Clinical Teacher最新文献

{"title":"Trajectories and Adaptive Recalibration of Self-Efficacy in Brazilian Medical Students: A Longitudinal Study With Implications for Educational Support","authors":"Alex Bertolazzo Quitério,&nbsp;Weslley dos Santos Borges,&nbsp;Ana Maria Rita Pedroso Vilela Torres de Carvalho Engel,&nbsp;João Daniel De Souza Menezes,&nbsp;Emerson Roberto dos Santos,&nbsp;William Donegá Martinez,&nbsp;Matheus Querino da Silva,&nbsp;Stela Regina Pedroso Vilela Torres de Carvalho,&nbsp;Samila Bernardi do Vale Lopes,&nbsp;Maysa Alahmar Bianchin,&nbsp;Vânia Maria Sabadoto Brienze,&nbsp;Janaína Aparecida de Sales Floriano,&nbsp;Júlio César André","doi":"10.1111/tct.70448","DOIUrl":"10.1111/tct.70448","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Self-efficacy, the belief in one's capacity to execute actions necessary to achieve specific objectives, is a significant predictor of academic performance and well-being in medical training. Longitudinal studies examining the dynamic evolution of self-efficacy throughout undergraduate medical education remain scarce in the Brazilian context. This study prospectively evaluated perceived self-efficacy among medical students during critical curricular transitions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A prospective longitudinal study followed 50 medical students from a Brazilian public university at four time points: course entry (T1–2021), end of first year (T2–2022), midpoint of clinical cycle (T3–2023) and beginning of fifth year/internship (T4–2025). The Self-Efficacy Scale for Higher Education (SESHE), a validated 34-item instrument assessing five dimensions, was administered. Statistical analyses included repeated measures ANOVA, Wilcoxon test and effect size calculations (Cohen's <i>d</i>).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study observed a dynamic evolution in perceived self-efficacy, characterised by a notable shift in total self-efficacy from 2021 to 2023, followed by partial recovery by 2025. This pattern included significant reductions in several dimensions. Self-efficacy in proactive actions experienced the most pronounced change (<i>d</i> &gt; 0.8), while self-efficacy in social interaction demonstrated relative stability. Baseline analyses revealed higher self-efficacy in social interaction among male students (<i>d</i> = 0.51).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings suggest that the observed changes in self-efficacy represent an adaptive recalibration, moving toward a more realistic self-assessment essential for professional development. Therefore, strategies that support this healthy recalibration are crucial. These interventions should aim to facilitate adaptive adjustment, fostering robust and accurate self-efficacy throughout medical training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70448","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148166066","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":"Coloniality in Simulation-Based Medical Education","authors":"M. C. Kaushila Thilakasiri,&nbsp;Danica Sims,&nbsp;Debbie Aitken","doi":"10.1111/tct.70459","DOIUrl":"10.1111/tct.70459","url":null,"abstract":"<div>\u0000 \u0000 <p>Simulation-based medical education (SBME) has emerged as a dominant pedagogical tool globally, yet its diffusion into low- and middle-income countries (LMICs) frequently occurs through uncritical transfer from high-income country (HIC) contexts. This viewpoint examines how coloniality, the enduring structures of power, knowledge and cultural hierarchy inherited from colonialism continue to shape SBME in LMICs. Drawing on the author's experiences as a simulationist in Sri Lanka and the United Kingdom, the paper explores how colonial assumptions manifest across three phases of simulation practice: design and planning, execution and facilitation and evaluation. In the planning stage, imported educational theories and faculty-development models often neglect local learning cultures and social hierarchies, resulting in pedagogical dissonance. In execution, simulation activities are frequently delivered in colonial languages and rely on equipment designed for Western physiologies, producing artificial learning encounters and limiting psychological safety. Evaluation processes, meanwhile, depend on HIC-derived metrics and standards that marginalise Indigenous perspectives and reinforce epistemic dependency. These practices collectively reproduce inequities that privilege Western frameworks while silencing local innovation and contextual adaptation. Decolonising SBME therefore requires deliberate awareness, reflection and re-design—through multilingual instruction, co-creation of contextually relevant scenarios and development of locally led faculty and research ecosystems. By reframing simulation not as a technology to be imported but as a relational, culturally situated educational practice, educators can create more authentic and equitable learning environments. This article calls on simulationists, educators and policymakers in both HICs and LMICs to recognise colonial legacies in SBME and to pursue inclusive, locally grounded approaches that enhance patient safety and learning outcomes without perpetuating dependency. Confronting coloniality within simulation is thus a necessary step towards the broader decolonisation of global medical education.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148166076","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":"A Relational Perspective on Effortful Knowing in the Age of Generative AI","authors":"Angelicarosa Cascone,&nbsp;Jason L. Walsh,&nbsp;Louis J. Koizia,&nbsp;Benjamin H. L. Harris","doi":"10.1111/tct.70456","DOIUrl":"10.1111/tct.70456","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148166041","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":"Colouring Inside the Lines: Why Medical Students Should Be Encouraged to Draw More in Surgical Rotations","authors":"Syed Abbas Moazzam Kazmi,&nbsp;Saulat Hasnain Fatimi,&nbsp;Hamdan Ahmed Pasha","doi":"10.1111/tct.70451","DOIUrl":"10.1111/tct.70451","url":null,"abstract":"<div>\u0000 \u0000 <p>Art and surgery have long shared a symbiotic relationship, each rooted in observation, precision and creativity. I was reminded of this early as a medical student during my cardiothoracic surgery and general surgery rotations, when I began making 2-min ‘thumbnail’ sketches after cases—just enough lines to capture planes, landmarks and instrument angles. What started as a way to stay focused quickly changed how I saw operative anatomy: messy, layered, dynamic and rarely like the textbook plate. Although drawing has anchored surgical understanding from Vesalius and Da Vinci to Cheselden and Bell, the habit has faded in modern curricula, displaced by digital imaging and largely passive viewing, especially as a medical student in surgical rotations. My experience suggests the opposite approach is both feasible and valuable. Brief, structured sketching sharpened my spatial reasoning and helped me retain operative steps; the gaps in my redraws mapped exactly to the questions I asked on rounds the next morning. Drawing not only refines visual–spatial skills but also promotes deeper cognitive processing and long-term retention—qualities essential for surgical trainees. Despite its proven benefits, many students and clinicians shy away from drawing due to perceived lack of skill, time constraints or undervaluing of artistic learning. Integrating structured drawing exercises and art-based reflection into surgical training may not only enhance anatomical comprehension but also foster mindfulness, empathy and critical observation. Reviving art within surgical education is, therefore, not an indulgence in aesthetics, but an investment in cultivating more perceptive, reflective and precise surgeons.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148152456","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":"Transitioning to Senior Clinical Roles: Differences in Models of Clinical Oversight Between Specialties—A Response to “Experiences of Transitioning to Senior Roles in Intensive Care Medicine”","authors":"Imaad Khan,&nbsp;Rifat Ershad,&nbsp;Faizullah Khan","doi":"10.1111/tct.70457","DOIUrl":"10.1111/tct.70457","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148145800","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":"Balancing Collaboration and Individual Responsibility in Medical Education","authors":"Michal Feigis","doi":"10.1111/tct.70452","DOIUrl":"10.1111/tct.70452","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148145780","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148093701","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148093703","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148093702","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148093704","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}