Clinical Teacher最新文献

{"title":"Engaging Clinical Learners Asynchronously With Social Annotation for Case-Based Discussions","authors":"Dylan T. Adamson,&nbsp;Sandra Kavalukas,&nbsp;M. Ann Shaw,&nbsp;Laura A. Weingartner","doi":"10.1111/tct.70032","DOIUrl":"https://doi.org/10.1111/tct.70032","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical educators are often challenged to sustain learner engagement beyond the clinical learning environment. A social annotation platform is an instructional tool typically used in bachelor's-level and other nonmedical instructional settings to facilitate asynchronous discussions for reading assignments. This work aimed to promote asynchronous engagement among clinical learners by adapting a social annotation platform for case-based learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We piloted a social annotation platform in a 4-week surgical residency preparatory course with fourth-year medical students. We designed four longitudinal clinical cases representing common scenarios that surgical interns may encounter. Students discussed each case section asynchronously on the platform by annotating case content and replying to peer discussion comments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>We measured engagement through activity on the platform and collected student perceptions through a postcourse evaluation survey. Nine students completed the residency preparatory course over 4 weeks in 2023. Engagement was high, with 95% of reading assignments completed. On average, students submitted nine discussion comments per assignment (three required) and spent 62 active minutes discussing each case section. Students engaged more overall with nonclinical topics. All students completed the postcourse survey and indicated that the platform was easy to navigate. Students appreciated being able to see peers' line of thinking through the case and reported feeling engaged with other students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implication</h3>\u0000 \u0000 <p>A social annotation platform may offer an effective tool for engaging clinical students asynchronously. This platform can be used in clinical education to provide instructional flexibility for faculty while helping students feel engaged with their peers and clinical curriculum.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389357","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":"Correction to “Oral Presentations”","authors":"","doi":"10.1111/tct.70036","DOIUrl":"https://doi.org/10.1111/tct.70036","url":null,"abstract":"<p>(2024), Oral Presentations. Clin Teach, 21: e13813. https://doi.org/10.1111/tct.13813</p><p>The Oral Presentation below was omitted in error from the supplement. Can we please add under <b>Teaching and Learning</b></p><p>\u0000 <b>Developing Students To Become Self-Regulated, Lifelong Learners In Medicine</b>\u0000 </p><p>Dr Laila Abdullah</p><p>King's College London</p><p>Lifelong learning is essential to keep knowledge and skills up-to-date and doctors need to take advantage of ‘on- the-job’ learning opportunities. This requires self-regulation: the ability of the learner to seek control over and optimise learning from any encounter through goal setting, modifying behaviours and strategies to achieve goals, in a cyclical manner, continually reflecting on efectiveness [<span>1</span>]. It is paramount that medical students develop as self-regulated learners, particularly in the context of the clinical environment which can help to smooth transitions throughout medical school [<span>2</span>] and beyond. A qualitative review of the literature was conducted to illicit factors that affect students' self-regulated learning (SRL) in the clinical environment.</p><p>Following a systematic search strategy, structured summaries, quality assessments and thematic synthesis were carried out on 13 articles. Codes were grouped together into descriptive and analytical themes. These were described according to a SRL construct framework [<span>3</span>]. A thematic map was devised.</p><p>Three themes emerged as follows: SRL (which is a dynamic process within individuals) can be influenced by personal factors (e.g., transitions; ‘novice to expert learners’ and professional identity formation); contextual factors related to teaching, learning and assessment in the complex clinical environment; and learning through socialising and forming relationships (with peers, trainees and supervisors). Social factors including being part of the team were at the core, linking to other factors. Research findings have led to integrating aspects of SRL into the Year 2 MBBS curriculum through placement design, developing educational supervision resources, student lectures and GP teacher training events. Evaluation data are being collected.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143380218","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":"Implementing an Escape Room for Clinical Skills Practice in a Paediatrics Clerkship","authors":"Sofia Khera,&nbsp;Andrew Wai,&nbsp;Christine Ford,&nbsp;Andrew Yoo,&nbsp;Daniel Joe,&nbsp;Udochukwu Oyoyo","doi":"10.1111/tct.70033","DOIUrl":"https://doi.org/10.1111/tct.70033","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Escape rooms include the same experiential learning methods that make traditional simulation practices effective while adding gamification which improves learner engagement. Our existing simulation curriculum lacked active experimentation, an essential component of Kolb's experiential learning cycle. The goal of this curriculum innovation was to determine the feasibility of adding an escape room immediately following the simulation to provide an effective independent learning experience for learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We created a 40-min escape room activity using principles of self-determination theory. All students in the paediatric clerkship participated once over one academic year. Students were presented with an unstable child with seizures and worked in teams of 3–5 to open locks and solve puzzles as they applied nine clinical skills learned from the preceding simulation session.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Students (<i>N</i> = 66) reported increases in knowledge after both the simulation and the escape room and an increase in confidence after completing the escape room, indicating we were successful in adding active experimentation to our curriculum. They also commented on the value of applying and practising new skills and of engaging in teamwork, which reinforced the utilization of self-determination theory as a guiding principle for escape room design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Our escape room is novel in that it takes place in a paediatric clerkship setting and builds upon existing curricular elements to provide students with independent practice of clinical skills in a gamified and fun approach early in their clinical training years. Escape rooms are a feasible and an effective method to provide hands-on experience to clinical learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143111912","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":"Early Enhancement of Clinical Practice: Integrating Evaluative Judgement Into Undergraduate Medical Education","authors":"Robbie Bruce Carnegie,&nbsp;Maggie Kerr Livingstone","doi":"10.1111/tct.70034","DOIUrl":"10.1111/tct.70034","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081931","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":"How to Approach Qualitative Observational Research in Workplace Learning","authors":"Christy Noble,&nbsp;Rola Ajjawi,&nbsp;Stephen Billett,&nbsp;Mark Goldszmidt","doi":"10.1111/tct.70005","DOIUrl":"10.1111/tct.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Learning in clinical settings occurs through engagement in everyday activities and interactions. Yet, clinical settings are complex, dynamic environments and data collection methods such as interviews and focus groups, although valuable, alone may not capture the complexities of these settings. Qualitative observational research offers an approach to understanding these complexities and enhancing learning in clinical settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The aim of this paper is to support readers in undertaking qualitative observational research in workplace learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We provide an overview of qualitative observational research, emphasising its relevance to investigating workplace learning. We delineate four key components to consider: the phenomenon of interest, roles of researchers and participants, ethical considerations and data collection approaches. An illustrative example from health professions education research is presented to demonstrate the application and outcomes of observational research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Qualitative observational research allows for a nuanced understanding of real-world clinical activities and interactions, capturing elements of learning that are often missed by other methods. It offers a rich evidentiary base for both clinicians and researchers to appraise and improve practice. The example study illustrates how observational research can identify systemic issues affecting both learning and clinical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Qualitative observational research offers an important approach to understanding the complexities of clinical practice and workplace learning. We have shared some key considerations for the design and conduct of qualitative observational research in workplace learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143018014","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 Possibilities of Observational Research in Workplace Learning: The Case of Video-Reflexive Ethnography","authors":"Christy Noble,&nbsp;Stephen Billett,&nbsp;Linda Furness,&nbsp;Brendan Carrigan,&nbsp;Megan O’Shannessy,&nbsp;Andrew Teodorczuk,&nbsp;Rola Ajjawi","doi":"10.1111/tct.70010","DOIUrl":"10.1111/tct.70010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This paper, using video-reflexive ethnography (VRE) as a case study, explores the prospects for and possibilities of observational research in workplace learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Focusing on VRE methodology and drawing on its principles of care, collaboration, exnovation (paying attention to existing strengths) and reflexivity, we elaborate the prospects for and scope of possibilities for observational research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>VRE's flexibility and participatory nature enable researchers and participants to understand the complexities of learning in situ and the dynamic interactions between learning and work practice. We emphasise the importance of considering participants' (e.g., clinicians) lived experiences and recommend prioritising their engagement, reflexivity and knowledge co-creation in observational research to inform processes of learning through work practice. This participatory approach enables capturing and articulating diverse perspectives on these learning processes and, importantly, embraces the diverse perspectives of participants and researchers informing this situational approach to learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The case study of VRE illustrates the potential and prospects of observational approaches in improving our understanding and facilitation of learning through practice in health professions education, highlighting its flexibility and innovation. By foregrounding participants' perspectives and fostering a collaborative research environment, VRE offers fresh insights into the complexities of learning in clinical settings. This research contributes to the broader discourse on educational methodologies, suggesting that VRE can significantly advance research in workplace learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11779545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143018034","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":"Shattering the Shield: Embracing Complexity in Undergraduate Medical Education","authors":"Cara Bezzina,&nbsp;Robert McQuade,&nbsp;Wendy Lowe,&nbsp;Frances Mair,&nbsp;Lindsey Pope","doi":"10.1111/tct.70018","DOIUrl":"10.1111/tct.70018","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Multimorbidity and patient complexity are increasing, yet undergraduate medical education curricula remain dominated by single disease frameworks, where students are often shielded from exposure to this complexity. Why this shielding continues to occur is understandable; however, this may leave graduates feeling underprepared for real-world practice. This study aimed to explore medical students' experiences of encountering, managing and dealing with complexity and to provide informed recommendations for integrating complexity into clinical teaching.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology</h3>\u0000 \u0000 <p>Situated within a constructivist paradigm, this qualitative study involved focus groups (<i>n</i> = 4) with fourth- and fifth-year medical students (<i>n</i> = 17) from two Scottish Universities. Data were analysed using reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Learners in this study recognised multimorbidity, complex communication and emotionally charged interactions in their definitions of complexity. They described varying levels of exposure to complexity and opportunities to engage meaningfully with complex patients. Students felt that supervisors who shield students from learning opportunities with complex patients, together with a failing healthcare system, were critical limiting factors in their development. Learners emphasised the powerful role of supervisors in their learning experiences, which limited their ability to experiment and learn from productive failure but felt that with guided scaffolding and supervision, teaching and learning in this space could be meaningfully enhanced.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Exposure to and engagement with complex patients offer critical learning opportunities that may allow students to explore and better develop skills in managing complexity. With appropriate scaffolding, students can be empowered to embrace complexity in the clinical learning environment, potentially equipping them to care for complex patients.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11745563/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143018018","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":"Navigating the Boundaries of Health and Identity: Medical Students' Perspectives","authors":"S. Bull,&nbsp;S. Danso-Bamfo,&nbsp;J. Ogden,&nbsp;S. Kumar","doi":"10.1111/tct.70028","DOIUrl":"10.1111/tct.70028","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical professionals do not always manage their own health in an optimal way. Research conducted on medical students' response to illness is limited; however, some studies suggest they choose to self-manage and seek advice outside of the traditional pathways of care. This study aims to understand how medical students perceive and manage their health as they transition through medical school.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Individual semistructured interviews with 10 medical students from one institution in England were conducted. Interviews explored students' experiences of managing their own physical and mental health and the health of family and friends, and how they could be better supported at medical school. Thematic analysis was conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four themes were described reflecting: the different sources of learning that students used to construct their notion of health and how these changed during their training; how these notions of health influenced the practices that students used for good and bad self-care; how they held multiple identities of a lay person and somebody with medical status that could result in conflicts and tensions; finally, students suggested supportive practices including creating a safe space for reflection and the discussion of conflict.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Becoming a doctor can result in many tensions as students develop increasingly medicalised notions of health that may lead to poor self-care. Creating spaces within the curriculum to discuss the privileges and tensions that arise from training to be a doctor may yield future benefits for the medical profession and patient care.</p>\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":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11742921/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143018016","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":"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}