Clinical Teacher最新文献

{"title":"A Three-Tiered Faculty Engagement Programme to Support Resident Scholarship","authors":"Radhika Narla,&nbsp;Whitney Harper,&nbsp;Gabrielle Berger","doi":"10.1111/tct.70175","DOIUrl":"10.1111/tct.70175","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Residency training represents critical opportunities for scholarly engagement; however, establishing and sustaining effective mentorship for resident research are challenging. In 2007, our internal medicine residency programme developed RAMP (Resident Advising and Mentorship Program) to provide structured mentorship in research and career exploration. A confluence of factors resulted in RAMP stagnating over time, prompting a strategic redesign to meet evolving resident needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In 2023, we systematically assessed residents' mentorship needs and critical changes in the subspecialty fellowship landscape. We refocused RAMP on helping residents engage with research projects through an innovative three-tiered faculty model. Faculty roles were redefined as Connectors (senior faculty familiar with divisional research portfolios, facilitating connections to project mentors), Project Mentors (faculty guiding residents on specific research projects) and Fellowship Coaches (junior faculty supporting fellowship applications and interview preparation).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Among 41 residents participating in RAMP (AY23–24), 28 responded to the survey for a 68% response rate. Most (25/28, 89%) were successfully paired with a mentor. Postimplementation surveys underscored the importance of residents meeting multiple faculty before identifying mentors and projects aligned with their goals. The redesign yielded valuable scholarly productivity, with 27 out of 28 respondents reporting progress on academic outputs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The revitalised RAMP model has fundamentally transformed faculty–resident mentorship, fostering a structured, scalable approach to research engagement and fellowship advising. By clearly defining mentorship roles and streamlining faculty involvement, RAMP has enhanced resident scholarship productivity and research mentorship and built a sustainable framework adaptable to other residency programmes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144801188","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 … Study Sensitive Topics","authors":"Anna MacLeod,&nbsp;Paula Cameron,&nbsp;Jamie Geringer,&nbsp;Kori LaDonna,&nbsp;Jerusalem Merkebu","doi":"10.1111/tct.70173","DOIUrl":"10.1111/tct.70173","url":null,"abstract":"<div>\u0000 \u0000 <p>Health professions education inevitably exposes learners to socially, emotionally, and ethically sensitive experiences—ranging from academic struggle and mistreatment to emotionally charged clinical encounters. These moments, often occurring in hierarchical and high–pressure clinical settings, can profoundly shape learners' professional identities and well–being. As educators strive to create more humane learning environments, it becomes essential to critically examine how such sensitive topics are navigated, studied, and represented in research. This paper outlines a framework for conducting research on sensitive topics in health professions education. Drawing on examples from our own programmes of research, we explore methodological, ethical, and practical considerations across six stages of the research process: selecting a topic, study design, reflexivity, data collection, analysis, and dissemination.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144801189","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 “How to … Implement a Successful Medical Student–Staff Partnership Project”","authors":"","doi":"10.1111/tct.70178","DOIUrl":"10.1111/tct.70178","url":null,"abstract":"<p>\u0000 <span>C. Goldwater Breheny</span>, <span>E. O'Connell</span>, <span>R. Mezher-Sikafi</span>, and <span>M. Streule</span>, “ <span>How to … Implement a Successful Medical Student–Staff Partnership Project</span>,” <i>Clinical Teacher</i> <span>22</span>, no. <span>4</span> (<span>2025</span>): e70151, https://doi.org/10.1111/tct.70151.\u0000 </p><p>Dr. Rasha Mezher-Sikafi's affiliation was published incorrectly. It should read as follows: ‘School of Public Health, Imperial College London’ and ‘Imperial College School of Medicine, Imperial College London’.</p><p>We apologise for this error.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70178","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144773598","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":"Correction to “Evaluating Artificial Intelligence and Traditional Learning Tools for Chest X-Ray Interpretation: A Descriptive Study”","authors":"","doi":"10.1111/tct.70169","DOIUrl":"10.1111/tct.70169","url":null,"abstract":"<p>\u0000 <span>G. Samra</span>, <span>V. Ramoutar</span>, <span>K. Chen</span>, <span>Chaudhry, M</span>, <span>Patel, H</span>, <span>Bird, T</span>, <span>Rodwell, V.</span>, <span>Evaluating Artificial Intelligence and Traditional Learning Tools for Chest X-Ray Interpretation: A Descriptive Study</span>, <i>Clinical Teacher</i> <span>22</span>, no. <span>4</span> (<span>2025</span>): e70139, https://doi.org/10.1111/tct.70139.\u0000 </p><p>In Section 3: Evaluation, the study was approved by the Institution's Ethics Committee (University of Leicester).</p><p>Preclinical medical students from University of Leicester were invited to participate voluntarily.</p><p>We apologize for this error.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70169","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767790","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":"Educational Interventions to Develop and Enhance Clinical Documentation Skills in Health Professional Students: A Systematic Review","authors":"Sarah Wilesmith,&nbsp;Allison Mandrusiak,&nbsp;Ray Lang,&nbsp;Romany Martin,&nbsp;Andric Lu,&nbsp;Roma Forbes","doi":"10.1111/tct.70157","DOIUrl":"10.1111/tct.70157","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical documentation is necessary for effective and safe healthcare practice. This paper systematically reviewed educational interventions aimed at developing entry-level health professional students' clinical documentation skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic search of electronic databases (PubMed, CINAHL, Embase and Cochrane) from January 2000 to May 2023 was performed, with additional forward and backward citation searching. Inclusion was limited to original manuscripts published in English from January 2000, reporting an experimental or quasi-experimental design and using objective performance-based measures. Quality appraisal was conducted using the Medical Education Research Study Quality Instrument (MERSQI), with narrative synthesis of results due to the heterogeneity of outcome measures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 5313 records identified, 29 studies were eligible for inclusion. The health professions represented were medicine, dentistry, nursing, pharmacy, psychology and veterinary science. Teaching methodologies included the following: didactic instruction; provision of templates, guidelines and/or examples; instructor-led group discussion; individual or group instructor feedback; near-peer or peer feedback; self-evaluation; writing practice activities; worked examples; and response-to-stimulus writing activities (written, video or live standardised patient cases). Research quality was low in MERSQI domains of ‘<i>study design</i>’ and ‘<i>validity of evaluation instruments</i>’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Several training methods appear valuable in developing student skills in clinical documentation; however, high-quality evaluation of documentation training interventions is lacking. Future research is recommended to compare existing methods of documentation training and to evaluate training in underexplored healthcare disciplines.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767796","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":"Preparation for Practice: Facilitating the Transition From Student to Physician Associate","authors":"J. F. Lavallée,&nbsp;R. Horne,&nbsp;H. Scotchburn,&nbsp;K. Elliott,&nbsp;S. C. Shepherd","doi":"10.1111/tct.70176","DOIUrl":"10.1111/tct.70176","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Physician Associate students find the transition from student to practitioner challenging, and universities need to adequately prepare students for clinical practice. We explored whether a simulation-based course is an effective way of preparing final year Physician Associate students for practice as a qualified clinician, with a specific focus on developing their clinical communication skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We piloted a new 1-day ‘preparation for practice’ course for Physician Associate students nearing the end of their studies. The clinical communication skills team, academics on the Physician Associate course, guest tutors and simulated patients facilitated the course which followed one patient's healthcare journey over the span of a fortnight. The session included seven simulated events: handover, patient admission, requesting a scan, responding to an adverse event, talking with a dying patient, breaking bad news to the family, as well as explaining the process of the coroner and death certificate to a family member. The final aspect of the course was an open discussion with Physician Associates working in the NHS, involving a question-and-answer session, focusing on wellbeing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A total of 57 final year Physician Associate students attended, and we collected feedback from 56 students. All of the students rated the course content as highly useful, and 96% of students rated the quality of the course as high. Students reported increased confidence in complex clinical communication skills (<i>p</i> &lt; 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>A preparation for practice course, including simulation and role modelling, is an effective way to practise complex clinical communication scenarios and improve students' confidence.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70176","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144751697","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":"Evaluation of a QI Module for Psychiatry Residents","authors":"Kamini Vasudev,&nbsp;Jeffrey P. Reiss","doi":"10.1111/tct.70170","DOIUrl":"10.1111/tct.70170","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Quality improvement (QI) training and experience is increasingly being recognised as a mandatory core area of residency training. This was a QI initiative to develop and evaluate a QI Fundamentals teaching curriculum for psychiatry residents, in an effective and time-efficient manner.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Using principles from the book <i>Teaching QI in Residency Education</i>, we developed and evaluated a workshop for first year psychiatry residents. Educational material on QI methods and tools was emailed to the residents a week prior to the 3.5-h workshop, which entailed a 50-min didactic session followed by two interactive sessions of 60 min each with both small group and large group components.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Effectiveness was assessed using the Self-Assessment Program (SAP), a standardised, validated tool for assessing QI competencies, over 3 consecutive academic year cohorts. The SAP evaluates the trainee's comfort level in 10 domains, regarding their current skills with various aspects of quality improvement. Twenty-three residents completed the pre- and post-SAP. There was a significant improvement in post-SAP versus pre-SAP scores in each of the 3 years in all of the 10 domains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The results suggest that this interactive QI workshop may be an effective and time-efficient model for imparting fundamental QI education to junior psychiatry residents and may be easily replicated by other programmes in psychiatry or other medical specialties, in particular where there are constraints in terms of time, funding and expertise in QI.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740387","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":"Human Factors: Affect Everyone, Involve Everyone","authors":"Amy Alcock,&nbsp;Charlotte Addy,&nbsp;Munawar Al-Mudhaffar,&nbsp;Marianne Jenkins,&nbsp;Melanie Cotter,&nbsp;Martin Edwards","doi":"10.1111/tct.70165","DOIUrl":"10.1111/tct.70165","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The NHS Patient Safety Syllabus highlights human factors as a core education theme for all healthcare staff. Despite this, no multidisciplinary Human Factors courses in NHS Wales have previously been reported.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A multidisciplinary Human Factors course was created and delivered by a faculty with varied clinical and teaching backgrounds. The 1-day course included an introductory lecture, themed workshops and discussion about practical applications using pre-filmed simulations. A pre-course handbook and online platform facilitated consolidation of the learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>To date, we have run three courses with a total of 83 attendees: 38 doctors, 34 nurses, three managers, three midwives, two physician associates, one dentist, one pharmacist and one physiotherapist. All attendees were requested to complete pre-course and post-course questionnaires to ascertain their level of learning and knowledge gained.</p>\u0000 \u0000 <p>The majority, 62.0% (49/79) reported having minimal or no prior human factors teaching, clearly identifying the need for education. Confidence about human factors increased by 65.2% (17.7% [14/79] to 82.9% [68/82]), and awareness of the impact of human factors increased by 39.5% (54.4% [43/79] to 93.9% [77/82]) following the course. Qualitative feedback suggested that the course was well delivered, engaging and interesting. Comments also showed the learning would help attendees improve their clinical practice by sharing their knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This multidisciplinary pan-speciality Human Factors course has proven its need and value for all healthcare professionals. Next steps include increasing the number of courses delivered and widening the reach across the Health Board as well as gathering evidence on the patient safety implications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70165","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144725606","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":"Correction to “Sliding Doors: Pivotal Research Decisions and Their Influence on Exploring Sensitive Topics”","authors":"","doi":"10.1111/tct.70177","DOIUrl":"10.1111/tct.70177","url":null,"abstract":"<p>\u0000 <span>K. LaDonna</span>, <span>P. Cameron</span>, <span>J. Geringer</span>, <span>A. MacLeod</span>, and <span>J. Merkebu</span>, “ <span>Sliding Doors: Pivotal Research Decisions and Their Influence on Exploring Sensitive Topics</span>,” <i>Clinical Teacher</i> <span>22</span>, no. <span>4</span> (<span>2025</span>): e70124, https://doi.org/10.1111/tct.70124.\u0000 </p><p>Coauthor Paula Cameron's name was corrected to exclude the middle initial.</p><p>We apologize for this error.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144716892","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":"Response to Reversing Empathy Decline","authors":"Ismahaan Ahmed","doi":"10.1111/tct.70171","DOIUrl":"10.1111/tct.70171","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144716468","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}