Clinical Teacher最新文献

{"title":"Intra-conference session","authors":"","doi":"10.1111/tct.13812","DOIUrl":"10.1111/tct.13812","url":null,"abstract":"<p>Linda Miller</p><p><i>Birkbeck/NHS/NHSE/NHSCEP</i></p><p>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.</p><p>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’.</p><p>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’.</p><p>Russell D'Souza<sup>1</sup>, Mary Mathew<sup>2</sup> and Vedprakash Mishra<sup>3</sup></p><p><sup>1</sup><i>Department of Education, UNESCO Chair in Bioethics, Melbourne, Australia;</i> <sup>2</sup><i>Kasturba Medical CollegeManipal Academy of Higher Education (MAHE), Manipal, Karnataka, India;</i> <sup>3</sup><i>Datta Meghe Institute of Higher Education and Research (Deemed to be University), Nagpur, Maharashtra, India</i></p><p>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}

{"title":"Keynote commentaries","authors":"","doi":"10.1111/tct.13811","DOIUrl":"10.1111/tct.13811","url":null,"abstract":"&lt;p&gt;Ahmed Hankir&lt;/p&gt;&lt;p&gt;Trigger Warning. This article does discuss suicidality.&lt;/p&gt;&lt;p&gt;I was reminded very recently how, that despite being a doctor and consultant psychiatrist, I am not ‘invincible’, that I am only human and that I am vulnerable to experiencing a ‘mental health wobble’ like everyone else. My parents live in the south of Lebanon. It has been over a year since I last saw them. The British government has been strongly advising British nationals to avoid travelling to Lebanon. But I could not ignore what my heart was saying to me. ‘You must see them Ahmed. They are vulnerable and they are getting older. They need you’.&lt;/p&gt;&lt;p&gt;The plane from London Heathrow to Beirut Airport was half empty (ordinarily it would be packed with passengers). Soon after my arrival in the capital of Lebanon, there were breaking reports that there had been an escalation in hostilities. After receiving these reports, I froze. ‘Is this it? Will there be another full-scale attack like there was back in 2006?’ I suddenly experienced a traumatic flashback of when I was a medical student in Manchester during the 2006 Lebanon War. I was a third year medical student at the time, and I had developed an episode of psychological distress that was so severe I was forced to interrupt my studies. However, debilitating though the symptoms were, the stigma was far, far worse. I will never forget that when I needed care and compassion the most, I received ridicule and rejection instead. It was the darkest period of my life and the lowest I have ever felt. If ever there was a rock bottom, this was it. In my despair and isolation, I contemplated ending that which is most precious, human life itself.&lt;/p&gt;&lt;p&gt;Memories of those dark days have not faded, and they continue to haunt me from time to time. The recent escalation of hostilities in the Middle East certainly triggered the resurfacing of traumatic memories. I was extremely fortunate to have recovered, but I was one of the lucky ones. Far too many persons—especially medical students and doctors—living with a mental health condition suffer in silence and tragically do not survive. My lived experiences with a mental health condition inspired me to embark on a mission to identify, challenge and reject mental health-related stigma in medical schools and in healthcare more broadly.&lt;/p&gt;&lt;p&gt;After working as a Foundation Doctor for 2 years and as an Academic Clinical Fellow in Old Age Psychiatry for a year, I took 3 years out of my specialist training in psychiatry to design, develop and deliver, ‘The Wounded Healer’. The Wounded Healer has been described as an innovative method of teaching that blends the power of the performing arts and storytelling with psychiatry. The Wounded Healer also traces my recovery journey from ‘impoverished, hopeless and suicidal service user with mental illness’ to ‘empowered survivor, World Health Organization Award winning doctor and consultant psychiatrist’. The main aims of The Wounded Healer are to ent","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.13811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634453","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":"Compact Communications","authors":"","doi":"10.1111/tct.13814","DOIUrl":"10.1111/tct.13814","url":null,"abstract":"&lt;p&gt;Madeleine Kannegiesser-Bailey, Jong Eun Song, Elise Randle and Marissa Willock&lt;/p&gt;&lt;p&gt;&lt;i&gt;Great Ormond Street Hospital for Children&lt;/i&gt;&lt;/p&gt;&lt;p&gt;&lt;b&gt;Context&lt;/b&gt; A healthcare career is challenging, rewarding and at the forefront of innovation. These are things young people look for when choosing a career path. Among significant workforce shortages, it is important we attract the next generation of healthcare workers who are inspired, diverse and caring for patients.&lt;sup&gt;1&lt;/sup&gt;&lt;/p&gt;&lt;p&gt;&lt;b&gt;Methods&lt;/b&gt; Great Ormond Street Hospital for Children (GOSH) quarterly offers placements on our Young Visitor Programme (YV) where 16–19-year-olds interested in a healthcare career join teams (medical, nursing and allied health) for 1–5 days as observers. Our selection process promotes equitable inclusion to ensure diversity.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Results&lt;/b&gt; Between February and October 2023, 191 YVs attended work experience at GOSH. One hundred forty-nine (78%) identified as ethnically diverse, 164 (86%) female and 26 (14%) male. We sent post placement evaluations and received 67 (35%) free-text responses. Most common responses described the enjoyment of ‘life as a doctor’, patient interaction and learning. Participants were overwhelmingly positive, 60/67 (89%) reported still being interested in a healthcare career, and 64/67 (95%) would recommend the programme.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Discussion&lt;/b&gt; Our programme has participants from diverse backgrounds and contributes to the NHS aims of widening participation. Early workplace experience provides realistic experiences that encourage young people to pursue healthcare professions. One area for improvement is to increase male applicant application and acceptance rates. Further review to identify limiting factors would be beneficial.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Conclusion&lt;/b&gt; The YVP allows young people considering a career in healthcare from diverse background to have real world experience. Our programme demonstrates high levels of positive experience and retention of career aims.&lt;/p&gt;&lt;p&gt;&lt;b&gt;Keywords:&lt;/b&gt; EDI; education; healthcare careers; placements; young persons&lt;/p&gt;&lt;p&gt;&lt;b&gt;Reference&lt;/b&gt;&lt;/p&gt;&lt;p&gt;1. Jabbal J. Young people are the future: how can recruiters encourage more of them to join the NHS workforce?. Published 14 February 2022. Accessed 20 Jan 2024. http://www.kingsfund.org.uk/blog/2022/02/young-people-how-can-recruiters-encourage-more-join-nhs&lt;/p&gt;&lt;p&gt;Samantha Robinson&lt;sup&gt;1&lt;/sup&gt;, Janesh Wijeratne&lt;sup&gt;2&lt;/sup&gt; and Rowena McCash&lt;sup&gt;2&lt;/sup&gt;&lt;/p&gt;&lt;p&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;i&gt;NHS England Workforce Training and Education &amp; Newcastle University;&lt;/i&gt; &lt;sup&gt;2&lt;/sup&gt;&lt;i&gt;NHS England Workforce Training and Education&lt;/i&gt;&lt;/p&gt;&lt;p&gt;&lt;b&gt;Background&lt;/b&gt; Our faculty provides primary care-based online education sessions for trainee advanced clinical practitioners (tACPs) and physician associate preceptees (PAps). This has worked well for our geographically diverse learners; however, it limits the ability to teach clinical and communication skills. We therefore delivered an in-person teaching day","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.13814","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634448","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: TASME at ASME 2024","authors":"Oliver Mercer","doi":"10.1111/tct.13810","DOIUrl":"https://doi.org/10.1111/tct.13810","url":null,"abstract":"<p>This year at ASM there was a great attendance by early-career educators and researchers. We at TASME were delighted to see such a great turnout. TASME contributed to many elements of the conference, including a live podcast recording and a workshop.</p><p>The various workshops at ASM are always a highlight. This year was no exception, and there was a fantastic selection of these that were designed for early career educators and researchers. TASME hosted our own workshop in partnership with DMEG from the Academy of Medical Educators, which focussed on peer coaching and developing goals for attendees' next step in their careers.</p><p>There were a whole host of workshops covering arts and humanities to technology and diversity and inclusion practice within health professions education, so we really were spoilt for choice.</p><p>We were delighted to see so much work being shared by early career educators and researchers in the oral presentations and compact communications sessions. TASME hosted its annual Teaching Innovation &amp; Excellence (TIE) prize final, which recognises talent and ingenuity displayed by those embarking on a career in medical education.</p><p>Another key element of TASME's presence at the ASM was the social event, which provided a welcoming space for networking and community-building. The wider conference also allowed for us to meet with new and existing members of TASME and the wider health professions education community.</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.13810","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641994","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":"Reflection and self-efficacy for clinical skills","authors":"Jade Lene Yong,&nbsp;Gwyndaf Roberts","doi":"10.1111/tct.13833","DOIUrl":"10.1111/tct.13833","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Clinical skills are fundamental to medical school curriculums and typically introduced within the preclinical years. In their experiential learning, students' self-efficacy, or the belief in their ability to succeed, is an important factor in influencing clinical skill mastery. Reflection is thought to affect self-efficacy; however, its exact impacts remain largely unexplored within published literature. This mixed methods study investigated whether preclinical students' engagement with reflection affected self-efficacy for clinical skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Two hundred seventy-three of the 289 preclinical medical students who were invited to participate responded to this 2022 study. We used validated questionnaires to measure engagement with reflection and perceived self-efficacy for clinical skills, conducting hierarchical multiple linear regression for analysis. Thirteen students participated in semi-structured interviews and focus groups, which were analysed via thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>While statistical analysis showed no significant effects of engaging with reflection on clinical skill self-efficacy, thematic analysis suggested that students perceived the opposite. The themes through which reflection affected self-efficacy were by ‘evaluation of performances’ against expected outcomes, ‘familiarisation and understanding of skills’, by ‘transforming personal mindsets’ and allowing students to ‘connect to their emotions’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study suggests that engaging with reflection can positively or negatively affect self-efficacy for clinical skills, depending on students' attitudes towards reflective practice. Solely engaging with reflection is insufficient to alter self-efficacy beliefs and should be considered alongside personal factors including the individual's mindset and perceived need for reflection. The medical educator's role in facilitating reflection is important, enabling students to reap the benefits of this practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11663727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634479","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 ‘spray on’ professional development: Enhancing supervision in a tertiary teaching hospital","authors":"Tim Clement,&nbsp;Jayne Lysk,&nbsp;Brett Vaughan,&nbsp;Rachel Zordan,&nbsp;Jade Murphy,&nbsp;Justin Tse,&nbsp;Fiona McKinnon,&nbsp;Elizabeth Molloy","doi":"10.1111/tct.13838","DOIUrl":"10.1111/tct.13838","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Short ‘programmes’ of professional development can have limited impact on clinical supervisors' practices. This paper reports on an innovative programme of professional development, implemented in a tertiary teaching hospital, that was designed to build clinical supervision capacity, improve the educational practice of frontline clinical supervisors and cultivate future educational leaders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The programme was a partnership venture between St. Vincent's Hospital Melbourne and the University of Melbourne. It has a three-tiered tapered design: a foundational self-paced online course; online, interprofessional learning communities; and a <i>Graduate Certificate in Clinical Education</i>. Participants progressed from one tier to the next, with the largest number of employees participating in the primary tier (<i>N</i> = 112).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We adopted a utilisation-focused approach to evaluation, collecting multiple data sets across the tiers. Participants reported greater consciousness of their teaching practices, made changes to their practice, and the interprofessional learning communities allowed better integration of practical knowledge with the formal knowledge from the foundational course. Systemic outcomes included the creation of informal educator networks and the diffusion of ideas and practices within the hospital.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Managers and clinical education leaders at the hospital concluded that funding this programme of professional development provided significant benefits, with a high return on investment, which may be transferable to other health care settings that place value on clinical education. For the outcomes to be sustainable, an ongoing programme of professional development needs to be built into the institution's fabric so that the resultant supervisory practices become strongly embedded in the organisational culture.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607590","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 case-based learning to teach evidence-based practice: A pilot study","authors":"Aleah S. Brock","doi":"10.1111/tct.13842","DOIUrl":"10.1111/tct.13842","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The American Speech–Language–Hearing Association (ASHA) promotes the use of evidence-based practice (EBP) in the provision of clinical services by speech–language pathologists (SLPs). Therefore, training in the EBP process is vital in the education of future SLPs. Case-based learning (CBL) has been found effective in facilitating transfer of knowledge and skills in various fields; however, its utilisation to teach EBP to SLP students is understudied.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This phenomenological investigation explores the use of CBL, an active learning strategy that gives students the opportunity to practice application of knowledge to realistic scenarios, to teach EBP to graduate SLP students. Graduate SLP students worked in small groups to complete an article review activity centred around an assigned hypothetical clinical case. Students submitted article review papers and written reflections on their learning process. The written reflections and review papers were analysed using qualitative content analysis to understand students' approach to clinical cases and their perspectives on the CBL approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of the papers and reflections indicated that students tended to rely heavily on scientific evidence for clinical decision making, often to the exclusion of clinical expertise or client perspectives. Students reported that the project was applicable to their future clinical practice. Further, they reported learning from multiple sources, including the instructor, class discussion and their peers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Results indicate that graduate SLP students found CBL activities beneficial for learning the principles of EBP. Students specifically indicated an appreciation for the realistic nature of the activities. Future applications are examined.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592173","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":"A systematic review of virtual elective programmes for medical students","authors":"Luke McCarron,&nbsp;Nihal Sogandji,&nbsp;Luke Coakham,&nbsp;Lun Zhu,&nbsp;Yuhui Zhou,&nbsp;Edward Lau,&nbsp;James N. Smith,&nbsp;Anmol Arora,&nbsp;Charlotte Tulinius","doi":"10.1111/tct.13841","DOIUrl":"10.1111/tct.13841","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical electives are a compulsory part of many medical courses, enabling students to gain exposure to foreign health systems. The COVID-19 pandemic led to a surge in the development in virtual elective programmes, for which there had been a sparse evidence base. This is the first systematic review assessing the implementation, advantages and disadvantages of virtual elective programmes for medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The systematic review was conducted in accordance with PRISMA guidelines. Databases were searched, capturing results from the past 10 years for original evaluations of electives where medical students engaged in a fully virtual programme with another institution, with no restrictions on location. Descriptive, quantitative and qualitative data were extracted by two independent reviewers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fourteen articles were included for review. All the articles were published between 2020 and 2023. All studies were conducted in the United States of America. The average length of the virtual electives in the studies was 3 weeks, and a variety of teaching formats including virtual clinics, seminars and one-on-one meetings were implemented. Logistical considerations and challenges in delivering virtual electives included the variability in students' learning styles, reduction in patient interactions and technological challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Most included studies derived that these virtual electives would play a role in the future, possibly replacing in-person electives. Positive attributes of virtual electives included increasing diversity of social backgrounds, high student satisfaction and interest and reducing harms to the environment. However, further research is required to thoroughly evaluate the efficacy of virtual electives in medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11663723/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592115","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":"Exploring clinician perspectives of systems-based practice: A physician training challenge","authors":"Ami L. DeWaters,&nbsp;Somalee Banerjee,&nbsp;James Bruce,&nbsp;Rob Cooney,&nbsp;Halle B. Ellison,&nbsp;Paul Haidet,&nbsp;Lindsay Mazotti,&nbsp;James B. Reilly,&nbsp;Jed D. Gonzalo","doi":"10.1111/tct.13840","DOIUrl":"10.1111/tct.13840","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Systems-based practice (SBP) has been a competency in US graduate medical education for over 20 years, but it is not well implemented. SBP is loosely defined as physician's responsiveness to the larger system of healthcare. The aim of this study was to describe healthcare professionals' perspectives regarding: (1) their knowledge and beliefs about SBP and (2) their beliefs regarding factors in clinical learning environments (CLE) that facilitate or hinder operationalisation and learning of SBP.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted between November 2020 and April 2021 with 42 individuals from four health systems. Participants were healthcare professionals involved in graduate medical education, including physicians and interprofessional clinicians (e.g., nursing staff). Interviews were transcribed and coded using a social constructivist, codebook thematic analysis approach and themes were agreed upon through discussion amongst the research team.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five themes were constructed: (1) SBP remains a challenge to define, (2) SBP may be intuitively understood, particularly when framed at the microsystem level, (3) SBP aligns with the Health Systems Science framework, (4) SBP learning must be intentionally integrated into the CLE, through training such as onboarding and (5) multidisciplinary settings and work processes are critical to engage in SBP. Workload compression is a barrier to SBP implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Healthcare professionals highlighted that current CLEs are not designed to prioritise SBP. Graduate medical education programmes may benefit from focusing systems content at the microsystem level and purposefully integrating onboarding procedures, clinical settings and rotations specifically designed to teach SBP into their residencies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11663731/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592170","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}