Perspectives on Medical Education最新文献

{"title":"\"It's Like a Whole Set of Things That We Do\": A Qualitative Study of the Roles of Journal Editors-in-Chief.","authors":"Lauren A Maggio, Anthony R Artino, Joseph A Costello, Paolo C Martin, TingLan Ma, Kirsten R Brown","doi":"10.5334/pme.3277","DOIUrl":"10.5334/pme.3277","url":null,"abstract":"<p><strong>Introduction: </strong>Journal editors-in-chief (EICs) play a central role in shaping scholarly publishing, yet little is known about how they understand and enact their roles. We explored how medical education journal EICs describe their roles in shaping the publication process.</p><p><strong>Methods: </strong>We conducted a qualitative study using thematic analysis of interviews with nine medical education journal EICs. The interviews were part of a broader investigation of publication timelines and explored editorial leadership and practices, including experiences during the COVID-19 pandemic. Participants' accounts also provided insight into the broader work of leading a journal, which became the focus of the present analysis.</p><p><strong>Results: </strong>Participants described their work not as a set of discrete tasks, but as five interrelated roles: <i>knowledge developer, proactive communicator, steward of time and energy, nurturer</i>, and <i>orchestrator</i>. These roles were enacted simultaneously and often in tension, reflecting the need to balance scholarly rigor, relational commitments, and system constraints. EICs described actively shaping knowledge, orchestrating complex communication networks, safeguarding finite reviewer and editorial resources, supporting authors and editorial teams, and maintaining workflow continuity. Much of this work was characterized as invisible labor occurring behind the scenes and not captured in formal metrics. Participants also highlighted a structural tension between nurturing authors and stewarding limited resources, underscoring the challenges of sustaining both inclusivity and efficiency within a resource-constrained system.</p><p><strong>Discussion: </strong>This study offers a practice-informed framework for understanding EIC work as relational, strategic, and system-oriented. By making visible the often-invisible labor that underpins academic publishing, our findings challenge reductive conceptions of editorial work and highlight the need for training, support, and systemic changes to better align expectations for rigor, inclusivity, and sustainability.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"1085-1094"},"PeriodicalIF":3.5,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13674542/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149217191","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 Qualification: A Video-Stimulated Interview Study on What Group Discussion of Audit and Feedback Adds to Professional Development in General Practice.","authors":"Dorien van der Winden, Mana Nasori, Marianne Mak-van der Vossen, Nynke van Dijk, Marije van Braak, Jettie Bont, Mechteld Visser","doi":"10.5334/pme.1954","DOIUrl":"10.5334/pme.1954","url":null,"abstract":"<p><strong>Introduction: </strong>Modern healthcare demands continuing professional development (CPD) that bridges learning and practice and motivates health professionals. Current CPD activities often prioritize qualification, while socialization and subjectification purposes are considered vital in other educational contexts and could help to foster dynamic learning. Group discussion of audit and feedback (A&F) is a form of CPD that is used increasingly, and that may fulfill these needs. However, little is known about how this approach creates learning opportunities or what the group dynamic contributes.</p><p><strong>Method: </strong>In this video-stimulated interview study we explored how a group of experienced general practitioners perceive the value of group discussion of A&F in their professional development, employing a constructivist paradigm. We first inductively analyzed our findings, using Thematic Analysis. A second deductive analysis followed, using Biesta's concept of the three purposes of education (qualification, socialization and subjectification) as framework.</p><p><strong>Results: </strong>According to our participants, group discussion of A&F allows for a reflective process that adds to their professional development. The group helps deepen reflection and assists with the forming of individual and collective opinions. The meetings enhanced motivation for both individual and collective learning. Key conditions included a safe learning environment and a high level of enjoyability. The group meetings offered opportunities for all three purposes of education.</p><p><strong>Discussion: </strong>Group discussion adds value to individual A&F by offering room for socialization and subjectification, as well as classic qualification purposes. It thereby offers a future proof form of CPD that could improve quality of healthcare and stimulate lifelong learning.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"1073-1084"},"PeriodicalIF":3.5,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13674528/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149217243","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 Student Engagement and Intention to Practise Medicine Across Undergraduate Years: A Longitudinal Study.","authors":"Hongbin Wu, Zehua Shi, Jie Xia","doi":"10.5334/pme.2157","DOIUrl":"https://doi.org/10.5334/pme.2157","url":null,"abstract":"<p><strong>Introduction: </strong>Medical students' declining intention to practise medicine threatens workforce sustainability. Addressing this issue is critical to alleviating workforce shortages and improving healthcare delivery. While previous studies have explored factors influencing students' career intentions, the specific role of multidimensional student engagement, and whether its associations with intention vary across undergraduate years, has not been systematically examined.</p><p><strong>Method: </strong>We analysed a two-year (2020-2021) longitudinal dataset from the China Medical Student Survey using a cohort-sequential design. Five dimensions of engagement were measured: behavioural classroom, behavioural clinical, emotional, cognitive, and agentic engagement. Multilevel growth models were applied to examine changes in intention to practise medicine and year-specific engagement-intention associations. Bayesian Model Averaging (BMA) was employed to evaluate robustness under model uncertainty using Posterior Inclusion Probabilities (PIPs).</p><p><strong>Results: </strong>The findings indicated that intention to practise medicine declined through Year 4, with a slight attenuation of the decline in Year 5. Engagement-intention associations varied across years: behavioural classroom engagement showed its largest association in Year 2; behavioural clinical engagement was significant in Years 4-5; cognitive engagement increased across years; and agentic engagement was stronger in Years 4-5 than in earlier years. Emotional engagement was consistently associated with intention across Years 1-5 and accounted for the largest incremental explanatory power; BMA indicated strong evidence for inclusion of emotional and agentic engagement.</p><p><strong>Conclusion: </strong>Engagement is consistently associated with intention to practise medicine, but the salience of engagement dimensions shifts across undergraduate years. Educational strategies should be year-sensitive and developmentally strategic-supporting emotional and cognitive engagement throughout training and cultivating agentic engagement in early years.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"1058-1072"},"PeriodicalIF":3.5,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13651775/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149166782","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":"Transforming Clinical Education While Addressing System Gaps: Student Leadership Experiences (SLEs).","authors":"Amanda Binns, Farah Friesen, Ashleigh Townley, Stella Ng, Rhona Anderson, Tracy Paulenco, Kristin Collins, Lynn Sinclair, Kathryn Parker","doi":"10.5334/pme.1757","DOIUrl":"https://doi.org/10.5334/pme.1757","url":null,"abstract":"<p><p>Health and social care systems are increasingly characterized by complexity, resource constraints, and evolving service demands, requiring educational models that prepare learners to navigate and lead within dynamic environments. Student Leadership Experiences (SLEs) are proposed as a theory-informed educational model that extends beyond traditional workplace-based learning by intentionally integrating system responsiveness, collaborative leadership, and interprofessional engagement. SLEs are structured around identified system or practice gaps and position students not only as participants in existing workflows, but as contributors to workplace-based innovation. Grounded in constructivist and transformative educational orientations, the model emphasizes dialogic engagement, adaptive expertise, and shared leadership across clinical, educational, and community partners. This article articulates the essential elements of a Transformative SLE approach and outlines operational considerations for its enactment, including partnership development, facilitation team alignment, curriculum design, safety, evaluation, and sustainability planning. By offering a principled yet flexible framework, this work aims to support greater conceptual clarity and coherence in the design and implementation of Transformative SLEs across diverse health professions contexts.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"1039-1049"},"PeriodicalIF":3.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13629542/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116729","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":"Are You PREPAREd? A Structured Approach to Support Safe and Confident Transitions to After-Hours Care.","authors":"Anique Baten, Inge A Pool, Jesse Lammerts, Chantal P Rovers, Cornelia R M G Fluit, Jacqueline de Graaf","doi":"10.5334/pme.2504","DOIUrl":"https://doi.org/10.5334/pme.2504","url":null,"abstract":"<p><strong>Background and need for innovation: </strong>Early after-hours work represents a demanding transition for newly graduated doctors. Preparation is often fragmented, with limited attention to the integrated clinical, organisational, and supervisory demands of after-hours care, contributing to uncertainty that may affect both patient safety and professional development.</p><p><strong>Goal of innovation: </strong>PREPARE (PREParing for After-hours caRE) is an eight-week programme designed to support new graduates during their early postgraduate transition by enabling safe and confident participation in after-hours care.</p><p><strong>Steps taken for development and implementation: </strong>PREPARE was developed through a research-informed, iterative design process. The programme integrates five interconnected components-familiarisation, workplace learning, structured teaching, guided reflection, and entrustment-within a coherent framework that runs parallel to routine clinical work. Rather than functioning as a fixed curriculum, PREPARE provides a flexible structure that aligns educational activities, workplace learning, reflection, and entrustment, while allowing adaptation to local service contexts.</p><p><strong>Evaluation of innovation: </strong>Formative evaluation throughout development and early implementation focused on perceived value, feasibility, and alignment with after-hours responsibilities. New graduates and supervisors reported increased confidence, improved preparedness for managing uncertainty, and enhanced understanding of interprofessional collaboration.</p><p><strong>Critical reflection on our process and innovation: </strong>Reflection highlighted how PREPARE engages with real clinical complexity and exposes tensions between educational ambition and organisational feasibility. While the programme demonstrates how after-hours transitions can be more deliberately supported, its sustainability and transferability depend on organisational commitment and protected time for learning.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"1050-1057"},"PeriodicalIF":3.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13629528/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116983","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":"Pediatric Emergency Care Variation: Might Normothetic Data Undermine Adaptive Expertise?","authors":"Laura F Sartori, Bjorn K Watsjold, Katherine Wu, Lanelle Quzack, Jonathan S Ilgen, Joseph J Zorc, Lara Varpio","doi":"10.5334/pme.2887","DOIUrl":"https://doi.org/10.5334/pme.2887","url":null,"abstract":"<p><strong>Purpose: </strong>Practice variation across physicians is commonly attributed to idiosyncratic tendencies. What factors contribute to physicians' practice variation in the disposition of children with asthma exacerbation? How do metrics demonstrating variation impact physicians and learners?</p><p><strong>Methods: </strong>In this social constructivist qualitative study, we interviewed 11 Pediatric Emergency Medicine attendings, purposively sampling across a spectrum of acute asthma exacerbation admission rates. Participants reflected on their recent care of patients with asthma, how they assess patients, and how they determine disposition. They were shown a de-identified funnel plot demonstrating disposition rates across the physician group and reflected on the 1) quality of the metric and 2) impact on practice. We used reflexive thematic analysis to describe patterns across the data that addressed the study's research questions.</p><p><strong>Results: </strong>Participants cited factors at the patient, caregiver, clinical care team, clinical environment, and personal practice levels that might result in variation. Participants framed the ability to weigh these sometimes competing factors as a reflection of patient-centered care. But when presented with a group-level data display, participants were surprised by the variation, valued seeing how they practiced compared to peers, and sometimes expressed a willingness to alter their practices to be \"nearer the mean.\"</p><p><strong>Conclusions: </strong>Some variation in care may be driven by physician adaptive expertise, which is not fully captured through metric-driven nomothetic data. Though metrics are fundamental to understanding practice patterns, decontextualized aggregations of data may risk minimizing, or even framing as deviant, the expertise exercised by physicians when they weigh multiple factors in decision-making.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"1028-1038"},"PeriodicalIF":3.5,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13629558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149117007","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":"Open Science in Undergraduate Medical Education: An International Framework for Transparency, Responsibility, and Professional Identity Formation.","authors":"Haang Jeung-Maarse, Rosa L Ecos, Luisa F Jimenez-Soto, Philipp Linde, Mara Müssigmann, Sandra Schuh, Sarah Wahlster, Changryul Claud Yi","doi":"10.5334/pme.2600","DOIUrl":"https://doi.org/10.5334/pme.2600","url":null,"abstract":"<p><p>Concerns about reproducibility, transparency, and research waste have intensified debates about trust in medical research and health-related sciences. Although Open science initiatives aim to address these challenges, their role in undergraduate medical education remains underexplored. Undergraduate medical education typically emphasizes appraisal of published evidence but pays less attention to how research is conducted, governed, and disseminated. This article proposes an international conceptual framework that positions Open science as part of professional formation in undergraduate medical education. The framework comprises three domains: epistemic transparency, ethical responsibility, and professional identity formation. Together, they describe how learners engage with knowledge production, uncertainty, and responsibility. Rather than prescribing curricular models, the framework offers adaptable principles that can be mapped onto existing structures such as competency-based programs in diverse contexts. By framing Open science as a formative orientation rather than a technical skill set, it links medical education to professional responsibility and the public role of medicine.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"1017-1027"},"PeriodicalIF":3.5,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13629533/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116947","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":"Systems Thinking: Identifying Leverage Points for Achieving a Continuum of Competency-Based Health Professions Education.","authors":"Karen E Hauer, Arvin K Damodaran, Jason R Frank, Soeren Huwendiek, Adrian P Marty, Denyse Richardson, Daniel J Schumacher, Pedro Tanaka, Teri Lee Turner, Denise H Rhoney","doi":"10.5334/pme.2573","DOIUrl":"https://doi.org/10.5334/pme.2573","url":null,"abstract":"<p><p>Competency-based education is widely endorsed in health professions education (CBHPE) as an outcomes-focused approach to ensuring that all graduates demonstrate the competencies needed to improve patient and population health. Despite adoption of outcomes frameworks, accreditation requirements, and CBHPE tactics, interventions remain siloed within programs and training levels rather than spanning the education to practice continuum. Consequently, learners and teachers experience fragmented educational journeys that can fall short of addressing each learner's needs for continuous learning and growth. To advance efforts toward a CBHPE continuum, this systems-informed conceptual analysis uses a systems thinking perspective to analyze leverage points, places within complex systems where small, strategic interventions can cause large-scale, lasting changes. Drawing on Meadows' framework for understanding leverage points in complex systems, we examined barriers and opportunities to achieve a continuum and present five theoretically informed, literature-based, and expert-derived recommendations for transformation. Our analysis revealed that strategic intervention points, including paradigm shifts from 'time-served' to 'competence-demonstrated' readiness, structural changes through cross-continuum governance alignment, and process modifications via shared competency language and data systems, enable meaningful transformation beyond surface-level adjustments. Key recommendations include: (1) restructuring system architecture to enable seamless learner progression through competency committees and joint governance bodies; (2) shifting mental models to normalize time-variable progression and reconceptualize assessment as growth-supporting; (3) implementing high-impact approaches to assessment with longitudinal learner analytics; (4) changing rules and incentives to reward competency achievement; and (5) establishing continuous data-driven feedback systems. Understanding these leverage points informs targeted approaches, enabling a cohesive, coordinated, learner-centered CBHPE continuum.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"916-929"},"PeriodicalIF":3.5,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13629538/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116938","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":"Approaches to the Evaluation of Competency-Based Health Professions Education Implementation from Around the Globe.","authors":"Andrew K Hall, Dorothy Andriole, Aleda M H Chen, Robert Englander, David Rojas, Michael S Ryan, Christy K Boscardin, Holly Caretta-Weyer, Timothy R Dalseg, Ian W Incoll, Roberta I Ladenheim, Leila Niemi-Murola, Anna Oswald, Severin Pinilla, David A Turner, Mary Ellen J Goldhamer","doi":"10.5334/pme.2628","DOIUrl":"https://doi.org/10.5334/pme.2628","url":null,"abstract":"<p><p>Competency-based health professions education (CBHPE) is in various stages of implementation around the globe. While program evaluation is essential to drive improvement, adaptation, and the evolution of CBHPE, it may be intimidating for educators given the breadth of program evaluation methods and wide variation globally in local resources and expertise. In this manuscript, the authors summarize key examples of program evaluations highlighting an array of CBHPE implementations, evaluation methods, and settings. The examples are organized by five evaluation focus areas: readiness to implement, fidelity of implementation, assessment program validity, educational outcomes, and clinical outcomes. Illustrative examples from around the globe provide a roadmap featuring program evaluation methods that may be adapted to the setting, goals, size, and resources of individual programs. Capturing the evaluation of CBHPE implementation is essential for informing ongoing implementation efforts and iterative improvements to CBHPE.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"1001-1016"},"PeriodicalIF":3.5,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13629546/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149117009","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 Faculty Development Paradox: Applying Competency-Based Education Principles to Faculty Development.","authors":"Teri Lee Turner, Jolanta Karpinski, Arvin K Damodaran, Pedro Tanaka, Ming-Ka Chan, Severin Pinilla, Denyse Richardson, Mary Ellen J Goldhamer, Linda Snell, Laura Edgar","doi":"10.5334/pme.2603","DOIUrl":"https://doi.org/10.5334/pme.2603","url":null,"abstract":"<p><p>Competency-based health professions education (CBHPE) has transformed learner education through explicit competencies, sequenced progression, direct observation, coaching, and programmatic assessment. However, faculty development-the mechanism that should prepare educators to enact CBHPE-has not undergone a parallel evolution. This misalignment limits the effectiveness and sustainability of CBHPE. In this paper, the authors propose a model of Competency-Based Faculty Development (CBFD) that applies CBHPE design principles to the growth of educators and introduces the Master Adaptive Teacher (MAT) as a developmental outcome for faculty. Using Van Melle's five core components of CBHPE as an organizing framework, the authors synthesized existing educator competency frameworks, literature on adaptive expertise, faculty development theory, and implementation science and mapped these components to faculty development structures, strategies, and assessment processes. The core components can be directly translated to faculty development. Implementing CBFD requires (1) defining educator competencies aligned with institutional roles, (2) building developmental pathways linked to outcomes, (3) integrating flexible, workplace-based learning and coaching, (4) designing instruction that models CBHPE principles, and (5) adopting a longitudinal assessment program using multiple data sources. The MAT framework further operationalizes adaptive expertise as a core capability developed through reflection, coaching, community, and system-level support. In summary, CBFD represents a structural redesign that positions faculty as learners within a developmental ecosystem. When aligned with culture and institutional infrastructure, CBFD strengthens educator identity, enhances teaching quality, and enables CBHPE to achieve its full potential.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"986-1000"},"PeriodicalIF":3.5,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13629562/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116969","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}