Medical Education Online最新文献

{"title":"A critical qualitative study to understand current black women medical student perspectives on anti-racist reform in US medical education.","authors":"Nouran Ghanem, Debora Goetz Goldberg, Eldesia Granger, Jennifer R Warren, Gilbert Gimm","doi":"10.1080/10872981.2024.2393436","DOIUrl":"10.1080/10872981.2024.2393436","url":null,"abstract":"<p><strong>Purpose: </strong>The US medical education system has a long-standing history of omitting evidence and perpetuating false pseudo-scientific beliefs on the complex and nuanced relationships between race, racism, and health disparities. There is an urgent need to identify and address the historical influence of systemic racism on the current curriculum, organization, and culture of US medical education. The goal of this study was to understand Black women medical student perspectives on race and racism in current medical school training and their recommendations to inform anti-racist action in US medical education.</p><p><strong>Method: </strong>The authors conducted a critical qualitative study to understand the perspectives of Black women medical students on issues surrounding race and racism in relation to US medical education. To their knowledge, this is the first study to use qualitative research methods to understand current thinking on the need for anti-racist pedagogy in medical school education among Black women medical students in the US.</p><p><strong>Results: </strong>The interviews revealed critical limitations in the teaching of race, racism, and racial disparities, including a lack of historical depth, continuity, and evaluation of this content; lack of actionable guidance to address racial disparities in clinical practice; and dissonance between emerging anti-racist content and national licensing examinations. The qualitative data yielded several anti-racist strategies and practices that can be implemented in US medical schools to redress historical curriculum limitations and better prepare future generations of physicians to care for marginalized populations.</p><p><strong>Conclusions: </strong>This study provides actionable feedback on needed reforms to redress US medical school curriculum limitations as it relates to race, racism, and racial disparities.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2393436"},"PeriodicalIF":3.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11340229/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142009702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online peer assessment in Galenic Pharmacy: enhancing evaluative judgement in higher education.","authors":"Elena Cano García, Lyda Halbaut Bellowa, Ludmila Martins Gironelli, Laia Lluch Molins","doi":"10.1080/10872981.2024.2409487","DOIUrl":"10.1080/10872981.2024.2409487","url":null,"abstract":"<p><p>Assessment influences how students define their priorities and their commitment to the learning process. Assessment strategies can empower students to actively engage in metacognitive processes, fostering cross-curricular competencies. Mastery of these competencies not only enhances deep and meaningful learning but also prepares learners for the challenges of the ever-evolving knowledge field. However, developing evaluative judgement, the ability to critically and autonomously judge the quality of one's own work and that of others, is essential but challenging. The purpose of this study was to design and assess an online educational experience for Galenic Pharmacy students (<i>N</i> = 339) during the 2021-2022 academic year of the Degree of Pharmacy. Beyond content acquisition, the primary goal was to foster evaluative judgement as a pivotal component of the 'learning to learn' competence. A complex task with iterative deliverables was proposed, using peer assessment as the central tool for the development of evaluative judgement. Students were required to give presentations on methods of administering medicines and had iterative deliverables. They underwent multiple rounds of peer feedback. The task as well as peer assessment process were compulsory for all the students. The participating students voluntarily answered an ad hoc online questionnaire in relation to their perception of the overall experience of peer assessment. The outcomes showcased the positive impacts of peer assessment based on the roles of assessor and assessed. An improvement in feedback quality was observed from one iteration to another, and an enhancement of critical judgement was evident. Enhancing assessment literacy might be essential for both educators and students. For educators, this would allow them to set criteria more aligned with competencies, whereas students might place higher value on these practices and actively engage with the learning process. Such engagement is crucial for promoting lifelong autonomous and self-regulated learning.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2409487"},"PeriodicalIF":3.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11441052/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accelerated 3YMD programs: the last decade of growth of the Consortium of Accelerated Medical Pathway Programs (CAMPP).","authors":"Catherine L Coe, Sally A Santen, Annette C Reboli, Jeffrey R Boscamp, Amanda M Stoltz, Erin Latif, Lisa Grill Dodson, Matthew Hunsaker, Anuradha Paavuluri, Judith Brenner, Seethalakshmi Ramanathan, Allison Macerollo, Shou Ling Leong, Lisa Strano-Paul, Christin Traba, Betsy Goebel Jones, Kristen Rundell, Alicia Gonzalez-Flores, William J Crump, Mark Vining, April O Buchanan, Debaroti Tina Mullick Borschel, Christina M Vitto, Joan Cangiarella","doi":"10.1080/10872981.2024.2400394","DOIUrl":"10.1080/10872981.2024.2400394","url":null,"abstract":"<p><strong>Introduction: </strong>Over the past decade, the growth of accelerated three-year MD (3YMD) programs has flourished. In 2015, with support from the Josiah Macy Jr. Foundation, the Consortium of Medical Pathway Programs (CAMPP) started with eight North American medical schools. The objective of this paper is to evaluate the current state of the 3YMD programs.</p><p><strong>Material and methods: </strong>Since 2015, the CAMPP has tracked new and prospective 3YMD programs. An electronic survey collecting curricular and programmatic information about the programs was disseminated to all members of the CAMPP in August 2023. The survey included elements related to year of initiation, number of graduates, and curricular elements.</p><p><strong>Results: </strong>Of the schools with known established three-year MD programs, 29 of 32 programs responded (response rate 90%). There is growth of Accelerated Medical Pathway Programs over time with almost 20% of United States Allopathic Medical Schools having or developing an accelerated program. There have been 817 graduates from these programs from 2013-2023. Most schools include an opportunity for a 'directed pathway' experience for students. A directed pathway is where a student completes the MD degree in three-years and then has a direct placement into an affiliated residency program, provided they meet the goals and objectives of the curriculum. Most of the schools report a mission to reduce medical student debt and build a workforce for a specialty, for a population of patients, or geographical distribution.</p><p><strong>Conclusions: </strong>Accelerated three-year medical pathway programs have grown significantly over the last decade, consistent with an overall effort to redesign medical curricula, reduce debt and contribute to the workforce.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2400394"},"PeriodicalIF":3.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11441013/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COVID-19 pandemic and its impact on medical interns' mental health of public and private hospitals in Guadalajara.","authors":"Francisco José Barbosa-Camacho, Víctor Ulises Rodríguez-Machuca, Juan Carlos Ibarrola-Peña, Jonathan Matías Chejfec-Ciociano, Mario Jesús Guzmán-Ruvalcaba, Jaime Alberto Tavares-Ortega, Gonzalo Delgado-Hernandez, Gabino Cervantes-Guevara, Enrique Cervantes-Pérez, Sol Ramírez-Ochoa, Clotilde Fuentes-Orozco, Alejandro Gonzalez-Ojeda","doi":"10.1080/10872981.2024.2308360","DOIUrl":"10.1080/10872981.2024.2308360","url":null,"abstract":"<p><strong>Introduction: </strong>Burnout syndrome is a global burden characterized by exhaustion, work detachment, and a sense of ineffectiveness. It affects millions of individuals worldwide, with a particularly high prevalence among medical students. Factors such as demanding education, exposure to suffering, and the COVID-19 pandemic have contributed to elevated stress levels. Addressing this issue is crucial due to its impact on well-being and health-care quality.</p><p><strong>Materials and methods: </strong>This cross-sectional survey study assessed fear of COVID-19 and burnout levels among medical student interns in hospitals in Guadalajara, Jalisco. The study used validated scales and collected data from September 2021 to September 2022. A snowball sampling method was employed and a minimum sample size of 198 participants was calculated.</p><p><strong>Results: </strong>This study included 311 medical students (62.1% female and 37.9% male with a mean age of 23.51 ± 2.21 years). The majority were in their second semester of internship (60.5%) and from public hospitals (89.1%). Most students believed that the COVID-19 pandemic affected the quality of their internship (82.6%). Female students had higher personal burnout scores, while male students had higher work-related burnout scores. The mean score for fear of COVID-19 was 13.71 ± 6.28, with higher scores among women (<i>p</i> = 0.004) and those from public hospitals (<i>p</i> = 0.009). A positive weak correlation was found between COVID-19 scores and burnout subscales.</p><p><strong>Conclusion: </strong>Our study emphasizes the significant impact of various factors on burnout levels among medical students and health-care professionals during the COVID-19 pandemic. Prolonged exposure to COVID-19 patients, reduced staffing, and increased workload contributed to burnout, affecting well-being and quality of care. Targeted interventions and resilience-building strategies are needed to mitigate burnout and promote well-being in health-care settings.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2308360"},"PeriodicalIF":3.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10823882/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139571565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking and Reinforcing Cultural Humility Against the Culture Wars: A Framework For Addressing Receptivity to Diversity Initiatives.","authors":"Jerel M Ezell","doi":"10.1080/10872981.2024.2307710","DOIUrl":"10.1080/10872981.2024.2307710","url":null,"abstract":"","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2307710"},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10836480/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139673332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical school service regions in Canada: exploring graduate retention rates across the medical education training continuum and into professional practice.","authors":"Cassandra Barber, Cees van der Vleuten, Saad Chahine","doi":"10.1080/10872981.2024.2403805","DOIUrl":"10.1080/10872981.2024.2403805","url":null,"abstract":"<p><strong>Purpose: </strong>To create medical school service regions and examine national in-region graduate retention patterns across the medical education continuum and into professional practice as one approach to advancing social accountability in medical education.</p><p><strong>Methods: </strong>Medical school service regions were created in Canada using publicly available data and mapped using Geographic Information System (GIS) software. Population size and density for each service region were calculated using census data. Retrospective data of medical graduates who completed their medical degrees between 2001-2015 (<i>n</i> = 19,971) were obtained from a centralized data repository and used to analyze in-region retention rates by medical specialty across the training continuum and five years into professional practice.</p><p><strong>Results: </strong>Spatial inequities were observed across medical school service regions. Graduate retention patterns also varied across service region groups and medical specialties. Quebec (86.5%) and Ontario (80.4%) had above-average retention rates across the medical education continuum. Family medicine had the highest retention rates from undergraduate to postgraduate training (81.9%), while psychiatry had the highest retention rate across the training continuum and into professional practice (71.2%). The Alberta and British Columbia service region group demonstrated high retention rates across the training continuum and into professional practice and medical specialties, except for retention from undergraduate to postgraduate medical education.</p><p><strong>Conclusion: </strong>This study highlights the importance of considering both medical specialty and practice location of graduates when planning and retaining the physician workforce. The observed retention patterns among graduates are a critical aspect of addressing societal needs and represent an intermediate step towards achieving health equity. Furthermore, graduate retention patterns serve as an outcome measure for schools to demonstrate their commitment to social accountability. Tracking and monitoring graduate outcomes may lead schools to actively collaborate with government agencies responsible for healthcare policy, which may ultimately improve physician workforce planning and promote more equitable healthcare access.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2403805"},"PeriodicalIF":3.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11536692/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142567830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Difference in medical student performance in a standardized patient encounter between telemedicine and in-person environments.","authors":"Emily M Murphy, Ariella Stein, Reshma Pahwa, Maura McGuire, Tina Kumra","doi":"10.1080/10872981.2024.2388422","DOIUrl":"10.1080/10872981.2024.2388422","url":null,"abstract":"<p><strong>Introduction: </strong>Telemedicine is an increasingly common form of healthcare delivery in the United States. It is unclear how there are differences in clinical performance in early learners between in-person and telemedicine encounters.</p><p><strong>Materials & methods: </strong>The authors conducted a single-site retrospective cohort study of 241 second-year medical students to compare performance between in-person and telemedicine standardized patient (SP) encounters. One hundred and twenty medical students in the 2020 academic year participated in a telemedicine encounter, and 121 medical students in the 2022 academic year participated in an in-person encounter. SPs completed a multi-domain performance checklist following the encounter, and the authors performed statistical analyses to compare student performance between groups.</p><p><strong>Results: </strong>Students who completed in-person encounters had higher mean scores in overall performance (75.2 vs. 69.7, <i>p</i> < 0.001). They had higher scores in physical exam (83.3 vs. 50, <i>p</i> < 0.001) and interpersonal communication domains (95 vs. 85, <i>p</i> < 0.001) and lower scores in obtaining a history (73.3 vs. 80, <i>p</i> = 0.0025). There was no significant difference in assessment and plan scores (50 vs. 50, <i>p</i> = 0.96) or likelihood of appropriately promoting antibiotic stewardship (41.3% vs. 45.8%, <i>p</i> = 0.48).</p><p><strong>Conclusion: </strong>The authors identified significant differences in clinical performance between in-person and telemedicine SP encounters, indicating that educational needs may differ between clinical environments.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2388422"},"PeriodicalIF":3.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11500675/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141898633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing a framework for promoting interest and engagement of scholarship of teaching and learning for medical students.","authors":"Ritvik Bhattacharjee, Austin Reynolds, Lilian Zhan, Laura Knittig, Ranjini Nagaraj, Yuan Zhao","doi":"10.1080/10872981.2024.2336332","DOIUrl":"10.1080/10872981.2024.2336332","url":null,"abstract":"<p><strong>Background: </strong>The scholarship of teaching and learning (SoTL) is a field of academic research that focuses on improving learning through reflective and informed teaching. Currently, most SoTL-related work is faculty-driven; however, student involvement in SoTL has been shown to benefit both learners and educators. Our study aims to develop a framework for increasing medical students' interest, confidence, and engagement in SoTL.</p><p><strong>Methods: </strong>A student-led SoTL interest group was developed and a year-round program of SoTL was designed and delivered by student leaders of the group under the guidance of a faculty advisor. Individual post-session surveys were administered to evaluate participants' perceptions of each session. Pre- and post-program surveys were administered to evaluate the program impact.</p><p><strong>Results: </strong>The year-round SoTL program consistently attracted the participation of medical students and faculty. Survey responses indicated strong medical student interest in the program and positive impact of the program. Increased interest and confidence in medical education research were reported by the student participants. The program design provided opportunities for student participants to network and receive ongoing feedback about medical education research they were interested or involved in.</p><p><strong>Conclusion: </strong>Our study provides insights for developing a framework that other institutions can reference and build upon to educate and engage students in SoTL.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2336332"},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10986435/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The influence of hierarchy as an Implicit curriculum on medical trainees during the COVID-19 pandemic.","authors":"Fatemah Qasem, Lisi Gordon","doi":"10.1080/10872981.2024.2430589","DOIUrl":"10.1080/10872981.2024.2430589","url":null,"abstract":"<p><strong>Background: </strong>Understanding the hierarchy in medical education is considered one of the hidden curriculum agendas that help to guide the medical trainees throughout their careers in healthcare. However, many negative aspects to the hierarchy and a few positive aspects have been uncovered in recent years. The COVID-19 pandemic had a tremendous impact on the healthcare system, deploying healthcare workers, including trainees from their primary speciality training to help caring for COVID-19 patients. The effect of hierarchy on medical trainees in such situations has not been discussed before. This study aims to uncover whether the COVID-19 pandemic emergency had any impact on the hierarchical system among healthcare workers.</p><p><strong>Methods: </strong>Individual semi-structured virtual interviews were conducted with six residents from different residency programs who were redeployed from their primary subspeciality to work with COVID-19 patients in different healthcare facilities across the country. The interviews aimed to uncover the resident's experience with the hierarchical structure while working in a diverse COVID-19 team. Responses were analysed qualitatively using an interpretive approach.</p><p><strong>Result: </strong>Interviews yielded data broadly covered the aspects of 1. The impact of hierarchy during the pandemic on the resident's training in the absence of academic and clinical teaching and the limited exposure to clinical cases where the primary focus was treating COVID-19 patients. 2. The functional and dysfunctional impact of hierarchy on team dynamic before the COVID-19 pandemic from the residents 'perspective when they worked with different teams before the pandemic. 3. The functional and dysfunctional impact of hierarchy on team dynamic during the COVID-19 pandemic where some aspects of hierarchy, like mentorship, were prominent among teams. 4. The resident personal experience with the COVID-19 team during the pandemic in terms of team diversity and the war zone experience. The trainees described in a narrative approach the hierarchy impact on their experience during the COVID-19 pandemic.</p><p><strong>Conclusions: </strong>The COVID-19 pandemic impacted the hidden curriculum of medical hierarchy in both functional and dysfunctional ways. This period underscored positive hierarchical elements, such as role clarity and team leadership, which were often overlooked pre-pandemic, while also exposing limitations that hindered flexibility and inclusivity.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2430589"},"PeriodicalIF":3.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11583320/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do medical schools influence their students' career choices? A realist evaluation.","authors":"Adam Thomas, Ruth Kinston, Sarah Yardley, R K McKinley, Janet Lefroy","doi":"10.1080/10872981.2024.2320459","DOIUrl":"10.1080/10872981.2024.2320459","url":null,"abstract":"<p><strong>Introduction: </strong>The career choices of medical graduates vary widely between medical schools in the UK and elsewhere and are generally not well matched with societal needs. Research has found that experiences in medical school including formal, informal and hidden curricula are important influences. We conducted a realist evaluation of how and why these various social conditions in medical school influence career thinking.</p><p><strong>Methods: </strong>We interviewed junior doctors at the point of applying for speciality training. We selected purposively for a range of career choices. Participants were asked to describe points during their medical training when they had considered career options and how their thinking had been influenced by their context. Interview transcripts were coded for context-mechanism-outcome (CMO) configurations to test initial theories of how career decisions are made.</p><p><strong>Results: </strong>A total of 26 junior doctors from 12 UK medical schools participated. We found 14 recurring CMO configurations in the data which explained influences on career choice occurring during medical school.</p><p><strong>Discussion: </strong>Our initial theories about career decision-making were refined as follows: It involves a process of testing for fit of potential careers. This process is asymmetric with multiple experiences needed before deciding a career fits ('easing in') but sometimes only a single negative experience needed for a choice to be ruled out. Developing a preference for a speciality aligns with Person-Environment-Fit decision theories. Ruling out a potential career can however be a less thought-through process than rationality-based decision theories would suggest. Testing for fit is facilitated by longer and more authentic undergraduate placements, allocation of and successful completion of tasks, being treated as part of the team and enthusiastic role models. Informal career guidance is more influential than formal. We suggest some implications for medical school programmes.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"29 1","pages":"2320459"},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10898266/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}