Clinical Teacher最新文献

{"title":"Why Respect for Learner Autonomy Is an Ethical Priority","authors":"Adam Neufeld,&nbsp;Aliya Kassam","doi":"10.1111/tct.70062","DOIUrl":"https://doi.org/10.1111/tct.70062","url":null,"abstract":"<div>\u0000 \u0000 <p>Learner autonomy is essential in medical education, not just as an educational goal but as an ethical priority. Drawing on self-determination theory (SDT), this <i>Viewpoint</i> differentiates autonomy from independence and emphasizes the need for autonomy support throughout medical training. We explore the ethical imperative of supporting autonomy in medical learners, why current educational models are often inadequate and how educators can adopt practices that respect learner autonomy. The paper concludes with a call for structural changes in medical education, to better align with evidence-based approaches that foster motivation, professional development and ultimately well-being.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571234","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 Kitchen: Transdisciplinary Clinical Skills Training","authors":"Jakub L. Radzikowski,&nbsp;Natasha Houghton,&nbsp;C. Sofia Chacon,&nbsp;Oliver Armstrong-Scott,&nbsp;Jozef Youssef,&nbsp;Alan C. Spivey,&nbsp;Aynkaran Dharmarajah,&nbsp;Roger Kneebone","doi":"10.1111/tct.70065","DOIUrl":"https://doi.org/10.1111/tct.70065","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical Kitchen is an innovative transdisciplinary simulation aimed at helping 2nd-year medical students at Imperial College London transition from declarative to procedural knowledge acquisition and prepare them for learning clinical skills, grounded in established psychomotor skills development theories, including Kovacs' definitions and the Fitts and Posner's model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>It employs a transdisciplinary simulation approach that blends professional gastronomy with medical training. Designed initially in response to the 2020 Covid-19 pandemic, the course offers a scalable and replicable model that includes mechanisms for peer feedback and reflective exercises.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The responses for these exercises were analysed thematically to gauge the course's effectiveness. Findings suggest that the Medical Kitchen succeeds in creating a low-stakes, safe learning environment that not only enhances practical skill learning but also emphasises the crucial non-technical skills needed in medical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The Medical Kitchen represents a forward-thinking strategy for medical educators seeking to improve procedural skill training, warranting further research into the long-term impacts of the course on student outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571236","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":"Becoming a Sexual Assault Nurse Examiner","authors":"Marivic B. Torregosa,&nbsp;Maria Del Rosario Benavides","doi":"10.1111/tct.70059","DOIUrl":"https://doi.org/10.1111/tct.70059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>There is a shortage of sexual assault nurse examiners (SANEs) across the United States, especially in medically underserved communities. The purpose of this study was to describe the lived experiences of nurses on their journey before and after becoming a SANE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>A qualitative descriptive research design was used in this study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A semistructured interview was conducted among 10 nurses who completed SANE training from a medically underserved community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Perceptions of being valued and supported and programme rigour influenced trainees' commitment to complete the SANE programme. Misconceptions about the role changed as trainees were immersed in the training. Being isolated and underutilized from the health care delivery system and the broader medico-legal system were faced by SANEs after completing SANE training. Continuous use of telemedicine, continued funding for SANE training and greater emphasis on the legal aspect of the role during training are recommended by SANEs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Trainees' experiences during SANE training influence programme retention and completion. To fully build the capacity of SANEs in the community, an infrastructure and a system must be developed to embrace and integrate new SANEs into the broader medico-legal system so they can perform in the role they are trained for.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The study's findings have implications for policies in compelling medico-legal and political systems to help build SANE capacity in the community, especially in medically underserved regions. Likewise, continuous input and involvement of trainees in the training implementation are critical to SANE programme retention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Impact</h3>\u0000 \u0000 <p>This study provides some of the lessons learned in the training and education of nurses to become SANEs, which could be helpful to clinical educators wanting to establish a SANE programme, as well as factors that can lead to the decline of SANE capacity after so much investment has been made to it.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571195","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 Clinical Teacher's Toolbox: 3D Printing in Medical Education","authors":"Oliver Edward Burton,&nbsp;Aqua Asif,&nbsp;Ryan Beazley,&nbsp;Cherry Choudhary,&nbsp;Stasa Tumpa,&nbsp;Brandon G. Smith","doi":"10.1111/tct.70060","DOIUrl":"https://doi.org/10.1111/tct.70060","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571235","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":"When They Say … ‘Beware of the Young Doctor’","authors":"Ki Sum Samson Wong","doi":"10.1111/tct.70064","DOIUrl":"https://doi.org/10.1111/tct.70064","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554908","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 Clinical Teacher's Viewpoint From Classroom to Clinic: Supporting Widening Participation Students Across the Continuum of Medical Education","authors":"Ashley V. Simpson,&nbsp;Nana Sartania,&nbsp;Enam-ul Haque,&nbsp;Andrew Toby Merriman","doi":"10.1111/tct.70044","DOIUrl":"https://doi.org/10.1111/tct.70044","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554782","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":"Breaking Away From Breaking Bad News: Rethinking the Doctor–Patient Interaction","authors":"Mark Anderson,&nbsp;Jasneek Chawla","doi":"10.1111/tct.70045","DOIUrl":"https://doi.org/10.1111/tct.70045","url":null,"abstract":"<div>\u0000 \u0000 <p>Effective communication is a critical skill for physicians, taught from the early stages of medical training. Breaking bad news is perhaps one of the most challenging aspects of medical communication. Parents of children with genetic syndromes often have a more complex and nuanced view of their children's lives, beyond the simplicity which a ‘breaking bad news’ framework allows. Shifting towards open, unbiased conversations can empower patients and enhance the doctor–patient relationship, acknowledging the complexity of individual experiences and perspectives.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554781","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":"Student Poster Conferences as a Formative, Authentic, Inclusive and Sustainable Assessment Practice","authors":"Danica Sims,&nbsp;Catherine Swales,&nbsp;Debbie Aitken","doi":"10.1111/tct.70050","DOIUrl":"https://doi.org/10.1111/tct.70050","url":null,"abstract":"<p>Innovative assessment for learning is an important part of professional medical and health professions education programmes. We propose that student poster conferences are a formative, authentic, inclusive and sustainable assessment practice that has the potential to support research competency development and professional identity formation. Of primary importance, the poster conference is a safe-to-fail formative experiential learning opportunity, with opportunities for feedback from peers and key stakeholders. It is a form of authentic assessment that replicates a ‘real world’ conference experience and aspects of public scholarship and peer review. Inclusivity is possible through the flexibility, diversity and potential multimodality of the poster and presentation formats. Furthermore, by opening up the event to other students, staff and health professionals, it is inclusive, while simultaneously including students into the larger Communities of Practice through legitimate peripheral participation. Lastly, it is a sustainable form of assessment as it equips students for future research practices and dissemination. As a relatively low-cost assessment practice, compatible with online formats too, poster conferences are a widely applicable assessment method across contexts, disciplines and study levels.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143535957","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":"Cultivating the Art of Metacognitive Reflection in Medical Education","authors":"Jerusalem Merkebu,&nbsp;Stewart Mennin,&nbsp;Steven J. Durning,&nbsp;Anita Samuel","doi":"10.1111/tct.70043","DOIUrl":"https://doi.org/10.1111/tct.70043","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143530144","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":"Using Play-Dough to Enhance Neuroanatomy Learning and Mitigate Student Stress","authors":"Muhammad Ramish Irfan,&nbsp;Fesih Muhammad Waseem,&nbsp;Tatheer Zahra,&nbsp;Afrose Liaquat","doi":"10.1111/tct.70052","DOIUrl":"https://doi.org/10.1111/tct.70052","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the face of challenging anatomy and rigidly designed medical school schedules, student learning and well-being is under threat. It is high time to tap into innovative strategies like clay-based learning (CBL) to counter financial or infrastructural limitations in order to improve student experiences with learning neuroanatomy and simultaneously offer a therapeutic outlet.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We followed a two-phased approach starting with conception to execution. Session components were defined, and the activity was carried out in pairs. Students used play-dough and simple tools to construct a model of the brainstem, selected due to its structural and relational complexity. A reflective assessment task was also included as part of the session to meta-physically engage the students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Students shared detailed feedback about the session and also participated in a formative MCQ-based test. These were analysed quantitatively and qualitatively under our multifaceted approach to evaluation allowing us to explore the value of CBL beyond its role as an active learning tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Student experiences have far-reaching consequences that potentially impact not only their learning but also mental well-being. Attempts to rectify or improve them should be undertaken thoughtfully to ensure that intended aims are being accomplished adequately. CBL is a strategic tool that can repair student engagement with challenging subjects like neuroanatomy especially when incorporated in ways that account for student perspectives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143530143","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}