Clinical Teacher最新文献

{"title":"Lessons learned: Development of an organ transplant caregiver educational resource","authors":"Heather Bruschwein,&nbsp;Gloria Chen,&nbsp;Wendy Balliet,&nbsp;Jan Hart,&nbsp;Kelley Canavan,&nbsp;Michelle Jesse","doi":"10.1111/tct.13691","DOIUrl":"10.1111/tct.13691","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Organ transplant lay caregivers perform an essential and complex role, but there is a paucity of comprehensive, accessible education regarding transplant caregiving. We sought to create a broad, multifaceted educational toolkit for transplant caregivers. Given the complexities of this population, we report on lessons learned by organising diverse stakeholder engagement to develop an educational resource covering the breadth and depth of organ transplantation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Following a call from organ transplant patients and caregivers, the American Society of Transplantation (AST) formed an Organ Transplant Caregiver Initiative with the aim to develop a comprehensive educational toolkit for transplant caregivers. The AST Organ Transplant Caregiver Toolkit was created through a shared, multi-step process involving transplant professionals and caregivers, who formed an education subcommittee to develop and refine content domains. The caregiver toolkit was reviewed with relevant external stakeholders and through an internal organisational review process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Lessons learned included seeking guidance from others with experience creating similar resources, flexibility in project development, creativity in engaging stakeholders and routine communication between all entities involved. Insights gained contributed to the caregiver toolkit completion despite project challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The AST Organ Transplant Caregiver Toolkit can be utilised by health care professionals to educate and counsel transplant patients and caregivers. Lessons learned from the development of the caregiver toolkit can provide guidance to health care professionals and clinical teachers for the development of future education resources.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71415849","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":"Experiences of junior doctors who shielded during the COVID-19 pandemic","authors":"Amy Martin","doi":"10.1111/tct.13685","DOIUrl":"10.1111/tct.13685","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Shielding was introduced to protect clinically extremely vulnerable people during the COVID-19 pandemic. For junior doctors who had to shield, this meant pausing in-person clinical duties to protect their health. There is limited literature regarding this, and the available evidence is predominantly surveys or blogs that describe mainly negative experiences including guilt, isolation, inadequate support and Return To Work (RTW) concerns. Exploring the experiences of this group is valuable to understand the impact on them, and their support needs moving forward.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a qualitative study using individual semi-structured interviews. Three junior doctors were recruited using volunteer and snowball sampling. Interview transcripts were analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Seven themes were finalised: (1) Professional value, (2) Threatened autonomy, (3) Self-motivated, (4) Educational impact, (5) Mental health, (6) Inadequate support and (7) Return To Work concerns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Participant experiences largely reflected the evidence base including increased skill and knowledge acquisition, alongside guilt, isolation and inadequate support whilst shielding and upon RTW. These findings add valuable qualitative data to a scarcity of literature. However, caution should be applied when transferring these findings to other junior doctors, noting the small sample and regional setting. A small research grant has been secured for further research with a larger sample size incorporating the supervisor perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings demonstrate that shielding was a challenging experience for these junior doctors including impacts on mental health and insufficient support. This lack of support requires further attention to refine and strengthen available support structures.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"54232742","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":"Using ChatGPT for early career research scholarship","authors":"Partha Pratim Ray","doi":"10.1111/tct.13694","DOIUrl":"10.1111/tct.13694","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"54232743","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 … navigate entry into the field of clinical education research and scholarship","authors":"Anna Harvey Bluemel,&nbsp;Hannah Gillespie,&nbsp;Aqua Asif,&nbsp;Ray Samuriwo","doi":"10.1111/tct.13686","DOIUrl":"10.1111/tct.13686","url":null,"abstract":"<p>Clinical education research (ClinEdR) is a growing field that aims to ensure the way healthcare professionals are taught and learn is evidence-based. There is growing interest in how this evidence is generated in a robust, timely and cost-effective fashion. In this ‘How to …’ paper, we draw on relevant literature and our own experiences to offer suggestions on how novice researchers can navigate entry into the field of ClinEdR. We summarise key resources for those at the earliest stages of their interest in ClinEdR and scholarship and provide personal experiences of networking, collaborating and balancing research with a clinical or teaching role. This paper will be of interest to those at any stage in their clinical career with little to no experience of ClinEdR, but the enthusiasm to get started.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13686","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50159507","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":"How to … write an abstract","authors":"Danica Anne Sims","doi":"10.1111/tct.13631","DOIUrl":"10.1111/tct.13631","url":null,"abstract":"<p>Abstract writing, a necessary academic skill for all researchers, is an art in succinct and compelling scientific storytelling. The concise nature of an abstract emphasises these challenges: How can we apply principles for effective written communication in a concentrated and compact form without losing comprehension? The guidelines below will support abstract writing for submission acceptance, use and citation.<span>^1-3</span></p><p>Lingard and Watling's<span>⁴</span> ‘It's a <i>story</i>, not a study’ provides a paradigmatic shift in thinking about academic writing. While a study lives in the methods and results of a report, a story unfolds in the introduction, discussion and conclusion.<span>⁵</span> A study may be primarily concerned with the accuracy of the reporting, but a story seeks to be <i>persuasive</i>—understandable, compelling and memorable.<span>⁵</span> To be persuasive, writers should focus on the <i>how</i> (organisation or structure of writing) and <i>why</i> (relevance and impact of writing, i.e., introduction, discussion and conclusion) questions, over the <i>what</i> (i.e., methods).<span>⁶</span> However, foundational to a persuasive story is academic rigour; without quality, a story cannot be compelling.</p><p>Varpio et al.<span>³</span> outline how to develop a persuasive argument through use of ‘ethos’ (appeal to credibility), ‘pathos’ (appeal to emotion) and ‘logos’ (appeal to logic) (Table 1). The ‘problem, gap, hook’ heuristic is another helpful guide in capturing the essential elements of an successful abstract (Table 1).<span>^{4, 5}</span></p><p>Abstracts should tell stories. These stories need to be accessible to the reader: The narrative should be easy to follow, the structure logical and cohesive and the content understandable (i.e., ‘logos’).<span>^{1-3, 10, 16}</span> The story must appeal to the reader, grabbing their interest through relevance and relatability (i.e., ‘pathos’). While the packaging of a story is crucial, no amount of good writing can make up for shoddy science or poor quality research, such as ignoring the literature, poorly design studies, inappropriate methods, insufficient data collection and a lack of relevance, rigour, originality or innovation (i.e., ‘ethos’).<span>^{1, 3, 6, 10, 13}</span> Lastly, practice makes perfect. It is only through writing, and <i>re-writing</i>, that we can improve in our craft.</p><p><b>Danica Anne Sims:</b> Conceptualization; writing—original draft; writing—review and editing; investigation; visualization; formal analysis; project administration; resources.</p><p>The authors have no conflict of interest to disclose.</p><p>The authors have no ethical statement to declare.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13631","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49694875","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":"How to … successfully find and apply for Clinical Education Research (ClinEdR) funding","authors":"Megan Brown,&nbsp;Bryan Burford,&nbsp;Ray Samuriwo,&nbsp;John Sandars","doi":"10.1111/tct.13665","DOIUrl":"10.1111/tct.13665","url":null,"abstract":"<p>Money makes the world go round. We need money to pay for people to ‘do’ research, for equipment and supplies, travel and for basic overheads like administrative support. In Clinical Education Research (ClinEdR), funding is most often obtained after competitive application processes, where research teams have to demonstrate the rigour, value, impact and feasibility of their project, as well as their own credibility.<span>¹</span></p><p>As a young discipline, funding for ClinEdR can be challenging to locate and secure.<span>^{2, 3}</span> Novice and mid-career researchers, therefore, often have questions about how to locate funding for research and ongoing career development. Regrettably, there is no fool-proof formula for writing a winning funding proposal, but we can identify guiding principles for developing a project so that it has a better chance of being funded. In this ‘How to …’ paper, we draw on our shared experiences as members of the National Institute for Health Research (NIHR) Incubator for Clinical Education Research to offer advice on finding and applying for funding opportunities in this field. The NIHR Incubator for Clinical Education Research is a UK-wide network, established with support from the NIHR, which is leading initiatives to build capacity in the field. As members of this group, we are invested in supporting developing researchers in the field and believe guidance on applying for research funding to represent a necessary component of this support.</p><p>Our advice spans three key considerations: <i>knowing yourself</i>; <i>knowing your funding and your funder</i>; and <i>knowing your study</i>. Throughout, we consider important decisions when pursuing funding; offer an overview of sources and types of funding; and consider the practicalities of writing proposals, including estimating costs. We present a curated glossary of common funding terminology to help you decipher jargon that you may encounter (see Appendix A). Glossary terms are highlighted in bold text.</p><p>Bidding for funding in ClinEdR is competitive, and one cannot always win. However, there are guiding principles that can boost your chances. Given that funding enhances the quality of ClinEdR,<span>⁴</span> consistently making this effort, even when we fail to secure funding, is what is most important. If you are unsuccessful, allow yourself the time and space to process any disappointment, and work through feedback received to enhance your idea. For researcher-led calls, you can take your improved idea and submit elsewhere. For funder-led calls, there is still learning you can take from the process of bid construction. Although it is true that ‘money makes the world go round’ in ClinEdR, it is our commitment to learning and improvement that matter most.</p><p>The authors have no conflict of interest to disclose.</p><p>The authors have no ethical statement to declare.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49694874","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":"How to … bring a JEDI (justice, equity, diversity and inclusion) lens to your research","authors":"Neera R. Jain,&nbsp;Laura Nimmon,&nbsp;Laura Y. Bulk","doi":"10.1111/tct.13660","DOIUrl":"10.1111/tct.13660","url":null,"abstract":"<p>Scholars are increasingly called to incorporate a <b>justice, equity, diversity and inclusion (JEDI)</b> lens into health professions education (HPE) research.<span>^1-5</span> These and other terms are described in Table 1 and bolded throughout the paper. The complexity of this work can feel overwhelming, leading researchers at any career stage to avoid it altogether saying, ‘what I do is not JEDI research’. The pressure to incorporate JEDI ‘correctly’ may also dissuade researchers who prefer to ‘stay in their lane’ of expertise. While these tendencies may be understandable, they present a problem: HPE scholarship may fail to recognise vast ways of being, knowing and doing. Every area of research is steeped in a sociohistorical context and shaped by <b>power</b> dynamics (e.g. racism, <b>ableism</b>, colonialism and <b>hetero/cis/sexism</b>), meaning JEDI concerns are always at play. Research not engaging with these complexities risks ignoring scholars' influence on processes and outcomes, thus omitting diverse perspectives and experiences.<span>⁶</span> Consequently, constructions based on the norm prevail and researchers may, unintentionally, reconstruct knowledge from an exclusionary position. How can you do research in ways that unearth diverse perspectives and grapple with power dynamics to advance JEDI in HPE, even when this is not the central aim of your research? In this paper, we invite you on a journey to activate a JEDI lens in qualitative research practice, no matter your topic.</p><p>We suggest beginning by awakening your <i>critical consciousness</i>. Friere<span>⁷</span> argues this work requires critical reflection on our experiences of power, privilege and equity that reorients our action towards social justice. Harding<span>⁸</span> called this work developing a <i>traitorous identity</i>, requiring you to start from others' perspectives to gain insight on your own privileges and ways of understanding the world and then use that insight to do research anew. To begin this work, we encourage you to seek stories told from perspectives different from yours that can counter dominant social narratives. Engage with these stories to critically reflect on your own life experience relative to others, consider how power and privilege shape these experiences,<span>⁹</span> and imagine how things might be otherwise (Table 2). In this process, shame may arise in recognition of the harm and inadequacy of our past actions. Be gentle with yourself. This work requires leaning into discomfort to unlearn historically and deeply rooted ways of thinking, being and doing. Building new ways of working happens one courageous step, stumble or roll at a time. By activating your critical consciousness, you will tune into power and privilege more readily. Then, you must commit to action.<span>¹⁰</span></p><p>You can employ a JEDI lens at all stages of the research. In the following section","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49694873","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":"How to maximise asynchronous video resources that have been co-produced with patient partners","authors":"Romany Martin,&nbsp;Sibella Hardcastle,&nbsp;Bruce Moyle,&nbsp;Michele Dowlman,&nbsp;Andrew Williams","doi":"10.1111/tct.13622","DOIUrl":"10.1111/tct.13622","url":null,"abstract":"<p>Ensuring that health professional education is person centred is vital in the pursuit of person-centred clinical care. However, the volume of person-centred care content varies broadly in health professional education. One acknowledged approach to designing curriculum that is person-centred is to embed resources that have been co-produced by patients with lived and living experience. In this article, we aim to provide a guideline for the inclusion of asynchronous interdisciplinary video resources that have been co-produced by patients with lived and living experience.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49694876","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":"How to… support others in developing a career in clinical education research","authors":"Megan E. L. Brown,&nbsp;Ray Samuriwo,&nbsp;Aqua Asif,&nbsp;Ana Da Silva,&nbsp;Gill Vance,&nbsp;Richard Conn","doi":"10.1111/tct.13666","DOIUrl":"10.1111/tct.13666","url":null,"abstract":"<p>The Incubator for Clinical Education Research (ClinEdR) is a UK-wide network, established with support from the National Institute for Health Research, to lead initiatives to build capacity in the field. A key barrier identified by this group is that many experienced educators, clinicians, and researchers, who may be committed to supporting others, have little guidance on how best to do this. In this “How to …” paper, we draw on relevant literature and our individual and collective experiences as members of the National Institute for Health Research ClinEdR incubator to offer suggestions on how educators can support others to develop successful careers involving ClinEdR. This article offers guidance and inspiration for all professionals whose role involves research and scholarship and who encounter aspiring or developing clinical education researchers in the course of their work. It will also be of interest to researchers who are starting out and progressing in the field.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49694925","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 use of virtual patients for breaking bad news: A rapid review","authors":"Woohyun Kang","doi":"10.1111/tct.13681","DOIUrl":"10.1111/tct.13681","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Breaking bad news is an imperative skill for clinical practice that health care professionals struggle with. Virtual patients have been adopted as a new teaching aide in medical education and have shown efficacy in teaching clinical skills; however, there is limited research for use in communication skills. Virtual patients are especially well-suited for difficult communication skills, as students can practice without risk to patients. This rapid review aimed to review literature observing the potential of virtual patients as an effective means to teach breaking bad news.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A systematic search strategy was applied for papers published between November 2012 and November 2022 on Medline and Embase databases. Following the application of inclusion criteria, three studies were included. The Medical Education Research Study Quality Instrument and Critical Appraisal Skills Programme checklist were used for quality appraisal of the studies. Tabular and narrative synthesis was used to present the findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The findings of the studies suggest that when teaching breaking bad news, virtual patients are valuable compared with no intervention and are not inferior compared with simulated patients. An unexpected benefit of virtual patients was videotaping. A barrier to learning was the lack of affect and interaction. More research into the design of virtual simulations and its integration into existing curricula is required.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Virtual patients are a valuable educational tool for breaking bad news; however, they are yet to replace existing educational approaches. There is a need for more large-scale, homogeneous studies to inform instructional design and curriculum integration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49685995","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}