Clinical Teacher最新文献

{"title":"Towards a Quality-Assured Framework of Professional Development for Clinical Teaching Fellows in Undergraduate Medical Education","authors":"Nadia Lascar, Claire Joanne Stocker","doi":"10.1111/tct.70158","DOIUrl":"10.1111/tct.70158","url":null,"abstract":"","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":"144681058","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":"Variation in Students' Experiences and Approaches to Learning During Early Clinical Immersion","authors":"Naomi Staples,&nbsp;James Collett,&nbsp;Matti Gild,&nbsp;Jonathan Hong,&nbsp;Fawzia Huq,&nbsp;Jennifer Shone,&nbsp;Karen M. Scott","doi":"10.1111/tct.70156","DOIUrl":"10.1111/tct.70156","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Emphasis is being placed on producing intern-ready graduates who can navigate complex clinical environments. Early clinical immersion seeks to enable this through experiential learning and supported participation in authentic workplaces; however, its educational value remains intangible. Studies have evaluated placement objectives but not other effects in detail. We explored novice students' experiences and approaches to learning during early clinical immersion and factors that enhanced or hindered them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Medical students at the beginning of their second year undertook 8 weeks of immersive clinical learning to introduce them to hospital settings, enable understanding of hospital workplaces and strengthen clinical assessment and skills. In 2021, focus groups were conducted and data were analysed using theory-informing subjectivist inductive data analysis based on self-regulation learning theory.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fifteen participants described diverse experiences and approaches to learning during early clinical immersion, indicating varying degrees of self-regulated learning. Through goal setting, strategic awareness and behaviour, self-reflection and adaptation and flexibility, some maximised learning opportunities, while others had a more limited experience. Some causal attributes enhanced learning, such as undertaking ward-based learning tasks with nurses, while other attributes hindered it, such as disengaged supervisors and teams.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The quality of students' experience of learning during early clinical immersion is influenced by the degree of self-regulated learning, which affects the approach to learning, plus system barriers and facilitators. Strategies that enable students to enhance self-regulated learning, such as setting and monitoring learning goals with supervisors, may help optimise learning in clinical environments and provide the scaffolds to enhance learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647394","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":"‘Stories of Loss’—Designing and Evaluating a Patient-Led Perinatal Bereavement Programme for Medical Students","authors":"Clare Kennedy,&nbsp;Alison Lynch,&nbsp;Nina Doyle,&nbsp;Susanne Brodigan,&nbsp;Laura Guild,&nbsp;Mary F. Higgins","doi":"10.1111/tct.70146","DOIUrl":"10.1111/tct.70146","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Providing bereavement support to parents who have experienced a perinatal loss requires knowledge, empathy and sensitivity. Undergraduate opportunities to learn directly from parents with personal experience remain limited. This study assessed medical students' responses to parent-led stories on perinatal loss, evaluating their self-reported changes in knowledge, skills and self-awareness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Final-year medical students in University College Dublin participated in a new educational initiative featuring parent-educators from three perinatal loss advocacy groups. Each session focused on the parents' personal experiences of pregnancy loss and was designed collaboratively with the authors and independently led by the parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Evaluation used a validated preintervention and postintervention questionnaire—the Perinatal Bereavement Care Confidence Scale (PBCCS). This measures self-reported knowledge, support skills and self-awareness in providing bereavement care. Students also provided free-text comments on confidence promoters, inhibitors and suggestions for improvement. Statistically significant improvements were observed across all three domains of the PBCCS following the educational sessions. Knowledge scores increased 28.2%, from 2.80 to 3.59 (<i>p</i> &lt; 0.01; Cohen's <i>d</i> = 0.39). Skills rose 43.1%, from 2.16 to 3.09 (<i>p</i> &lt; 0.001; <i>d</i> = 0.65). Self-awareness increased 21.6%, from 3.29 to 4.00 (<i>p</i> &lt; 0.001). Thematic content analysis of free-text responses revealed a lack of experience and fear of ‘saying the wrong thing’ as confidence inhibitors. Postintervention responses highlighted the value of hearing from the bereaved parents, with students calling for continued parent-educator sessions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This pilot educational programme highlights the value of in-person, parent-led education and suggests that integrating the lived experience can better prepare students to provide bereavement care.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144646803","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 Regional Anatomy Course Designed to Better Prepare Medical Practitioners for Entry Into Surgical Training","authors":"Erin C. Saricilar,&nbsp;Nabil El Massri,&nbsp;Allan Meares,&nbsp;Pierre Chapuis,&nbsp;Annette Burgess","doi":"10.1111/tct.70141","DOIUrl":"10.1111/tct.70141","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The ‘Surgical Anatomy Based on GSSE’ course is an elective within the Master of Surgery coursework degree. It is designed to assist in preparation for the General Surgical Science Examination (GSSE), conducted by the Royal Australasian College of Surgeons (RACS) and required for entry into the Surgical Education and Training (SET) program. The purpose of this study was to investigate student perception of the course, and their knowledge acquisition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Forty-six students enrolled during 2022 and 2023. Teaching sessions occurred across nine 7-h face to face sessions. Topics included upper extremity, lower extremity, head and neck, thorax and back, abdomen, pelvis and perineum. Modified team–based learning methods included online pre-class preparation (pre-recorded lectures, reading and quizzes). Classes were facilitated by anatomists, surgeons and course alumni, where students worked in groups of four, with didactic teaching based on specially prosected wet specimens. Assessment methods included multiple-choice questions and SPOT tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>In total, 45/46 (98%) students responded to a post-course survey, including closed and open-ended items. All students (100%) passed the course assessments. Descriptive statistics were used to analyse course assessment data. Overall, students reported a positive experience, finding the course helpful in preparation for the GSSE. While participants found the teaching methods and supervision valuable, some suggested a need for additional sessions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The course provided a comprehensive platform for both self-directed and supervisor-led learning of anatomy at postgraduate level. It demonstrates an excellent framework for aspiring surgical trainees to acquire knowledge and skills in preparation for the GSSE.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70141","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144624346","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 Doctor as an Educator: Increasing Exposure to Teaching in Medical Curricula","authors":"Robbie Bruce Carnegie,&nbsp;Maggie Kerr Livingstone","doi":"10.1111/tct.70149","DOIUrl":"10.1111/tct.70149","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144624348","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 … Teach a Neurodiverse Clinical Learner Group","authors":"Dylan Harris","doi":"10.1111/tct.70153","DOIUrl":"10.1111/tct.70153","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144624347","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 … Implement a Successful Medical Student–Staff Partnership Project","authors":"Cate Goldwater Breheny,&nbsp;Eve O'Connell,&nbsp;Rasha Mezher-Sikafi,&nbsp;Mike Streule","doi":"10.1111/tct.70151","DOIUrl":"10.1111/tct.70151","url":null,"abstract":"<p>Student–staff partnerships, where students work as equal partners alongside staff, are a powerful process to develop learning and teaching in higher education. However, within undergraduate medical education, there are multiple challenges that restrict medical students' and staff's ability to engage in partnership work. We draw on our experiences of a successful medical student–staff partnership in summer 2023 to identify four key barriers to successful partnerships: lack of time, emotions and hierarchy, lack of awareness of professional identity formation and ineffective use of student expertise. By naming and exposing these challenges and sharing our experiences and tips on how they can be overcome, we provide educators with a comprehensive guide to implementing successful student–staff partnership within the undergraduate medical education setting. We conclude that reflective practice in partnerships provides a valuable opportunity for learning and personal development for both staff and students.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144615064","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":"Evaluating Artificial Intelligence and Traditional Learning Tools for Chest X-Ray Interpretation: A Descriptive Study","authors":"Gurtek Singh Samra,&nbsp;Vashisht Ramoutar,&nbsp;Kelley Chen,&nbsp;Muiz Chaudhry,&nbsp;Hrithika Patel,&nbsp;Terese Bird,&nbsp;Vanessa Rodwell","doi":"10.1111/tct.70139","DOIUrl":"10.1111/tct.70139","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Chest X-ray (CXR) interpretation is a fundamental yet challenging skill for medical students to master. Traditional resources like Radiopaedia offer extensive content, while newer artificial intelligence (AI) tools, such as Chester, provide pattern recognition and real-time feedback. This study aims to evaluate Radiopaedia and Chester's effectiveness as educational tools and to explore student perspectives on AI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A teaching session on CXR interpretation fundamentals was delivered to establish a standardised baseline of knowledge among participants, followed by a live tutorial introducing students to the functionality of both Chester AI and Radiopaedia. Students engaged with both tools to answer a 25-item workbook assessing complex CXR pathologies. CXRs were deliberately selected for their complexity to examine student engagement with online learning tools amid diagnostic uncertainty, encouraging applied clinical reasoning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Preclinical medical students were recruited and randomly assigned to the Chester AI (<i>n</i> = 5) or Radiopaedia group (<i>n</i> = 5). During the workbook task, participants were instructed to engage with the workbook using Radiopaedia and Chester AI. Post-session, participants took part in focus groups to share their experiences. Thematic analysis highlighted Chester's efficiency and potential as a revision tool but noted limitations with complex CXR pathologies. Radiopaedia was valued for its comprehensiveness but was less efficient for the workbook task due to its vast array of content.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>AI tools such as Chester show promise as complementary resources alongside traditional learning materials. Combining Chester's efficiency and real-time feedback with Radiopaedia's in-depth content may optimise learning and improve CXR interpretation skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70139","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144606668","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":"Lasting Impact of Patient-Led Medical Education","authors":"Bonita Sawatzky,&nbsp;Cathy Kline","doi":"10.1111/tct.70147","DOIUrl":"10.1111/tct.70147","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Our university offers an interprofessional program to medical students in Year 1 of a 4-year undergraduate medical program: Health professional students learn from a health mentor—someone living with a chronic condition. This helps foster patient-centredness, empathy and communication skills. Long-term assessment of patient involvement in medical education is rare; thus, this study explores the lasting effects of 3-year post-program at entry-to-practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a case-based study of fourth-year medical students to evaluate the impact of learning from patients in the Health Mentors Program (HMP). Students analysed a video case of a person with cerebral palsy who fell at home and created a care plan. We compared students who participated in the HMP with those who did not, assessing how often they considered the patient's and caregiver's perspectives, the number of diagnostic tests ordered and referrals to other professionals and community services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p><i>T</i>-tests showed that HMP students significantly prioritised the patient's and caregiver's voices (<i>p</i> = 0.014, Cohen's <i>d</i> = 0.6) and ordered fewer diagnostic tests than non–HMP students (<i>p</i> = 0.001, Cohen's <i>d</i> = 3.3). However, there were no significant differences in medical consults, referrals to allied health professionals or community services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This was the first, limited attempt to use case-based assessments to measure the long-term impact of patient-centred learning. Integrating patient perspectives into preclinical education may enhance students' ability to work collaboratively with patients in care planning. Designing structured assessments around patient-centred care can help ensure that students retain and apply these skills in their clinical careers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70147","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144606669","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":"Sampling Thoughtfully in Qualitative Research: Hallmarks of Rigour in Health Professions Education","authors":"Jerusalem Merkebu,&nbsp;Jamie Geringer,&nbsp;Anita Samuel","doi":"10.1111/tct.70145","DOIUrl":"10.1111/tct.70145","url":null,"abstract":"<div>\u0000 \u0000 <p>Methodologically sound sampling is fundamental to the rigour and impact of qualitative medical education research, directly shaping the depth and breadth of resulting insights. Recognizing the significant influence of sampling decisions on research outcomes, this paper offers a practical guide for researchers navigating these crucial choices. We begin by delineating commonly employed qualitative sampling strategies, critically examining their respective strengths and inherent limitations. Subsequently, we emphasize the iterative nature of sampling, highlighting its continuous relevance throughout the research lifecycle, from initial participant recruitment to the nuanced stages of data analysis and interpretation. By providing pragmatic insights into these essential facets of qualitative sampling, this paper aims to empower researchers to make critical decisions, ultimately bolstering the quality, credibility and trustworthiness of their qualitative medical education research endeavours.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598217","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}