Clinical Teacher最新文献

{"title":"Communities of practice: A decolonial critique","authors":"Michelle Hannington,&nbsp;Lynelle Govender","doi":"10.1111/tct.13699","DOIUrl":"10.1111/tct.13699","url":null,"abstract":"<p>The community of practice (CoP) theory, originally conceptualised by Lave and Wenger,<span>¹</span> has significantly influenced health professions education (HPE),<span>²</span> contributing to our understanding of learning and professional development, with a focus on the social context of learning. CoPs offer a way of understanding student learning experiences within different contexts and focus beyond the actions of students but rather on the management of knowledge systems.<span>³</span> This theoretical understanding of how learning occurs offers opportunities to explore the ways in which CoPs may serve to perpetuate colonialist tendencies and Eurocentric assumptions. This viewpoint aims to critically review learning through CoP, for the intention of decoloniality, and highlights the need for educators to develop critical consciousness.</p><p>Situated learning theory is a social constructivist approach that describes learning as occurring within the context of CoPs.<span>¹</span> It emphasises human relationships and the environments in which these occur, with learning developing through the process of legitimate peripheral participation. The desired outcome of this process is co-construction of knowledge, as the learner develops knowledge based on what is modelled by the experts, and in relation to their own experiences and contexts.<span>⁴</span> Lave and Wenger's theory of situated learning remains relevant to HPE as it has been instrumental in understanding the role of social contexts, and offers insights into many topical HPE issues, such as higher order learning skills and immersive experiences that address student roles, socialisation into the profession and professional role identity formation.<span>³</span></p><p>Coloniality is recognised as a power structure that has outlived direct colonialism and has resulted in an asymmetrical world that categorises people and knowledge according to racial hierarchy, Eurocentric and patriarchal world views.<span>⁵</span> In this regard, one view of knowledge and existence is seen as superior, with the silenced views of marginalised groups seen as underdeveloped and uncivilised.<span>⁶</span> Decoloniality is an umbrella term used to describe any effort to resist and redress the process of coloniality by incorporating other, previously silenced views into the creation of knowledge in order to move away from colonial systems of power.<span>⁵</span></p><p>As Lave and Wenger<span>¹</span> highlight, learning within CoPs occurs through the legitimate peripheral participation of the entering learner, as well as the modelling of knowledge by experts to facilitate learning. Below, we apply a decolonial lens to critique the concepts of ‘modelling of knowledge by experts’ and ‘legitimate peripheral participation’.</p><p>The first question we ask: What happens if the experts modelling knowledge","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89720975","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":"Empowering medical students through collaborative writing sessions","authors":"Helena J. Chapman,&nbsp;Bienvenido A. Veras-Estévez","doi":"10.1111/tct.13687","DOIUrl":"10.1111/tct.13687","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Scientific writing and critical appraisal of the literature are fundamental skills for future physicians. However, these skills have been inconsistently prioritised across medical curricula, leaving medical trainees to seek these skills through continuing education courses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We conducted a series of complementary collaborative writing sessions (introductory workshop with 3-month practical sessions) with direct supervision to medical trainees (medical students and recent medical graduates) in the Dominican Republic between 2017 and 2020. We also examined medical trainees' perceptions of  these collaborative writing sessions, as a mechanism to advance technical writing and critical analysis skills for their professional training and personal growth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Participants described the perceived enabling factors of the collaborative writing sessions that led to their publications as: (1) detailed agenda; (2) direct mentorship; (3) effective teamwork; (4) personal investment and dedication; and (5) future vision.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These collaborative writing sessions, consisting of a viable agenda and timeline, direct mentorship with timely feedback, and team dynamics, are recognised as an innovative model for medical trainees in the Dominican Republic. This academic model and approach can be adapted to meet the specific needs of health professional students across the globe. By mastering these fundamental written communication skills, medical trainees can contribute to research and policy development, lead health education initiatives, advocate for best clinical practices in patient care, and mentor the next generation of trainees.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92158063","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":"Communities of practice: A theoretical framework for undergraduate longitudinal placements","authors":"Liza Kirtchuk,&nbsp;Sharon Markless","doi":"10.1111/tct.13692","DOIUrl":"10.1111/tct.13692","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There has been a global shift towards longitudinal placements in undergraduate medicine, which are believed to play an important role in supporting medical student learning and professional identity formation. A better understanding of how learning occurs on such placements is needed, and community of practice (CoP), a social learning theory, has been proposed to form their pedagogical foundations. However, empirical research exploring learning through CoPs on longitudinal placements is limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Case study methodology triangulating data from interviews, written reflections and routine evaluations was undertaken to explore how second-year students on an undergraduate longitudinal General Practice placement participated within CoPs and the factors enabling this participation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Routine evaluation data were available for 57% (<i>n</i>239) of students and in-depth interviews were carried out with five students and three tutors across eight placements. Themes identified through inductive thematic analysis were (i) participation within CoPs, (ii) enablers of legitimate peripheral participation and (iii) socialising agents. Student legitimate peripheral participation was greatly facilitated by making contributions to patient care, a welcoming clinical environment, access to the informal spaces and repertoires of the practice and effective brokerage of educational activities by tutors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>CoP is a theory that allows us to make tangible the somewhat abstract when deepening our understanding of how students learn on longitudinal placements. The extent to which students become legitimate peripheral participants varies, and this theoretical framework allows us to consider the factors that can enable such participation, with implications for how educators design curricula and placement infrastructure.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13692","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92158062","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":"Letter, in response to ‘Nurse–doctor co-teaching: A path towards interprofessional collaboration’","authors":"Michael Harrison,&nbsp;Aastha Agarwal,&nbsp;Hugh Alberti","doi":"10.1111/tct.13700","DOIUrl":"10.1111/tct.13700","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136348268","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":"Co-learning and co-teaching in a newly introduced research learning community","authors":"Roy J. M. Claessen,&nbsp;Annelies E. van Ede,&nbsp;Merel van Gils,&nbsp;Rob P. B. Reuzel,&nbsp;Tamara E. T. van Woezik,&nbsp;Petra J. M. van Gurp","doi":"10.1111/tct.13683","DOIUrl":"10.1111/tct.13683","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research clerkships are usually designed as individual learning projects focusing on research skills training, such as research design, data analysis and reporting. When the COVID-19 pandemic triggered an urgent need for digital education, we redesigned a research clerkship with the challenging aim to maintain original quality for more students than usual with limited teaching staff.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We introduced the concept of a research learning community (RLC) with co-teaching and co-learning to a group of 14 students and seven teaching faculty using digital platforms. Small groups of students participated in the RLC, which was supervised weekly by the teachers. Research experts were continuously involved and led workshops.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Using a qualitative design, we analysed experiences from the perspectives of students and faculty. We performed an inductive thematic content analysis of three focus group interviews and used 14 student reports for triangulation. The results indicate that apart from developing research skills, students valued peer assistance, attention to uncertainty and learning beyond individual research projects. The teachers/research experts reported that co-teaching and co-learning had contributed to their professional development. In terms of organisation, students and faculty recognised that the RLC model allowed for interdisciplinary learning, facilitated by a digital platform.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>To develop students' research skills, embedding a clerkship in an RLC is an attractive alternative to individual research clerkships. The obligatory learning goals are met. Co-learning and co-teaching foster faculty's and students' professional development. When translating to other curricula, we recommend stating common goals in addition to individual objectives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13683","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72016419","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":"Lessons in rejection","authors":"Lynelle Govender,&nbsp;Michelle Hannington","doi":"10.1111/tct.13698","DOIUrl":"10.1111/tct.13698","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71489823","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":"Development of an innovative curriculum for paediatricians on peanut allergy prevention: How do we address current guidelines?","authors":"Stephanie Leeds,&nbsp;Martin Slade,&nbsp;Janet Hafler,&nbsp;Waheeda Samady,&nbsp;Jialing Jiang,&nbsp;Lucy Bilaver,&nbsp;Ruchi S. Gupta","doi":"10.1111/tct.13689","DOIUrl":"10.1111/tct.13689","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There exists strong evidence for the early introduction of peanut to at-risk infants for the primary prevention of peanut allergy. There is a need for educational initiatives to assist in dissemination and implementation of updated clinical guidelines on peanut allergy prevention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The aim for this project was to create an innovative curriculum for paediatricians on peanut allergy prevention. The Intervention to Reduce Early Allergy (Peanut) in Childhood (iREACH) study was leveraged to recruit paediatricians for a needs assessment. Materials from the iREACH study, including an educational YouTube video and knowledge survey, were evaluated. Applying findings from the needs assessment, an innovative curriculum was developed, and updated knowledge survey questions were developed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The iREACH YouTube video had suboptimal viewing behaviours, and iREACH participants had high baseline knowledge scores that did improve after viewing the video. The majority of respondents to the needs assessment felt that all paediatricians needed access to an effective educational module on peanut allergy prevention, and they wanted a broadly accessible curriculum that incorporated quality media and content segmentation. An online, interactive curriculum was developed that includes clinical cases and games, and updated knowledge questions were created with associated internal structure and reliability evidence, as well as relation to other variables evidence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implication</h3>\u0000 \u0000 <p>The next steps of this project will focus on curriculum implementation and evaluation through a randomised, prospective study with the aim to serve as an educational model for how to integrate specialty-specific guidelines into broader clinical practice through education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71489822","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 … interest, involve and inspire undergraduate students in clinical education research","authors":"Katie Munro,&nbsp;Clare Guilding,&nbsp;Janice Susan Ellis,&nbsp;Luisa Wakeling","doi":"10.1111/tct.13693","DOIUrl":"10.1111/tct.13693","url":null,"abstract":"<p>The education of health professional students is informed by regulatory requirements, quality assurance standards and academic and clinical research. Biomedical research that contributes to the taught content of the curriculum is often well funded and supported by established career pathways. However, modes of curriculum delivery are not always informed by robust research. Where research in pedagogical practice is undertaken, it is often conducted within an informal aspect of an educator's role and may be underacknowledged, despite the benefits that such research brings.<span>¹</span> Moreover, unlike the established career pathways that exist for biomedical science researchers and clinical training, career pathways in clinical education research are poorly defined.</p><p>Clinical Education research (ClinEdR) is important if we are to meet the challenges of training and retaining the number of health care professionals needed to meet the demands of an ageing population with multiple co-morbidities and complex conditions. Inspiring the next generation of clinical education researchers is vital to grow and sustain a community focussed on ensuring excellence in pedagogical practices in the education and training of our future clinical workforce. Early opportunity and exposure to research activity has been shown to be a significant motivator to pursuing a clinical academic career,<span>^{2, 3}</span> and it is proposed that by increasing interest and awareness in undergraduates, the number of people entering this discipline could be expanded such that even with losses at later stages, the pool of researchers grows.</p><p>Recognising our own (national) opportunities and limitations in ClinEdR engagement, career development and community-building, the National Institute for Health and Care Research (NIHR) Incubator for ClinEdR was established in 2020 to lead an expansion of career researchers in clinical education, while driving culture change to position educational research as an esteemed career.<span>⁴</span> In the first year of this 3-year funded project, we explored and identified several key limitations and barriers to attracting people into the discipline of clinical education research; indeed, the most notable barrier was the recognition of ClinEdR as a discipline in itself. Armed with this knowledge, we then explored how career development and community-building may be done in the context of ClinEdR, specifically in growing an interest in the discipline from undergraduate level.</p><p>This ‘How to …’ paper has been informed by a series of series of semi-structured interviews with individuals identified as having success in involving undergraduates in ClinEdR. The individuals were identified through the NIHR Incubator network and through a snowballing recruitment strategy approved by our Research Ethics Committee. The interviews with seven individuals were transcribed and thematically coded using a reflexive th","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13693","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71430016","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 hidden curriculum of peer teaching in developing a professional identity: Perspectives of medical students and junior doctors","authors":"Victoria Lu,&nbsp;Koshila Kumar","doi":"10.1111/tct.13680","DOIUrl":"10.1111/tct.13680","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Peer teaching has been utilised in the field of medical education to support learning of the curriculum in both pre-clinical and clinical contexts. The literature has shown that there is a hidden curriculum unique to peer teaching, but little is known about this from the peer learner perspective. This study explored the hidden curriculum of peer teaching and from the perspective of medical students and junior doctors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data was collected via one-on-one interviews with 10 participants including junior doctors and medical students (n = 10). The interviews were transcribed, and thematic analysis was used to interpret the data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five themes were identified in relation to the hidden curriculum of peer teaching—specifically, learning how to be a professional; be a better learner; to care for self and others; to navigate career pathways; and to become a future teacher.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Peer teaching is a powerful resource for professional identity development in medicine and can be better leveraged to deliver on this potential.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71430017","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":"Educating prescribers: A carrot or stick narrative?","authors":"Ahmed Al-Shihabi,&nbsp;Michael Okorie","doi":"10.1111/tct.13695","DOIUrl":"10.1111/tct.13695","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71430015","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}