical education. The conference gave a valuable opportunity for students and first year doctors to be able to listen to and interact directly with some of the biggest names in medical education.</p><p>The ASM also had a fantastic group of medical student volunteers, many of whom were attending their first ever conference. They helped ASM run smoothly and really contributed to the positive experience of delegates. It also allowed students to learn a bit about how conferences work and hopefully has inspired them to submit abstracts in the future to ASME conferences.</p><p>We were also lucky to have a couple of members of the JASME committee presenting on a topic pertaining to previous JASME work. We felt it was very important to be able to share all the work that JASME has been doing to support students and foundation doctors in the early stages of their medical education careers.</p><p>On the first day of the conference, we held a joint social event between delegates from JASME and Trainees in the Association for the Study of Medical Education (TASME) at a venue local to the conference centre. This was a lovely opportunity for students and resident doctors to network, connect and discuss the conference. This also gave us the opportunity to reach out to attendees who were less familiar with the work of JASME and encourage them to get involved—whether it be acting as a JASME local rep for their medical school, attending our upcoming conference, taking part in our Training in Teaching course, joining the JASME Committee or applying for one of our JASME prizes. We really hope that our presence at the ASME ASM 2024 will continue to inspire people to get involved.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 S2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13809","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641958","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}