Clinical Teacher最新文献

{"title":"How to Design and Implement a Structured Curriculum in Health Professions Education: A Nine-Step Framework Building on Kern's Approach","authors":"Émile Escourrou, Stéphane Oustric","doi":"10.1111/tct.70455","DOIUrl":"10.1111/tct.70455","url":null,"abstract":"<p>Structured approaches to curriculum development help improve coherence between learning objectives, teaching strategies and assessment in health professions education [<span>1, 2</span>]. Kern's six-step model is widely used to guide curriculum design and implementation [<span>3</span>]. However, implementation, sustainability, faculty engagement and dissemination are not always explicitly addressed in curricular projects [<span>4, 5</span>]. Building on Kern's framework allowed integration of these complementary dimensions while maintaining a familiar structure for educators. This article proposes a practical nine-step framework informed by the medical education literature, including perspectives related to educational scholarship and dissemination [<span>6</span>].</p><p>The integration of theoretical grounding may support greater coherence between learning objectives, educational strategies, implementation planning and evaluation processes. Similarly, explicit consideration of sustainability and dissemination may facilitate longer-term integration of curricular projects within institutional environments and contribute to scholarly dissemination and shared curricular knowledge [<span>17</span>].</p><p>The framework also emphasizes the importance of iterative evaluation and adaptation during implementation. This perspective is consistent with contemporary approaches in implementation science and quality improvement, which highlight the value of continuous feedback and contextual responsiveness in curriculum implementation [<span>18, 19</span>].</p><p>Several limitations should be acknowledged. The framework was informed by a narrative rather than a systematic review and has not yet been formally evaluated across different health professions education contexts. In addition, its transferability across different educational contexts remains hypothetical and requires further empirical exploration.</p><p>Future research should examine the usability, perceived utility and applicability of the framework across diverse curricular and institutional contexts, as well as its potential impact on learner and programme outcomes [<span>20</span>].</p><p>This nine-step framework builds on Kern's model to provide a practical and structured approach to the design, implementation, evaluation and long-term integration of curricular projects in health professions education.</p><p><b>Émile Escourrou:</b> conceptualization, investigation, writing – original draft, methodology, formal analysis, writing – review and editing, validation, resources. <b>Stéphane Oustric:</b> visualization, supervision.</p><p>The authors have nothing to report.</p><p>Ethical approval was not required for this methodological article, as it does not involve human participants or identifiable data.</p><p>The authors declare no conflicts of interest.</p><p>The data that support the findings of this study are available on request from the corresponding author. The data are not publicly availa","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148229482","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":"Psychological Safety and Role Clarity in Student Partnership for Curriculum Co-Design","authors":"Ching-Jow Hsieh, Lien-Chung Wei","doi":"10.1111/tct.70465","DOIUrl":"10.1111/tct.70465","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148229522","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":"From Reflection to Rigour: Can E-Portfolios Secure Assessment of Collaborative Practice Competencies?","authors":"Kim Allison, Peter Carew, Walter Eppich, Charlotte Denniston","doi":"10.1111/tct.70463","DOIUrl":"10.1111/tct.70463","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148229477","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":"Gynaecology Teaching Associates in Medical Education—A Scoping Review","authors":"Caitlin Kelly,&nbsp;Emily Bell,&nbsp;Megan E. L. Brown,&nbsp;Heidi Stelling","doi":"10.1111/tct.70460","DOIUrl":"10.1111/tct.70460","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Pelvic examination is a core, yet anxiety-provoking, clinical skill in undergraduate medical education. Traditional teaching approaches—often opportunistic or reliant on simulation—have been criticised for disembodying technical skill from relational and ethical practice. Gynaecology Teaching Associates (GTAs), trained educators who use their own bodies to teach and provide embodied feedback, have emerged as an alternative model. This scoping review aimed to map what is known about GTAs, whose perspectives are represented, and what factors influence implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review was conducted in accordance with Arksey and O'Malley's framework and prospectively registered. Searches of MEDLINE, Embase, PsycINFO, ERIC and Scopus (June 2025) were supplemented by citation tracking and grey literature searches. English-language sources focused on GTAs were included, with no date restriction. Screening and data extraction were undertaken by two reviewers, with thematic synthesis conducted inductively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Eighty-three sources were included. Four interrelated domains were identified: educational outcomes, finance, ethics and representation/standardisation. GTA programmes are consistently associated with reduced student anxiety, improved confidence and enhanced communication skills, though evidence is frequently short-term and self-reported. Financial constraints and logistical complexity present ongoing barriers. Ethically, GTAs are positioned as an advance on historical practices, yet concerns regarding GTA well-being and labour persist. Standardisation improves programme quality but may inadvertently narrow representations of bodily diversity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>GTAs represent a pedagogically and ethically significant approach to pelvic examination teaching. Future research should prioritise longitudinal, multi-institutional evaluation, clearer definitions of effectiveness, patient-centred outcomes and co-produced standards to support sustainable, equitable implementation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148213662","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":"‘It's Integrated Into Everything I Do’ Perceived Influence of Health Professions Education Training on Clinical Practice","authors":"Eulho Jung,&nbsp;Beth King,&nbsp;Tasha R. Wyatt","doi":"10.1111/tct.70458","DOIUrl":"10.1111/tct.70458","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Health professions education (HPE) programmes prepare clinicians for roles as educators, leaders and scholars. Although prior evaluations report academic and identity outcomes, little is known about effects on clinical practice and patient care. This study explored how graduates of a HPE programme described changes in their clinical practice, patient interactions and professional roles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a qualitative descriptive study using semi-structured interviews with graduates of certificate and degree programmes in HPE at a military affiliated institution. Interviews explored perceived influences on clinical practice, teaching, leadership and professional identity. Transcripts were analysed using reflexive thematic analysis. Reporting followed established qualitative research criteria.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twenty-six graduates participated, representing multiple disciplines and degree programmes. Three themes were identified. Teaching within clinical encounters described how graduates reframed patient encounters as opportunities for explanation, questioning and shared understanding. Partnership in practice reflected shifts toward collaborative communication, shared decision making and attention to patient perspectives. Reconsidering the clinician role captured how participants adopted an educator mindset, influencing interactions with colleagues and clinical teams. Graduates reported greater patience, curiosity and deliberate communication and described strengthened patient engagement and team relationships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Graduates perceived that HPE training influenced their clinical practice by shaping how they approached patient care and interprofessional collaboration. These findings suggest that HPE programmes may influence not only academic development but also everyday clinical work. Future research should examine links between these perceived changes and measurable patient and system outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148207064","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":"Inclusive Initiatives in Health Professions Education: A Journal-Led Peer Reviewer Development Initiative","authors":"Benedicta Quaye,&nbsp;Maddie Kannegiesser-Bailey,&nbsp;Julia McLaughlin,&nbsp;Aileen Barrett","doi":"10.1111/tct.70379","DOIUrl":"10.1111/tct.70379","url":null,"abstract":"&lt;p&gt;Equity, diversity and inclusion (EDI) in health professions education (HPE) and capacity-building is not new. In this context, capacity-building refers to strengthening individual, institutional and systemic capabilities for equitable educational practice, while EDI in HPE addresses structural inequities, representation and inclusive learning environments. Building initiatives that develop skills in HPE is challenging, particularly when aiming to promote equity, diversity, and inclusion (EDI). The &lt;i&gt;New Voices&lt;/i&gt; programme addresses this by intentionally recruiting participants from diverse backgrounds and providing support structures that enable equitable participation regardless of experience, location or personal circumstances. In this Viewpoint, we aim to share our experiences of one such capacity-building initiative, the New Voices award. Drawing on our perspective and experiences, we aim to share how such initiatives can be replicated and sustained for long-term impact.&lt;/p&gt;&lt;p&gt;Peer review is fundamental to ensuring the quality of scientific publications, yet there has been a notable decline in reviewers accepting journal invitations in recent years [&lt;span&gt;1, 2&lt;/span&gt;]. The COVID-19 pandemic disrupted the Clinical Teacher–ASME Travelling Fellowship in 2020, leading to the launch of the ‘New Voices’ in HPE award in 2021. This initiative replaced the fellowship and aimed to equip early-career HPE professionals with skills in peer review and academic writing, supporting their development as emerging scholars. Selection for the 2023–2024 cohort was competitive, based on demonstrated interest in HPE, anticipated career impact and potential contribution to the wider HPE community. Successful candidates participated in a year-long programme that included monthly mentoring sessions, alongside complementary educational activities such as tutorials on HPE research methods, journal discussions and structured peer review. The programme was designed with equity, diversity and inclusion (EDI) principles at its core, resulting in a diverse cohort which was essential to mitigate subconscious bias in peer review (Figure 1). Such bias can occur in the evaluation of research topics, methods or author credibility, and may manifest as differences in expectations, feedback or assessment standards.&lt;/p&gt;&lt;p&gt;According to the Editors' Association of Canada [&lt;span&gt;3&lt;/span&gt;], equity involves addressing ‘identity-based advantages and barriers’ as well as ‘working to correct and address this imbalance’. Diversity refers to ‘increasing the presence of people of various identities’ and inclusion is ‘creating an environment where all those with distinctive identities are welcomed and valued’.&lt;/p&gt;&lt;p&gt;Integrating EDI into academic processes such as peer review is essential for ensuring that diverse perspectives are included, ultimately leading to research outcomes that better reflect fairness and inclusivity across groups [&lt;span&gt;4&lt;/span&gt;]. The ‘New Voices’ initiative was des","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70379","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148207082","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":"Reframing TikTok in Clinical Education: Towards Risk-Stratified Implementation","authors":"Arif Sahin,&nbsp;Muh. Azhar Mubarak,&nbsp;Erni Kurniawati,&nbsp;Humairah Arsyad,&nbsp;Ahmad Fasya Alfayyadl,&nbsp;Amalia Rizki Pautina","doi":"10.1111/tct.70464","DOIUrl":"10.1111/tct.70464","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148207162","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":"STR1DE: A Near-Peer Approach to FY1 Teaching","authors":"Joe Gleeson-Buddhdev,&nbsp;he/him,&nbsp;Hayley Boal,&nbsp;she/her,&nbsp;Ashley Wragg,&nbsp;he/him,&nbsp;Courtney Johnson,&nbsp;she/her","doi":"10.1111/tct.70454","DOIUrl":"10.1111/tct.70454","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>UK Foundation Year 1 doctors (FY1s) undergo 30 h of core teaching annually to supplement clinical experiential learning. Previous weekly hour-long teaching at our institution was unpopular due to curriculum issues, difficulty in attending and focusing on teaching, and an overuse of lectures. This prompted the development of STR1DE—Simulation, Teaching and Reflection for FY1 Development and Education—which aimed to improve FY1s' satisfaction with a new teaching programme.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>STR1DE comprises six full-day sessions per year, each repeated six times (~12 participants per day). Competitively appointed and specifically trained near-peer teaching fellows design and deliver content. The curriculum is adapted in response to FY1s' feedback. Interactive educational techniques, including simulation, are used. Clinically relevant topics are prioritised while integrating core requirements from the Foundation Programme Curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>STR1DE was attended by 168 FY1s over 3 years. Anonymised feedback forms were completed after each session. Quantitative data consistently showed high satisfaction (mean rating &gt; 4.8/5 per session). The full-day format was preferred by 99.3% (<i>N</i> = 149). Qualitative feedback was collected via open-ended questions on the days' strengths and weaknesses. Thematic analysis showed that (1) the full-day approach, (2) the near-peer faculty and (3) the relevant and co-designed curriculum were key drivers of the positive quantitative feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>STR1DE demonstrates that a full-day teaching programme, designed and delivered by near-peer teaching fellows, can be highly valued. Stakeholder engagement, learner involvement in curriculum development and creating a positive, collaborative learning culture are vital.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148213692","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":"Pastoral Care: Present in Practice, Absent in Policy","authors":"Imaad Khan,&nbsp;Ubaid Tanzim,&nbsp;Mohammed Subed Ali","doi":"10.1111/tct.70461","DOIUrl":"10.1111/tct.70461","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148207087","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":"The Trainee Requiring Extra Support: What Is the New Consultant Supervisor's Experience?","authors":"Nikesh Patel,&nbsp;Jeremy Brown","doi":"10.1111/tct.70446","DOIUrl":"10.1111/tct.70446","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The trainee requiring extra support (TRES) is a doctor who requires support from their supervisor beyond usual training provision. Supervision of a TRES has been consistently described as challenging, particularly for new consultants. However, this topic has not been explored in depth and existing literature has limited transferability to the UK hospital setting. This study aimed to explore supervision of a TRES from the supervisor's perspective by asking: What is the experience of new consultants when supervising a TRES in a UK hospital?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study was conducted at a district general hospital in north-west England in 2024. Nine new consultants (within 5 years of completion of training) representing a range of specialties participated in face-to-face semi-structured interviews. Interviews were analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three themes were identified from thematic analysis: unprepared for the role of supervisor; needing a support network for supervision; and negative impact on self from supervision. Supervision of a TRES compounded challenges that new consultants faced when transitioning into their new role. Support provided to supervisors was inconsistent and was a determinant of supervisor experience. There were substantial time and emotional burdens on supervisors from supervision of a TRES.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Supervision of a TRES was challenging for new consultants due to multiple interrelated factors. Consideration should be given to developing supervisor support networks and improving handover of trainee information. Further research should consider the pedagogy of supervision from the supervisor's perspective and investigate how to effectively prepare and support new consultants to supervise a TRES.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201399","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}