Clinical Teacher最新文献

{"title":"From passive participants to proactive partners: How to engage students in the design, delivery and development of research using the principles of co-production","authors":"Heidi Stelling, Muzuki Ueda, Fred Tilby-Jones, Megan Brown, Bryan Burford, James Fisher, Gillian Vance, Robbie Bain","doi":"10.1111/tct.13804","DOIUrl":"10.1111/tct.13804","url":null,"abstract":"<p>Students are key stakeholders in health professions education. Through co-production, students and educators can work in partnership to develop evidence-based improvements to their curricula, educational experiences and learning environment.<span><sup>1</sup></span> Co-producing research enables and empowers health professions students to shape research agendas and fosters a deeper engagement with scholarly pursuits.<span><sup>2</sup></span> They are elevated from passive subject to active producers of research while simultaneously developing collaborative relationships with their educators and contributing to the wider body of knowledge. This toolbox draws on our experiences of co-producing research, through a series of workshops and funded internships at Newcastle University, to offer practical guidance for educators interested in implementing this innovative approach to co-production in their own setting.</p><p>This toolbox was co-created alongside undergraduate medical students but is adaptable to all health professions students. It offers flexible suggestions and enough detail to guide readers through implementing co-production principles, from problem to publication, in their own setting. It consists of three stages, namely, design, delivery and development, with each phase informing the subsequent one in a continuous, cyclical manner, layering complexity at successive workshops within a cycle as well as between workshops in subsequent cycles (Figure 1). Our practical experiences are described in case study boxes across each stage.</p><p>Our programme began with a series of workshops designed to engage students and develop research ideas which successful students will later co-produce with their supervisors during the funded internship. The internships took place over the universities' summer break and lasted for 6–8 weeks. Firstly, a core team was constructed who could collaboratively plan the endeavour.</p><p>Delivery is considered with regards to session content throughout the programme and support needs during the internship phase.</p><p>Development is considered in terms of the programme and individual projects.</p><p>Co-production of education research allows educators and students to work synergistically to produce evidence-based outputs that are most salient to the undergraduate programme. The process of co-production was well received and offers an opportunity to enhance belonging, ownership and responsibility among participants while driving effective educational innovation. This practical toolbox sets out one approach to help build research skills and promote meaningful curricular change.</p><p><b>Heidi Stelling</b>: Writing—original draft; conceptualization. <b>Muzuki Ueda</b>: Writing—review and editing; conceptualization. <b>Fred Tilby-Jones</b>: Writing—review and editing. <b>Megan Brown</b>: Writing—review and editing. <b>Bryan Burford</b>: Writing—review and editing. <b>James Fisher</b>: Writing—review and editing; conce","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13804","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142115786","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":"Hurrah for storytelling in medical education!","authors":"Ashley V. Simpson","doi":"10.1111/tct.13803","DOIUrl":"10.1111/tct.13803","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142115787","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 transferability triad: Exploring possibilities for applicability, resonance and theoretical engagement in health professions education scholarship","authors":"Bridget C. O'Brien, Renée E. Stalmeijer, Miriam Hoffman, Satid Thammasitboon, Dorene F. Balmer, Megan E. L. Brown","doi":"10.1111/tct.13800","DOIUrl":"10.1111/tct.13800","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019859","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":"“Someone to talk to”: A qualitative study of oncology trainees' experience of mentorship around moral distress","authors":"Beatrice T. B. Preti,&nbsp;Sarah Wood","doi":"10.1111/tct.13797","DOIUrl":"10.1111/tct.13797","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Moral distress is an intrinsic part of healthcare, particularly prevalent in oncology practitioners. Previous studies have suggested mentorship may play a role in combatting moral distress; however, there is a lack of good evidence aimed at understanding trainees' experience with either mentorship or moral distress, including the intersection between the two.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a single-centre study in the hermeneutic phenomenological approach at a Canadian academic cancer centre. Six semi-structured interviews with senior oncology trainees were conducted and analysed according to the interpretive profiles hermeneutic phenomenological approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings/results</h3>\u0000 \u0000 <p>Key findings include the idea that trainees do find mentorship valuable and helpful in navigating moral distress, which is described as common and inevitable, with a number of triggers and factors identified. However, a mentorship relationship must involve mutual respect, understanding, and honesty in order to be valuable. Additionally, engaging in open, honest discussions with mentors, particularly more senior individuals, is seen as a risk–benefit balance by trainees; vertical mentors bring more wisdom and experience, but may also have a greater impact on a trainee's future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This thought-provoking study highlights mentorship as a potential method to combat the troubling phenomenon of moral distress in oncology trainees.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142010079","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":"Preparation for practice: What are students learning for?","authors":"Siew Ping Han,&nbsp;Xuan Wang,&nbsp;Purjita Kiruparan,&nbsp;Yu Hao Loo,&nbsp;Sebastian Khoo,&nbsp;Jennifer Cleland,&nbsp;Emmanuel Tan","doi":"10.1111/tct.13796","DOIUrl":"10.1111/tct.13796","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Junior doctors often feel inadequately prepared for clinical practice. Current approaches to optimising the pre-clinical to clinical transition generally overlook intrinsic factors, yet motivation and emotional engagement are likely to be important in building clinical competence. To address this gap, we explored the attitudes of medical undergraduates and clinicians towards learning and how these attitudes seemed to affect learning motivation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted semi-structured individual or group interviews with 22 medical undergraduates and eight clinicians. Interviews were transcribed and thematically analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students and clinicians had differing perspectives on the content and context of learning, as well as divergent attitudes towards learning. Students focused on factual knowledge and examination performance, preferably with simple, clear-cut answers, privileged book learning, and equated medical knowledge with clinical competence. Conversely, clinicians focused on soft skills and clinical reasoning, emphasised learning through observation and experience, assessments that acknowledged complexity and context, and saw knowledge as a foundation for practice. Further, clinicians mostly felt that the pre-clinical curriculum over-emphasised factual recall of knowledge that was neither useful nor relevant for clinical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We found that students tended to be extrinsically motivated by examination performance, which led to adopting surface learning approaches. This in turn led to a mismatch between the pre-clinical emphasis on factual recall and the higher-order skills necessary for clinical practice. We propose that a shift away from content overload and high-stakes assessment towards patient-centric teaching approaches may help re-orientate students towards intrinsic motivation and more effective learning methods.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142006031","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":"Anki flashcards: Spaced repetition learning in the undergraduate medical pharmacology curriculum","authors":"Juliana Magro,&nbsp;So-Young Oh,&nbsp;Nikola Košćica,&nbsp;Michael Poles","doi":"10.1111/tct.13798","DOIUrl":"10.1111/tct.13798","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teaching clinical pharmacology is often a challenge for medical schools. The benefits and popularity of active recall and spaced repetition through Anki flashcards are well-established and can offer a solution for teaching complex topics, but educators are often unfamiliar with this resource.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We implemented 501 faculty-generated pharmacology flashcards in five modules across the medical preclinical curriculum, available to 104 first-year students. At the end of each module, students were surveyed on the usefulness of this novel resource. The data from the cohort who had access to flashcards was compared with the previous cohort, without access, to analyse whether student use of Anki flashcards changed students' perceptions of the pharmacology curriculum and whether there were changes in pharmacology exam performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Seventy-five percent of the respondents rated the Anki pharmacology flashcards as ‘very useful’ or ‘somewhat useful’. Eight hundred and seventy-five responses were analysed with a natural language processing algorithm, showing that fewer students mentioned pharmacology as a difficult topic in the cardiovascular and renal modules, compared with the cohort who did not use Anki flashcards. There was not a statistically significant difference in test scores between the cohorts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Anki flashcards were well-received by medical students, which might have impacted their perception of the curriculum, as evidenced by the decrease in mentions of pharmacology being a difficult topic, maintaining consistency in academic performance. Educators should consider providing flashcards to offer spaced repetition opportunities in the curriculum; an additional benefit could be increasing information equality in medical schools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001552","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 value of Master's and PGCert qualifications in health professions education","authors":"Christopher J. Graham,&nbsp;Jun Jie Lim,&nbsp;Laura Cheetham,&nbsp;Josie","doi":"10.1111/tct.13802","DOIUrl":"10.1111/tct.13802","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989760","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":"Authenticity in medicine: Creating a safe space for all doctors","authors":"Ashley V. Simpson","doi":"10.1111/tct.13801","DOIUrl":"10.1111/tct.13801","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989758","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 human connection: Leveraging storytelling in medical education for holistic patient care","authors":"Waseem Jerjes","doi":"10.1111/tct.13799","DOIUrl":"10.1111/tct.13799","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989759","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":"Taking the next step: How student reflective essays about difficult clinical encounters demonstrate professional identity formation","authors":"Nicholas Freeman,&nbsp;Johanna Shapiro,&nbsp;Marvin Paguio,&nbsp;Yasaman Lorkalantari,&nbsp;Alexis Nguyen","doi":"10.1111/tct.13795","DOIUrl":"10.1111/tct.13795","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Difficult clinical encounters pose emotional and behavioural challenges for medical students. Unless resolved, they threaten students' professional competence and well-being. Learning how to humanistically interact with patients perceived as “difficult” is an important component of the developmental process that underlies professional identity formation (PIF).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study used thematic analysis to examine reflective essay data from the same set of students (<i>N</i> = 69), first in their third year and then in their fourth year of training at a US public medical school. Analysis focused on how student perceptions of patients', preceptors', and their own behaviour, attitudes, and emotions in difficult patient care situations evolved over time, and how such evolution contributed to their professional growth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Students identified clinical predicaments influenced by their own emotions and behaviour, as well as those of patients and preceptors. In response to patients perceived as angry, rude, and uncooperative, students described themselves and their preceptors primarily as engaging in routine medical behaviours, followed by expressions of empathy. These encounters resulted in residual emotions as well as lessons learned. Fourth-year students reported more empathy, patient-centeredness, and patient ownership than third-year students. While student-physicians grew in professionalism and compassion, they also noted unresolved distressing emotions post-encounter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>From third to fourth year, medical students undergo a process of professional growth that can be documented at a granular level through their perceptions of themselves, their patients, and their preceptors. Despite positive professional growth, students' lingering negative affect merits attention and support from clinical teachers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141977418","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}