Clinical Teacher最新文献

{"title":"Social media quality in undergraduate medical education: A reconceptualisation and taxonomy","authors":"Jonathan Guckian,&nbsp;Sarah Edwards,&nbsp;Eliot L. Rees,&nbsp;Bryan Burford","doi":"10.1111/tct.13825","DOIUrl":"10.1111/tct.13825","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Social Media (SoMe) as a learning tool, though ubiquitous in society and popular within medical education, is often criticised as superficial. Its limitless output has been blamed for encouraging shorter attention spans and shirking in-depth reflection. The evidence base is itself superficial and lacking rigour or meaning. We aimed to consider a theoretical basis for how ‘quality’ learning may happen on such platforms. Our findings then informed the construction of a taxonomy for SoMe learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a qualitative interview study of United Kingdom (UK) medical students using a theory-informed inductive study design. The research question was: ‘How do medical students conceptualise quality of learning on social media?’. We purposively sampled participants from responses to a short survey collecting demographic and SoMe usage data. Interview data were analysed using framework analysis and informed by Blooms taxonomy, connectivism and communities of practice (CoP) theories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We received survey responses from 118 medical students across 25 UK medical schools. From these, 13 participants were recruited to individual semi-structured interviews. We constructed three themes through framework analysis of interview data: cognitive hacking, professional identity reflection and safety, control and capital.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Quality SoMe learning may be conceptualised as a socially connected process, built upon constantly evolving networks but inexorably influenced by fluctuating hierarchy within learner-centric CoP. Educators and institutions may support high-quality learning for students through engagement which promotes community development, and safe, listening environments which foster professional identity formation.</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/PMC11663730/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592172","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":"Entrustable professional activities and feedback for learning: Insights from a mixed methods study","authors":"Jenny McDonald,&nbsp;Stephen Tobin,&nbsp;Carl Parsons,&nbsp;Caroline Joyce","doi":"10.1111/tct.13837","DOIUrl":"10.1111/tct.13837","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Entrustable professional activities (EPAs) are used to support clinical skills training by providing a scaffold for practice and feedback. The aim of this study was to evaluate how written feedback provided for EPAs supports medical students' learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and methods</h3>\u0000 \u0000 <p>The written feedback for two EPAs (admit or consult patient and discharge summary) was analysed using a mixed methods approach. Content analysis determined the types of feedback received. Qualitative analysis identified themes related to the feedback quality. Hattie and Timperley's feedback model that provides a framework for effective feedback was used as an interpretive lens for our analysis and integrated findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Written feedback was provided for 89.5% of 997 EPAs. The proportions of feedback types to support learning were as follows: feedback related to what was done well (75.6%), areas for improvement (27.7%) and next steps (17.4%). Only 10% of EPAs received all three types of feedback. EPAs completed independently were more likely to receive any feedback. Feedback for supervised EPAs was more likely to include areas for improvement or next steps. Qualitative analysis identified two themes: effective feedback for present and future performance with detailed description of performance or targeted advice, and lack of specific guidance for improvement with affirmative statements or non-specific directions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>EPAs most often elicited feedback about what is done well without areas or strategies for improvement. Descriptive feedback and tailored advice are ideal, but uncommon. Students and supervisors need guidance on how to optimise feedback through instruction and EPA form design.</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":"142592116","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":"Evaluating a novel clinical reasoning tool for physical therapy students: A pilot study","authors":"Mallory A. Kargela,&nbsp;Linda J. Woodhouse,&nbsp;Steven J. Durning,&nbsp;Gail M. Jensen","doi":"10.1111/tct.13843","DOIUrl":"10.1111/tct.13843","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper explores the use of the Anticipate-Plan-Pause Clinical Reasoning (APP CR) Tool to enhance clinical reasoning (CR) in Doctor of Physical Therapy (DPT) students. Current pedagogical methods often inadequately integrate CR abilities in a manner that is both engaging and effective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Drawing on several theoretical frameworks, the APP CR Tool was integrated into an interactive module for DPT students, aiming to improve CR abilities while reducing cognitive load and stress during high-stakes simulations. A randomised controlled trial was conducted with nine DPT students, divided into a control group (n = 5) and an intervention group (n = 4). Both groups used an interactive module with case-based scenarios, but only the intervention group used the APP CR Tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Improvements in CR abilities and reduced stress and cognitive load were observed in both groups. However, statistical analysis revealed no significant differences between the groups. Despite this, a trend toward greater improvements in CR abilities was noted in the intervention group (p = 0.084). Further research is needed to validate these findings and refine the tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The APP CR Tool shows potential for enhancing CR in DPT students, although its current application may require refinement to achieve statistically significant results. Educators should consider iterative improvements to the tool and its curriculum integration to better support CR development.</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":"142592168","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":"Simulation-based assessment in the context of paramedic education: A scoping review","authors":"Steve Bell","doi":"10.1111/tct.13834","DOIUrl":"10.1111/tct.13834","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Simulation is a widespread modality in the field of medical education. Within the paramedic sphere, simulation is valuable in providing exposure to high-acuity, low occurrence incidents encountered rarely in practice, affording unique educational opportunities. Recognising this importance, this scoping review seeks to establish the contemporaneous evidence base for the use of simulation-based assessment in the context of paramedic education, systematically map the research done in this area and consider the implications for future educational programmes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review of peer, and non-peer reviewed literature across a broad range of medical literature databases for both published and grey material utilising previously published search filters for the paramedic field. The review was conducted aligned to the PRISMA Extension for Scoping Reviews checklist. Studies were selected based on relevance to the research question.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twenty four unique papers were identified, filtered via the application of inclusion and exclusion criteria to five included papers. The application of forward snowballing methodology revealed three additional papers included for appraisal. Thematic analysis of the eight papers revealed the domains of assessment acceptability and assessment validity as key considerations for the design and use of simulation-based assessment in the field.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Simulation-based assessment has a role in paramedic education; additional research is necessary to empirically establish the validity and reliability of the modality in the field.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142585007","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":"Trigger warnings in medical student education: A scoping review","authors":"James Fisher,&nbsp;Jessica Bennett,&nbsp;Abby Atkinson,&nbsp;Linda Errington","doi":"10.1111/tct.13826","DOIUrl":"10.1111/tct.13826","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medicine is recognised as a challenging course where exposure to potentially distressing content is inevitable. Some educators provide students with warnings before they encounter potentially upsetting content—trigger warnings. In this scoping review, we mapped the existing literature seeking to better understand how trigger warnings are implemented in medical schools and how they are influencing education within them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Bibliographic databases were searched to identify relevant literature, including searching for grey literature. Articles were included if they focussed on medical school education and were written in English. Data analysis was undertaken using both quantitative and qualitative approaches (thematic analysis).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Searching generated 1284 potential records for inclusion. Articles not related to the primary research question were excluded. Abstracts of the remaining 841 articles were screened, and ultimately, 12 articles met criteria for full-text review. Of these, there were three empirical research studies. Qualitative analysis identified five main themes: purpose, implementation, student distress, responsibility and problems with terminology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The use of trigger warnings within medical student education remains contentious. There is a lack of consensus as to their purpose and much diversity in how they are implemented. There was limited published empirical evidence to inform practice in this area.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11663724/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142577178","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":"Student professionalism in clerkships","authors":"Lauren W. Cochran,&nbsp;Lisa Auerbach,&nbsp;Nicole K. Roberts","doi":"10.1111/tct.13830","DOIUrl":"10.1111/tct.13830","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Intro</h3>\u0000 \u0000 <p>Professionalism can be challenging to assess during clerkships. Current literature focuses either on aspirational generalities or professionalism lapses. Most tools assessing professionalism employ Likert scales. This study investigated the frequency and detail with which clerkship directors describe professional behaviours in end-of-clerkship narrative assessments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We analysed de-identified core clerkship final narratives from one New York City medical school collected in academic years 2018–2019 and 2019–2020. We used ATLAS.ti and the six-step thematic approach outlined by Braun &amp; Clarke to perform a qualitative analysis, coding each semantic unit.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that 176 out of 753 narratives (23%) mentioned professionalism, but only 29 (16%) of those provided a detailed description including an anecdote or example. Focusing on these most detailed comments, we identified seven core themes: managing time, following through on expectations, eager to engage, work ethic &amp; efficiency, effective communication, going above and beyond and situational awareness. Themes range from simple behaviours to sophisticated behaviours that may not fully develop until residency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Narratives that use the word “professional” or “professionalism” without examples are unlikely to facilitate learning, meaningful assessment or opportunities for remediation. Our hierarchical framework can be used to teach students how to navigate the current clinical environment and can assist supervisors in providing students with specific, actionable feedback and assessment. Our model explicitly fosters a growth mindset in assessing and developing professionalism.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570609","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":"STEM exam performance: Open- versus closed-book methods in the large language model era","authors":"Rasi Mizori,&nbsp;Muhayman Sadiq,&nbsp;Malik Takreem Ahmad,&nbsp;Anthony Siu,&nbsp;Reubeen Rashid Ahmad,&nbsp;Zijing Yang,&nbsp;Helen Oram,&nbsp;James Galloway","doi":"10.1111/tct.13839","DOIUrl":"10.1111/tct.13839","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 pandemic accelerated the shift to remote learning, heightening scrutiny of open-book examinations (OBEs) versus closed-book examinations (CBEs) within science, technology, engineering, arts and mathematics (STEM) education. This study evaluates the efficacy of OBEs compared to CBEs on student performance and perceptions within STEM subjects, considering the emerging influence of sophisticated large language models (LLMs) such as GPT-3.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Adhering to PRISMA guidelines, this systematic review analysed peer-reviewed articles published from 2013, focusing on the impact of OBEs and CBEs on university STEM students. Standardised mean differences were assessed using a random effects model, with heterogeneity evaluated by <i>I</i>² statistics, Cochrane's <i>Q</i> test and Tau statistics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of eight studies revealed mixed outcomes. Meta-analysis showed that OBEs generally resulted in better scores than CBEs, despite significant heterogeneity (<i>I</i>² = 97%). Observational studies displayed more pronounced effects, with noted concerns over technical difficulties and instances of cheating.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Results suggest that OBEs assess competencies more aligned with current educational paradigms than CBEs. However, the emergence of LLMs poses new challenges to OBE validity by simplifying the generation of comprehensive answers, impacting academic integrity and examination fairness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While OBEs are better suited to contemporary educational needs, the influence of LLMs on their effectiveness necessitates further study. Institutions should prudently consider the competencies assessed by OBEs, particularly in light of evolving technological landscapes. Future research should explore the integrity of OBEs in the presence of LLMs to ensure fair and effective student evaluations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11663729/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142577176","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":"To being heard: Widening co-production across learning structures","authors":"Maggie Kerr Livingstone,&nbsp;Valerie Isobel Rae","doi":"10.1111/tct.13836","DOIUrl":"10.1111/tct.13836","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570613","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 … navigate specialised programmes for early-career doctors in medical education","authors":"Jun Jie Lim,&nbsp;Samuel Birks,&nbsp;Chris Roberts","doi":"10.1111/tct.13832","DOIUrl":"10.1111/tct.13832","url":null,"abstract":"<p>Investing in early-career medical education programmes for aspiring clinician-educators, scholars and leaders offers a strategic approach to shaping the future of health professions education internationally. This paper explores the design and impact of a nationally funded Specialised Foundation Programme (SFP) within the United Kingdom. Drawing on existing literature and insights from local trainees, we provide practical guidance for early-career doctors navigating entry into the field of health professions education. Additionally, we discuss the programme's potential to enhance professional development through structured mentorship, formal qualifications and active participation in scholarly activities, while also addressing the challenges inherent in navigating clinical and academic identities. This paper will be valuable to doctors embarking on early-career medical education pathways, programme leaders and international stakeholders seeking to establish similar initiatives to support the next generation of health care educators and scholars.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570594","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":"Shaping competencies for culturally safe practice among medical students","authors":"Priya Khanna,&nbsp;Emma Walke,&nbsp;Jodie Bailie,&nbsp;Candace Angelo","doi":"10.1111/tct.13831","DOIUrl":"10.1111/tct.13831","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Limited evidence exists around authentic activities that can positively influence students' knowledge of and appreciation for the First Nations peoples' culture, impacts of colonisation and other determinants of health. A renewed Indigenous Health curriculum provided us with an opportunity to implement a cultural immersion for medical students to enhance their cultural awareness and competency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Our approach towards the design and evaluation of cultural immersion was guided by three key frameworks—a strengths-based approach towards curriculum design, Indigenous ways of knowing and being and immersions as transformative pedagogy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Pre- and post-immersion surveys were sent to 260 first-year medical students in 2020 and 323 students in 2021 who were the participants. Response rates were 37% (2020) and 47% (2021). The data indicated significant improvements in students' knowledge of Indigenous cultural beliefs and history as well as confidence in working with Indigenous populations. Students' comments indicated their experiences varied on a continuum of four ways of ‘knowing’: reluctant, receiving, relating and reconstructing their beliefs. Their ways of ‘being’ varied across four levels: privileged, feeling discomforted, being humbled and agentic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The study extends the limited evidence of theoretically informed interventions that have the potential to positively influence medical students' knowledge and appreciation of Indigenous history, culture and its impact of health outcomes. Cultural immersion experiences, when co-designed with the community and in consideration with students' prior beliefs, are powerful tools to promote capabilities for working with Indigenous patients in culturally safe ways.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559589","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}