Perspectives on Medical Education最新文献

{"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}

{"title":"Beyond Traditional: Clearing the Roadblocks to Advancement in Academic Medicine.","authors":"Pilar Ortega, Mara L Becker, Teresa M Chan, Kimberly D Manning","doi":"10.5334/pme.1681","DOIUrl":"10.5334/pme.1681","url":null,"abstract":"<p><p>In academic medicine, the label of nontraditional is often used to refer to scholars whose outputs or journeys differ from what is considered normative. Those who do not sufficiently align with traditional expectations may be at risk of being excluded from fully participating or achieving advancement in academic medicine, an experience that disproportionately affects groups who have been historically marginalized and underrepresented in medicine. In this eye opener, the authors use the lenses of their own stories in academic medicine to illustrate some of the traditional roadblocks experienced by these scholars, such as the lack of mentorship, the tendency to overlook or discourage work on nontraditional topics, and difficulty fitting innovative scholarship formats into curricula vitae or promotion packets. To clear the roadblocks, the authors call upon institutional leaders to enhance their processes, support systems, and criteria for learner and faculty academic advancement. Secondly, the authors call upon individuals to consider how they might engage in and frame their scholarly pursuits in a way that their merit can be readily ascertained.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"286-295"},"PeriodicalIF":4.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082468/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095753","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":"Factors Influencing Burnout in Croatian Medical Students: The roles of Lifelong Learning and Loneliness.","authors":"Ivan P Gradiski, Ana Borovecki, Marko Curkovic, Esperanza García-Gómez, Roberto C Delgado Bolton, Luis Vivanco","doi":"10.5334/pme.1468","DOIUrl":"10.5334/pme.1468","url":null,"abstract":"<p><strong>Background: </strong>Burnout and engagement are seen as opposite ends of a continuum. In medical education, engagement reflects motivation and social belonging, while burnout signifies a lack of interest in learning and social detachment. This study aimed to investigate the influence of lifelong learning and loneliness on these dynamics.</p><p><strong>Methods: </strong>A cross-sectional study involving a culture back-translation procedure was performed. Participants were medical students enrolled in a Croatian medical school. The Maslach Burnout Inventory (MBI-GS), Jefferson Scale of Physician lifelong learning (JeffSPLL-MS), and the Scale of Social and Emotional Loneliness Scale for Adults (SELSA-S), were used as main measures. Sex, age, grade point average, and year of study, were collected in a complementary form. Confirmatory Factor Analyses (CFAs), followed by correlation, comparative and multiple linear regression analyses were performed to assess the above-mentioned variables.</p><p><strong>Results: </strong>The sample consisted of 1,371 medical students (872 women), all native Croatian speakers. A model including lifelong learning, loneliness and sex variables accounted for 17% of the variance in the global MBI-GS score. This model showed a medium-to-large effect size and fulfilled conditions required for statistical inference. Additionally, differences by sex appeared in loneliness (p < 0.001), but not in lifelong learning abilities. Furthermore, the Croatian versions of the JeffSPLL-MS and the SELSA-S exhibited good psychometric properties, as confirmed by CFAs.</p><p><strong>Conclusions: </strong>These findings highlight the influence of lifelong learning abilities and loneliness on the burnout-engagement continuum. Additionally, findings indicate that female medical students are at heightened risk of experiencing burnout.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"274-285"},"PeriodicalIF":4.8,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082462/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095793","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":"Residents' Experiences of Learning, Working, and Developing in Entrustable Professional Activity-Based Training.","authors":"Maaike P Smit, Janiëlle A E M van der Velden, Reinoud J B J Gemke, Karsten A van Loon, Matthijs de Hoog","doi":"10.5334/pme.1464","DOIUrl":"https://doi.org/10.5334/pme.1464","url":null,"abstract":"<p><strong>Introduction: </strong>Entrustable Professional Activity (EPA)-based residency programmes are designed to offer structure, flexibility, and a gradual increase in autonomy. While residents are expected to take an active role in their learning, little is known about how they actually experience learning and working within the EPA framework. This study explores paediatric residents' experiences of learning, working, and developing within an EPA-based training programme.</p><p><strong>Methods: </strong>We conducted a qualitative study using semi-structured interviews with 11 paediatric residents from three of the seven Dutch training regions. Interviews were transcribed verbatim, anonymised, and analysed using template analysis to identify themes related to residents' learning and professional development within EPA-based training.</p><p><strong>Results: </strong>Residents described increasing confidence and competence in the phase prior to entrustment. Some linked this development to the EPA structure, as it supported goal setting and feedback-seeking, while others attributed this development primarily to learning through clinical experience.The entrustment decision process-particularly the Clinical Competence Committee (CCC) feedback-was seen as reassuring, though residents also described discomfort with being evaluated by a group. After entrustment, residents experienced greater autonomy but noted variation in supervision practices. Some felt unsure about when to request supervision, particularly in apparently straightforward settings. Others described feeling empowered to pursue individualised learning opportunities.</p><p><strong>Discussion: </strong>In reflecting on these findings, we drew on the concept of Self-Regulated Learning to explore how residents engaged with their training. Making these principles more explicit within EPA-based programmes may support residents in optimising their learning and strengthen their preparation for independent practice.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"255-263"},"PeriodicalIF":4.8,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12063573/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051153","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":"Learning from Reflection on Patient Outcomes Data: How EHR Can Support Trainees in Graduate Medical Education on Inpatient Rotations.","authors":"Margaret A Robinson, Christy Boscardin, Marieke Van der Schaaf, Justin L Sewell, Glenn Rosenbluth","doi":"10.5334/pme.1627","DOIUrl":"https://doi.org/10.5334/pme.1627","url":null,"abstract":"<p><strong>Introduction: </strong>As healthcare evolves into interdisciplinary, complex, team-based care that often includes shiftwork and sub-specialization, patient outcomes data has become necessary for trainees to engage in reflective practice in clinical environments. However, current practices around collecting and distributing such data to trainees are not effective. Specifically, it is not clear what patient data are significant and compelling to trainees for reflective practice. The goal of our study was to characterize trainee perspectives on what data are meaningful to promote reflective activities for learning in the clinical work environment.</p><p><strong>Methods: </strong>From 2020-2021, we conducted a longitudinal cross-sectional study to assess trainee interest in clinical outcomes data. Over 14 days, pediatrics and internal medicine residents doing inpatient work at the University of California San Francisco completed surveys corresponding to recently opened patient charts.</p><p><strong>Results: </strong>958 surveys were completed by 41 participants (average 23 unique patient encounters per participant). Trainees expressed interest in follow-up for 32.9% of encounters (n = 315/958), most often to 'learn if something significant or unexpected happened.' Trainees most often desired follow-up patient data when they had made significant decisions or felt responsible.</p><p><strong>Discussion: </strong>Trainees were interested in clinical outcomes data for a limited number of patient encounters, highlighting challenges with current strategies to promote reflective practice using clinical outcomes data. While refinement of such approaches continues through consideration of what trainees find meaningful in data, understanding motivating and demotivating factors in trainees' outcomes data-seeking behaviors will also be crucial for success in using such data for learning opportunities.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"264-273"},"PeriodicalIF":4.8,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12063598/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143991449","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}