Clinical Teacher最新文献

{"title":"Patient Perspectives in Optometry Clinical Exams","authors":"Amy Lim,&nbsp;Monica Moran,&nbsp;Khyber Alam","doi":"10.1111/tct.70159","DOIUrl":"10.1111/tct.70159","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effective assessment of patient-centred care (PCC) is integral to clinical communication training. This study investigates the relationship between Objective Structured Clinical Examination (OSCE) scores and simulated patient (SP) questionnaire responses of 58 Optometry students. The analysis aims to identify specific aspects of PCC that correlate with examiner-assessed high performance, as well as highlight discrepancies between SP and examiner evaluations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Analysis of the SP questionnaires and OSCE performance scores from communication-focused OSCE stations was conducted. The data were analysed using Spearman's rank correlations to assess associations between SP-rated elements such as ability to trust student practitioner, opportunities to ask questions, feeling concerns were addressed, willingness to return, willingness to refer to friend and/or family and OSCE scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Trust, willingness to return and referral likelihood demonstrated strong positive correlations with OSCE performance, with willingness to return and referral likelihood demonstrating the strongest correlations. However, specific subdomains, such as the ability to ask questions, showed variability in importance to SPs across station types, being more relevant in counselling than in case history.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The findings suggest that global assessments may better capture patient perceptions of students' communication competence than microskills, such as the student's ability to invite questions, which vary in relevance across contexts. Aligning clinical training and evaluation frameworks with SP priorities, including addressing patient concerns and fostering trust, can enhance both patient satisfaction and the validity of PCC assessments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714755","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":"A Medical School Pilot to Teach the Physical Examination for Patients With Mobility Disability: Development, Implementation and Early Assessment of Impact","authors":"Hae Lin Cho,&nbsp;Dorothy W. Tolchin","doi":"10.1111/tct.70167","DOIUrl":"10.1111/tct.70167","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite health disparities and low clinician confidence caring for disabled patients, disability is not routinely included in medical education, with a notable gap in attention to the physical examination. This article examines a novel educational intervention to teach medical and dental students how to perform a physical examination for patients with mobility disability. Disability is the most common disability type in US adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A stakeholder-engaged session to teach medical and dental students how to perform a physical examination for patients with mobility disability was developed using Kern's six-step curriculum development approach and provided as a mandatory element of Harvard Medical School's required foundational clinical skills course for first-year students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Voluntary pre-/postsession surveys queried student confidence and takeaway lessons. Quantitative analysis was performed using unpaired <i>t</i>-tests. Hybrid inductive–deductive qualitative analysis distilled themes from narrative descriptions of takeaways. Pre-/postsession survey response rate was 121/164 (74%) and 109/164 (66%), respectively. Student confidence to provide care for patients with mobility disability increased significantly following the session (<i>p</i> &lt; 0.001). Lessons learned fell into six themes, including accessible care, clinical humility and collaboration.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>A disability-specific session within a foundational clinical skills course can increase student confidence to provide care for patients with disabilities and stimulate reflection on principles of care relevant to all patients.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714701","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":"Engage, Escape and Evolve: Simulation Escape Rooms as a Transformative Pedagogy in Health Professions Education","authors":"Chhaya Akshay Divecha,&nbsp;Miriam Archana Simon,&nbsp;Simone Appenzeller,&nbsp;Shahenaz Satti,&nbsp;Gulam Saidunnisa Begum","doi":"10.1111/tct.70162","DOIUrl":"10.1111/tct.70162","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Simulation escape rooms (SERs) in health professions education are an innovative pedagogical strategy designed to actively develop crucial graduate competencies addressing limitations of traditional teaching. Despite reported benefits, there is a research gap regarding their efficacy, especially with control group studies. Thus, we designed, implemented and evaluated a SER module, recognizing the need for more innovative strategies in our curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We employed a nonequivalent control group pre- and post-test design in final-year medical students during paediatric rotations. The control group (<i>n</i> = 55) had conventional student-led seminars, while the intervention group (<i>n</i> = 59) experienced the SER module, which incorporated six sequential challenges to be completed within 45 min. We assessed knowledge acquisition (Kirkpatrick Level 2) using pre- and post-test questionnaires and gathered data on student experiences (Kirkpatrick Level 1) through structured feedback. Facilitator evaluations also contributed to the assessment of competencies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>While achieving similar knowledge gains, the SER intervention significantly enhanced student satisfaction and preference, with students reporting improved clinical competencies, including team communication, leadership and critical thinking. Positive qualitative feedback supported the learning environment and faculty support, and facilitators noted effective teamwork. Challenges included significant faculty time investment, with limitations of short-term knowledge evaluation and dependence on self-reported competency perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>An innovative paediatric-themed SER module was implemented, demonstrating its feasibility in enhancing learning, engagement and perceived collaborative problem-solving. This study's flexible design provides a useful framework for educators to develop context-specific escape rooms, while also highlighting the need for digital adaptations to improve delivery.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714753","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 …. Build Social Capital Through Working With Patients: Interprofessional Student Clinics","authors":"Chris Roberts,&nbsp;Priya Khanna,&nbsp;Christie van Diggele,&nbsp;Annette Burgess","doi":"10.1111/tct.70164","DOIUrl":"10.1111/tct.70164","url":null,"abstract":"<div>\u0000 \u0000 <p>Learning from patients and understanding their lived experience plays an important role in improving health professions education. However, opportunities for patients to contribute meaningfully to interprofessional learning (IPL) activities remain limited. We developed an interprofessional student-led clinic where people living with Parkinson's disease voluntarily participated, sharing their experiences and engaging in structured student-led assessments. This article outlines a step-by-step approach to integrating patient perspectives within an IPL setting, focusing on trust-building, resource sharing and the establishment of shared norms. The model highlights both the benefits and challenges of structured patient involvement in student learning and paves the way for deepening patient involvement.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714702","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":"Advocating for Focused Attention on Functional Neurological Disorder in the Undergraduate Medical School Curriculum","authors":"Umang Thakrar","doi":"10.1111/tct.70166","DOIUrl":"10.1111/tct.70166","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681558","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":"Postgraduate Pedagogical Training and Interventions to Promote High-Quality Discharge Summaries","authors":"Isaac K. S. Ng,&nbsp;Rachel Choe,&nbsp;Sophie S. Ong,&nbsp;Christopher R. Z. Thng,&nbsp;Jonathan W. H. Neo,&nbsp;Desmond B. Teo,&nbsp;Chun En Chua","doi":"10.1111/tct.70150","DOIUrl":"10.1111/tct.70150","url":null,"abstract":"<div>\u0000 \u0000 <p>Discharge summary writing is an essential skill that junior physicians must possess to ensure high-quality patient care. In the past decade, numerous clinical audits have found that there are significant deficiencies in the quality, accuracy and timeliness of discharge summaries. Such findings are highly concerning because there are known repercussions of poorly written discharge summaries in continuity of patient care, adherence to clinical treatment and follow-ups, as well as clinical and patient safety outcomes. At our centre, we recently embarked on an educational quality improvement (QI) endeavour to implement multipronged pedagogical, assessment and training strategies and best practices that led to significant and sustained improvement in the quality of discharge summaries written by junior doctors in interval clinical audits. Therefore, in this article, we hope to provide seven practical tips for clinician-educators in other healthcare institutions and areas of the world who may be keen to replicate and develop locally adapted educational and training pedagogies to improve the quality of discharge summaries written by junior doctors and medical trainees. In brief, this requires a dedicated QI team of clinician-educators willing to engage with relevant clinical stakeholders in training/curricular implementation, design locally-adapted, evidence-based discharge summary templates and teaching material, adopt blended educational modalities (didactic front-loading and interactive/constructivist), create a supportive work environment, implement regular workplace-based assessments and continued educational campaign and clinical audits to ensure sustainability of the endeavour.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681059","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":"Social Media Utilisation in Australian Medical Education: A Qualitative Exploration of Student Perspectives","authors":"Claire Bristow,&nbsp;Bethany Howard,&nbsp;Dragan Ilic","doi":"10.1111/tct.70160","DOIUrl":"10.1111/tct.70160","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The use of social media as an educational tool has increased over the past decade. Research to date has explored the prevalence of social media use in students. Less is known about the ways in which social media is used, particularly by Australian medical students, in terms of purpose and function.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A constructivist grounded theory approach was utilised to explore how Australian medical students use social media for educational purposes. Focus groups were held with 23 students enrolled in a medical degree programme in Melbourne, Australia. Students were asked questions pertaining to specific platforms, utilisation, benefits, barriers and potential for further implementation. Thematic analysis established themes across focus groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The central theme of the student–educator–social media dynamic was underpinned by three key themes: (i) social media use in medical education, (ii) implementation of digital medical education and (iii) barriers and enablers for implementation. Students predominantly used Facebook for educational purposes due to its multipurpose functionality. Students felt that educators and universities could play a greater role in implementing social media in education. Professionalism, including personal boundaries and power dynamics, was acknowledged as a key barrier to implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Social media is widely used by students for self-directed learning and peer collaboration in medical education. The student-led nature of social media engagement provides opportunities for educators and institutions to enhance learning outcomes through strategic support and moderation. Evolving policies and practices in digital medical education should consider both student and staff professionalism boundaries and expectations associated with digital education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70160","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681056","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 Use of Technology in Clerkship Education: A Rapid Review","authors":"Eulho Jung,&nbsp;Maurice Kavanagh,&nbsp;Elizabeth King,&nbsp;Anita Samuel","doi":"10.1111/tct.70152","DOIUrl":"10.1111/tct.70152","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is growing interest in integrating technology into clinical clerkship education, particularly in response to disruptions during the COVID-19 pandemic. However, limited synthesis exists on how educational technologies are being used in clerkship settings, what instructional purposes they serve and what outcomes they produce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A rapid review was conducted to identify empirical studies published between January 2020 and January 2023 that examined educational technology use in undergraduate medical clerkships. We searched Medline, Embase and Web of Science for English-language studies focused on technology use with medical students in clinical learning environments. Data were extracted and synthesized narratively, with studies categorized by technology type, instructional purpose, reported benefits and challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>From 1717 screened citations, 35 studies met inclusion criteria. The main technologies used included virtual reality, learning platforms, video conferencing tools and simulation-based systems. These technologies were primarily used for content delivery, interactive instruction and assessment. Reported advantages included enhanced learner engagement, realism, timely feedback and increased accessibility. Common challenges involved limited access to hardware, lack of robust outcome evaluation and concerns about transferability to real-world clinical performance. Most studies reported short-term outcomes, such as satisfaction and knowledge gain, rather than long-term skill development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Technology integration in clerkship education has accelerated, but implementation remains uneven, and evaluations are often limited in scope. Educators should align technology use with instructional goals and assess its impact beyond immediate learner reactions. Future research should examine long-term outcomes, particularly in under-resourced or distributed clinical training environments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681060","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":"Thinking About the Why: A Qualitative Study on Students' Perspectives of Paediatric Team-Based Learning Discussions","authors":"Nikki Mitchell,&nbsp;Marghalara Rashid,&nbsp;Jessica L. Foulds,&nbsp;Karen L. Forbes","doi":"10.1111/tct.70161","DOIUrl":"10.1111/tct.70161","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Clinical reasoning skills are essential to medical practice. Team-based learning (TBL) using key-feature questions provides students an opportunity to explicitly practice clinical reasoning skills with peers. Understanding student experiences with this learning strategy may provide insights into optimizing learning experiences that foster clinical reasoning in preparation for the care of future patients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A descriptive qualitative design explored third-year medical students' experiences of a clinical reasoning-focused virtual TBL session. Six focus groups involving 26 third-year medical students were conducted; audio recordings were transcribed verbatim. Themes were generated from analysed codes, drawing connections between common thoughts, processes and conditions experienced by participants. Data were verified, upholding principles of qualitative rigour to assure methodological credibility, transferability, confirmability and reflexivity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Data analysis revealed five themes: (a) <i>self-confidence</i>, including enabling and deterring factors and peer calibration; (b) <i>co-learning with peers</i>, with students identifying knowledge gaps and gaining experience establishing consensus; (c) <i>trust</i>, as related to sense and position of authority; (d) <i>clinical reasoning strategies</i> articulated by students and integrating peer feedback; and (e) <i>clinical application</i>, as a parallel to real-life patients involving choosing wisely and commitment to decisions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Students' perspectives on the clinical reasoning process were greatly impacted by clinical experience, including lack thereof. Their peer-to-peer experience highlights the power of social learning and trusting relationships on students' professional identity formation. How students translate learning from the classroom to authentic clinical encounters requires further study.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681055","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":"Involving Patients Throughout Sensitive Simulation","authors":"Marie-Laurence Tremblay,&nbsp;Claudia Fournier","doi":"10.1111/tct.70163","DOIUrl":"10.1111/tct.70163","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While people with lived experience (PLE) are increasingly included in health professions education, their role in simulation often remains limited to narrative sharing. This initiative explored how involving PLE throughout the design and delivery of a pharmacy simulation on PrEP (a preventive HIV treatment) and sexual and gender diversity shaped students' learning about inclusive, person-centred communication in consultations involving stigma and marginalisation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A PrEP-related simulation involving a non-binary patient was integrated into a third-year pharmacy course. Sessions took place in a fully equipped lab replicating a community pharmacy, with 10 stations and professional actors as standardised patients. Six PLE informed learning objectives, scenario design and debriefing. One PLE trained the actors, observed simulations and participated in debriefings. Their involvement supported inclusive, person-centred communication around sexuality, gender diversity and HIV prevention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A mixed-methods design assessed impact. Survey responses (<i>n</i> = 109) indicated increased confidence in PrEP-related care and strong appreciation for PLE's presence. Most students had little personal and professional exposure to PrEP, and 93% agreed the PLE enriched their learning. Interviews (<i>n</i> = 14) highlighted how PLE involvement helped demystify stigmatised topics, fostered self-reflection and emphasised the value of lived experience. Students noted enhanced realism and psychological safety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Involving PLE throughout simulation—from codesign to debriefing—helped reduce stigma, promote inclusive communication and enhance scenario authenticity. Students felt better prepared for consultations involving PrEP or sexual and gender diversity. This approach may help amplify the patient's voice in health education and could be adapted to other sensitive or stigmatised health topics.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681057","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}