Perspectives on Medical Education最新文献

{"title":"Learning-by-Concordance Approach in Health Professions Education: A Scoping Review.","authors":"Antoine Roche, Ann Alexandra Rodriguez Turcot, Andréanne St-Pierre, Sarah Cherrier, Marie-Claude Audétat, Bernard Charlin, Joseph-Omer Dyer","doi":"10.5334/pme.1658","DOIUrl":"10.5334/pme.1658","url":null,"abstract":"<p><strong>Introduction: </strong>Learning by concordance (LbC) is an educational approach designed to develop expertise, particularly in the field of clinical reasoning (CR) among healthcare professionals. It is based on the script concordance test (SCT) with the addition of feedback based on expert responses. The objective of this study was to map the scientific literature on this rapidly growing learning approach.</p><p><strong>Methods: </strong>A scoping review was conducted following the Arksey and O'Malley framework and the PRISMA-ScR guidelines. A systematic search was conducted in MEDLINE, Embase, CINAHL, Web of Science and Google Scholar up to March 10, 2025. Eligible primary studies had to focus on the LbC approach targeting healthcare learners.</p><p><strong>Results: </strong>Twenty-eight studies met the inclusion criteria: twenty focused on the implementation of the LbC approach and eight on its development. Most of the studies used mixed methods (quantitative and qualitative). The results mainly indicate that learners perceive the LbC approach as engaging and beneficial for decision-making. The articles mention five elements related to the development of LbC that would contribute to its success.</p><p><strong>Discussion: </strong>The LbC approach could be applicable to a wide range of disciplines and learning levels. The variability in the procedures for developing the approach, as well as the variability of the objectives and methodologies of the studies, limit the comparability of the results.</p><p><strong>Conclusion: </strong>LbC is a promising approach for promoting decision-making skills in a variety of uncertain clinical contexts. The concept of standardized development and evaluation frameworks for this approach could improve its applicability, effectiveness and reproducibility.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"387-398"},"PeriodicalIF":4.8,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12227079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576711","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 Perils of Excessively Relying on Medicine's Tradition of Standardization.","authors":"Lara Varpio, Daniel J Schumacher, Sayra M Cristancho","doi":"10.5334/pme.1864","DOIUrl":"10.5334/pme.1864","url":null,"abstract":"<p><p>Medicine has long relied on standardization to ensure safety, consistency, and efficiency. From evidence-based guidelines to competency-based curricula, standardized practices have shaped both clinical care and medical education. Yet, as social conditions evolve and clinical complexity increases, this commentary argues that rigid adherence to standardized protocols can become a liability. We explore how excessive standardization can constrain expert judgment, perpetuate inequities in education, and hinder responsiveness to emergent societal needs. Drawing on examples from admissions, assessment, and clinical practice, we show how the very structures meant to promote fairness and safety can inadvertently undermine equity and adaptability. We call for a shift toward \"adaptive standardization\"-an approach that balances consistency with contextual flexibility. Such a shift requires not only individual discernment but also systemic support for clinicians and educators to tailor decisions to specific circumstances. Ultimately, we argue that fostering adaptability alongside standardization is essential for medical systems to remain responsive, just, and resilient in a rapidly changing world.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"383-386"},"PeriodicalIF":4.8,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12227085/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576713","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":"From Crisis to Opportunity: Reinventing Medical Education After COVID-19.","authors":"Anita Samuel, Steven J Durning","doi":"10.5334/pme.1672","DOIUrl":"10.5334/pme.1672","url":null,"abstract":"<p><p>The COVID-19 pandemic dramatically disrupted traditional bedside teaching in medical education, emphasizing the need for innovative approaches to clinical training. This disruption highlights a critical opportunity to reassess and enhance medical education practices for future resilience. This paper examines the changes in bedside teaching brought about by the COVID-19 pandemic and explores the use of novel tools and technologies to support this essential educational practice. Key adaptations to bedside teaching involved virtual patient interviews, telemedicine clinics, and live-streamed surgeries. Hybrid models allowed for the co-location of some participants while integrating virtual supervision. Challenges included access disparities, technological limitations, and the inability to fully replicate hands-on training. Evidence supports the retention of traditional bedside teaching for high-contact encounters, hybrid models for limited-contact scenarios, and fully virtual teaching for non-contact educational needs. The pandemic has demonstrated the adaptability and resilience of medical education. By strategically incorporating virtual and hybrid approaches, we can enhance the quality, accessibility, and effectiveness of bedside teaching. These approaches not only address the challenges posed by the pandemic but also offer opportunities to prepare future healthcare professionals for a dynamic and technologically advanced healthcare environment.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"371-382"},"PeriodicalIF":4.8,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12203901/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530481","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":"Spoilt for Choice in Undergraduate Medical Admission: Selection of Confident and Considerate Students Using Professional Prequalification and Situational Judgement Test.","authors":"Ina Mielke, Wolfgang Hampe, Maren Ehrhardt, Mirjana Knorr","doi":"10.5334/pme.1571","DOIUrl":"10.5334/pme.1571","url":null,"abstract":"<p><strong>Introduction: </strong>When considering personal characteristics in undergraduate medical admission, professional prequalification (i.e., previous work experience in the medical field) and performance on situational judgement tests (SJTs) are prominent criteria. Despite evidence on the ability of professional prequalification and SJT performance to predict general interpersonal skills, their benefit for students' concrete behavior in everyday situations remains unclear.</p><p><strong>Methods: </strong>With the present study, we examined how undergraduate medical students with prior professional qualification and students with better SJT performance act in actual social situations by using a behavior-focused observer approach. Supervisors rated the students after a mandatory one-week practical training in general medicine on three distinguishable interpersonal dimensions, namely agency (i.e., assured-dominant), communion (i.e., warm-agreeable), and emotional stability (i.e., calm and stable). Prior to admission, participants (<i>N</i> = 210) completed a traditional SJT (i.e., HAM-SJT), a natural science test (i.e., HAM-Nat), and responded to sociodemographic questions.</p><p><strong>Results: </strong>Controlling for cognitive admission criteria, age, and gender, students with prior professional qualifications were rated as more assured-dominant (<i>β</i> = 0.21; 95% CI [0.04; 0.39], <i>p</i> = 0.019), whereas students with better HAM-SJT performance were rated as more warm-agreeable (<i>β</i> = 0.17, 95% CI [0.02; 0.31], <i>p</i> = 0.024).</p><p><strong>Discussion: </strong>The results value both admission criteria as complements to cognitive criteria in undergraduate selection but emphasize their differentiated focus on students' interpersonal behavior. Medical schools are invited to review their admission criteria based on the present findings and on the question of required and learnable skills.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"360-370"},"PeriodicalIF":4.8,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12227088/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576712","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":"Ready, Set, Clerkship: The 'Learning to Learn at the Workplace' Training to Prepare Medical Students for Workplace Learning.","authors":"Mila Van Dorst, Marije Lesterhuis, Renske De Kleijn, Annet Van Royen-Kerkhof, Marije Hennus","doi":"10.5334/pme.1567","DOIUrl":"10.5334/pme.1567","url":null,"abstract":"<p><strong>Background: </strong>Preparing medical students <i>how</i> to learn during clerkships is vital to support their transition from preclinical to workplace learning. However, training programs fostering students' workplace learning skills are sparse. To address this gap, the 'Learning to Learn at the Workplace' training program was developed, combining strategies for informal workplace learning with self-regulated learning (SRL) techniques.</p><p><strong>Approach: </strong>Using the 'ADDIE' instructional design model, the training was developed, implemented and evaluated. It consists of four classroom sessions combined with workplace assignments, each addressing a different SRL theme for informal workplace learning: learning goals, asking questions, feedback, and reflection. Additionally, the influence of the clerkship context on SRL is addressed, with the aim to enable students to recognize and utilize informal workplace learning.</p><p><strong>Outcomes: </strong>The training was piloted with medical students during their second or third clerkship (n = 33). Students provided written feedback following each session and completed a final questionnaire (n = 21). Teachers evaluated implementation fidelity after each session. Students reported that the training effectively supported their self-regulated workplace learning. They particularly valued its relevance, practical tools, and the opportunity to exchange clerkship learning experiences.</p><p><strong>Reflection: </strong>Students gained valuable insights into self-regulated informal workplace learning at clerkships. To further stimulate application of taught skills during clerkships, better integration of transfer tasks into the training is suggested. Involving numerous stakeholders and extensive literature in the developmental process ensured this training aligned with students' needs and received positive evaluations from students, teachers, and curriculum developers. Subsequently, the training will become a mandatory part of the current curriculum.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"352-359"},"PeriodicalIF":4.8,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12164758/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303356","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":"\"It's Always There, Right?\" Exploring Internal Medicine Teams' Use of Basic Science Knowledge on Inpatient Rounds.","authors":"Tracy B Fulton, John C Penner, Sally A Collins, Marieke van der Schaaf, Bridget C O'Brien","doi":"10.5334/pme.1766","DOIUrl":"10.5334/pme.1766","url":null,"abstract":"<p><strong>Purpose: </strong>Attendings and trainees are expected to use basic science knowledge (BSK) in clinical practice and learning. Evidence of how is scant, and more research situated in clinical learning environments (CLEs) is needed. Our study aimed to characterize use of BSK during patient care in a CLE and the actions, interactions, materials, and beliefs that influence its use, to inform efforts to connect BSK education to clinical workplace learning and patient care.</p><p><strong>Method: </strong>We conducted a constructivist grounded theory study, collecting data from eight inpatient Internal Medicine (IM) teams at one US institution from October 2022 to January 2023. Data included field notes from 27 hours observing inpatient rounds and 24 team member interviews. Iterative data analysis involved coding, memo writing, and constant comparison to develop a theory of BSK use on IM inpatient rounds.</p><p><strong>Results: </strong>We found that BSK can be activated on rounds through social interactions (among team members, with patients), and in contact with materials (e.g. the electronic health record). Our findings describe BSK as activated when team members connect to and test BSK or when they explore uncertainty; and that activation is supported by beliefs that BSK use brings value to patient care. However, team members often left BSK not activated, accompanied by beliefs about it not being a good fit for patient care activities. Actions associated with leaving BSK not activated included delegating responsibility for using it, deferring discussion, or curtailing conversations about it.</p><p><strong>Discussion: </strong>Much of the literature describes BSK use in the clinical setting as the product of individual cognition. Our findings extend this characterization, illustrating how social and material elements of the inpatient CLE influence BSK use on rounds. These elements can be leveraged to activate BSK to support integration of learning with patient care in the workplace.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"339-351"},"PeriodicalIF":4.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12143259/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250372","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 Power of Students: Using Positioning Theory and Frame Analysis to Explore Power Dynamics in Mentoring Relationships.","authors":"Hannelore van der Kloot, Erik Driessen, Eline Vanassche","doi":"10.5334/pme.1662","DOIUrl":"10.5334/pme.1662","url":null,"abstract":"<p><strong>Introduction: </strong>Power plays a crucial role in mentoring relationships as mentoring is inherently a social and relational practice. Power dynamics can function as a gatekeeper to students' learning opportunities and experiences, making it crucial to build a better theoretical and empirical understanding of how it operates in and through mentoring relationships. This study explores how students participate in power dynamics in mentoring relationships during their internship. It starts from the view that power is not solely tied to hierarchy, but is in a continuous flux, recognizing that students also participate in power dynamics and shape mentoring relationships.</p><p><strong>Methods: </strong>The study draws on a multiple case-study of four mentoring dyads in undergraduate general practice internships. Non-participant observations were combined with periodic interviews and audio diaries. We took a discursive perspective on power dynamics that was operationalized through the integration of positioning theory and frame analysis.</p><p><strong>Results: </strong>The analysis resulted in four enactments of power by students: resistance, imposed power, empowerment, and vested power. The four enactments can be situated on two axes, that is, doing power versus being enabled to do power; and whether the mentors' and students' frames align or not.</p><p><strong>Discussion: </strong>The findings documented the potential power of the students by introducing a novel discursive framework. Students enact power by doing power themselves or being enabled to do power by their mentors; supporting that students also have responsibilities in the mentoring relationship. Making students' and mentors' expectations and goals explicit can provide insight in supporting students during mentoring experiences.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"328-338"},"PeriodicalIF":4.8,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12124276/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200506","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":"Principles for Developing a Large-Scale Point-of-Care Ultrasound Education Program: Insights from a Tertiary University Medical Center in Israel.","authors":"Roy Rafael Dayan, Ofri Karni, Itamar Ben Shitrit, Rachel Gaufberg, Karny Ilan, Lior Fuchs","doi":"10.5334/pme.1613","DOIUrl":"10.5334/pme.1613","url":null,"abstract":"<p><strong>Background & need for innovation: </strong>Point-of-care ultrasound (POCUS) has transformed bedside diagnostics, yet its operator-dependent nature and lack of structured training remain significant barriers. To address these challenges, Ben Gurion University (BGU) developed a longitudinal six-year POCUS curriculum, emphasizing early integration, competency-based training, and scalable educational strategies to enhance medical education and patient care.</p><p><strong>Goal of innovation: </strong>To implement a structured and scalable POCUS curriculum that progressively builds technical proficiency, clinical judgment, and diagnostic accuracy, ensuring medical students effectively integrate POCUS into clinical practice.</p><p><strong>Steps taken for development and implementation: </strong>The curriculum incorporates hands-on training, self-directed learning, a structured spiral approach, and peer-led instruction. Early exposure in physics and anatomy courses establishes a foundation, progressing to bedside applications in clinical years. Advanced technologies, including AI-driven feedback and telemedicine, enhance skill retention and address faculty shortages by providing scalable solutions for ongoing assessment and feedback.</p><p><strong>Evaluation of innovation: </strong>Since its implementation in 2014, the program has trained hundreds of students, with longitudinal proficiency data from over 700 students. Internal studies have demonstrated that self-directed learning modules match or exceed in-person instruction for ultrasound skill acquisition, AI-driven feedback enhances image acquisition, and early clinical integration of POCUS positively influences patient care. Preliminary findings suggest that telemedicine-based instructor feedback improves cardiac ultrasound proficiency over time, and AI-assisted probe manipulation and self-learning with ultrasound simulators may further optimize training without requiring in-person instruction.</p><p><strong>Critical reflection: </strong>A structured longitudinal approach ensures progressive skill acquisition while addressing faculty shortages and training limitations. Cost-effective strategies, such as peer-led instruction, AI feedback, and telemedicine, support skill development and sustainability. Emphasizing clinical integration ensures students learn to use POCUS as a targeted diagnostic adjunct rather than a broad screening tool, reinforcing its role as an essential skill in modern medical education.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"319-327"},"PeriodicalIF":4.8,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12101120/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144068","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":"Making as Method in Teaching: Do-It-Yourself (DIY) Objects and Hands-on Learning with Materials.","authors":"Anna Harris, Martina Bardelli, Giuliana Brancaleone, Nyah Costa, Lia Hruby, Remco Poeliejoe","doi":"10.5334/pme.1575","DOIUrl":"10.5334/pme.1575","url":null,"abstract":"<p><p>In medical education, technological innovation often focuses on the digital and virtual. In the analogue space, physical learning tools seem to come readymade - pre-programmed mannequins, printed textbooks or the ubiquitous articulated plastic skeletons. The market for mass-produced objects in medical education is vast, however we concern ourselves here with important but overlooked learning materials that fall outside this digital-industrial complex: handmade objects, crafted using (often) simple, low-cost, locally sourced materials, also known as <i>DIY objects</i>. Educational materials have long been hand-crafted, yet this topic receives little attention in the healthcare professions education literature. In this Eye Opener article, we aim to bring DIY objects out of the shadows and in doing so, introduce to the healthcare professions community some of the main theories, movements and approaches behind making as a teaching method. To further our understanding of the role of DIY objects in medical teaching we adopted an ethnographic method that involved making the objects ourselves. Our Eye Opener suggests a greater emphasis can be placed on making one's own teaching materials and on making as a learning activity. We discuss how making facilitates active and multisensory modes of learning including enhancing spatial awareness, helps students to challenge the status quo in medicine and encourages environmental sustainability in the classroom. We propose some applications of making in the classroom, such as exploring more diverse representations of bodies and studying the environmental impact of medical education materials.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"309-318"},"PeriodicalIF":4.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12101108/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144047","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":"A Scoping Review of Programs of Active Arts Engagement in International Medical Curricula.","authors":"Zoe Moula, Stephanie Bull, Naa Okantey, Megan Brown, Victoria Edleston, Maisie Crawford, Sandra Sawchuk, Tracy Moniz","doi":"10.5334/pme.1506","DOIUrl":"10.5334/pme.1506","url":null,"abstract":"<p><strong>Introduction: </strong>Arts and humanities are often positioned as 'additive' to medical education, rather than 'intrinsic'. They are also used to teach skills and perspective-taking more than utilising their transformative potential to propel personal insight and social advocacy. There is, therefore, a need for more meaningful and strategic integration of the arts in medical curricula. Existing reviews combine <i>active</i> and <i>receptive arts</i> engagement, although these methods represent different magnitudes of engagement.</p><p><strong>Methods: </strong>This review aimed to synthesise the use of <i>active</i> arts engagement in undergraduate medical curricula internationally. We searched seven databases for articles published between 1991-2024.</p><p><strong>Results: </strong>We reviewed 134 studies conducted in 27 countries (total n = 10,700). Most programs were medium-intensity (e.g., standalone modules), used visual and performing arts, and aimed to foster skills mastery, perspective-taking, and personal insight. Studies on artmaking for social advocacy were lacking, as was data about program evaluation and learner assessment. Almost all survey instruments used were unvalidated.</p><p><strong>Discussion: </strong>Studies of active arts engagement are disproportionately low compared to receptive engagement, signaling missed opportunities to leverage the benefits of the arts. Most studies were conducted in high-income countries, illuminating that lower-income countries do not have a strong voice in the knowledge exchange. To avoid devaluing the arts in medical curricula, we suggest that medical educators: a) direct attention to creative opportunities to engage students with social advocacy; b) collaborate with arts/humanities professionals and international medical educators; c) consider more meaningful and strategic integrations of active arts engagement into medical curricula, approaching them with the same rigor as other medical education programs to maximise their pedagogical potential.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"296-308"},"PeriodicalIF":4.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12101118/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144045","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}