Perspectives on Medical Education最新文献

{"title":"Self-Directed Learning in Health Professions Education: A Systematic Review and Meta-Analysis.","authors":"Sean Wilkes, Lauren A Maggio, Paolo C Martin, John Melton, Binbin Zheng","doi":"10.5334/pme.2128","DOIUrl":"10.5334/pme.2128","url":null,"abstract":"<p><strong>Introduction: </strong>This systematic review and meta-analysis evaluates the effectiveness of self-directed learning (SDL) in health professions education (HPE), examining its impact on knowledge, clinical performance, and behavioral outcomes. It investigates whether core SDL components influence educational outcomes, updating and extending the foundational work of Murad et al. (2010).</p><p><strong>Methods: </strong>We searched CINAHL, Embase, OVID Medline, PsycINFO, and Web of Science (2009-2023) for comparative studies evaluating SDL interventions in HPE. From 6,786 screened articles, 125 studies met inclusion criteria, with 48 eligible for meta-analysis. We conducted a three-level random-effects meta-analysis and moderator analyses on profession, outcome type, SDL modality, and facilitator role. Five independent reviewers conducted screening and extraction, resolving discrepancies via consensus.</p><p><strong>Results: </strong>The meta-analysis incorporated 74 effect sizes from 48 studies, revealing a small-to-moderate overall effect (Cohen's d = 0.34, 95% CI 0.04, 0.64) with significant heterogeneity (I² = 87%). SDL as intervention showed larger effects (d = 0.54 vs. d = -0.27, p = 0.004). Most studies involved Kirkpatrick Level 2 outcomes (knowledge/skills, 78%), with some Level 3 outcomes (skills/behaviors, 22%) and no Level 4 outcomes (patient/system) reported. Most teachers were absent or acted as facilitators, while learners were less likely to be involved in choosing resources (21%) or in assessments (25%).</p><p><strong>Conclusions: </strong>This updated meta-analysis reaffirms that SDL reliably enhances knowledge acquisition but suggests that it may yield only modest gains in clinical skills and behaviors. The wide variability in how SDL is defined and reported underscores the need for a consensus definition of SDL.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"37-52"},"PeriodicalIF":3.5,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12857615/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107949","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":"Reframing Maslow to Comprehensively Consider the Needs of All Trainees.","authors":"Kara Alcegueire, Rachel B Levine, Arianne Teherani, Scott M Wright","doi":"10.5334/pme.1886","DOIUrl":"10.5334/pme.1886","url":null,"abstract":"<p><p>The medical education system is not designed to recognize and support the nuanced needs of medical trainees from historically marginalized groups. Consequently, many from this cohort must persevere through their medical training with various unmet needs. Within the medical education system, there have long been systemic barriers, or structural inequities, that make training more difficult for trainees from historically marginalized groups; the situation is unfair and can translate into unequal educational outcomes. Regrettably, the convention of ignoring the impact of structural barriers and resultant inequities for trainees from historically marginalized groups may lead to assumptions of innate deficiencies. This deficiency discourse obscures the impact of structural barriers on these individuals' learning, well-being, and academic outcomes. In this paper, we present a novel framework to bring attention to these challenges. This framework emerges from Maslow's 'Hierarchy of Needs' theory to emphasize the importance of comprehensively considering trainee needs that ultimately support their learning and flourishing. Practically, this modified framework may be used directly by trainees themselves to reflect on their needs, and by educators charged with supporting them to more fully bear in mind the lived experiences of trainees. At the programmatic level, the framework may reveal inequities that may be differentially influential within a cohort - thereby informing efforts to support all trainees.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"28-36"},"PeriodicalIF":3.5,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12857624/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107960","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":"Seeds of Scholarship: A Systematic Review of Research Engagement in Undergraduate Medical Education.","authors":"Luksanaporn Krungkraipetch, Kitti Krungkraipetch, Kaneungnit Usimat, Somying Bookaew","doi":"10.5334/pme.2199","DOIUrl":"10.5334/pme.2199","url":null,"abstract":"<p><strong>Introduction: </strong>Research engagement during undergraduate medical education is increasingly recognized as essential for developing physician-scientists and fostering evidence-based practice. However, evidence regarding its effectiveness, challenges, and long-term impact remains fragmented. This systematic review synthesizes current evidence on outcomes, motivational factors, barriers, and effective practices in undergraduate medical research programs.</p><p><strong>Methods: </strong>Following PRISMA 2020 guidelines, we searched PubMed/MEDLINE, ERIC, Scopus, and Google Scholar for studies on undergraduate medical research engagement. Two reviewers screened 12,600 records and assessed 262 full texts for eligibility and quality (MERSQI, CASP). Eleven studies (n = 5,564 students, nine countries, 2010-2024) met the inclusion criteria. Owing to heterogeneity, a narrative synthesis was conducted across thematic domains.</p><p><strong>Results: </strong>Publication rates ranged from 15-55% (I² = 87%), correlating with institutional resources. Students publishing before graduation were 1.9 times more likely to publish afterward (95% CI 1.6-2.3, p < 0.001). Experiential activities enhanced motivation (β = 0.45, p < 0.001) and self-efficacy (β = 0.38, p < 0.001), while grades showed no effect. Major barriers included curriculum demands (78.3%), limited funding (71.5%), and time constraints (61.7%). Prior academic performance did not predict research motivation.</p><p><strong>Discussion: </strong>Early research engagement fosters long-term scholarly identity but depends on mentorship, protected time, and funding rather than intrinsic motivation alone. Programs emphasizing authentic research experiences outperform grade-based models. Expanding access and addressing systemic barriers are essential to sustain research-oriented medical education and equitable scholarly development.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"16-27"},"PeriodicalIF":3.5,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12829458/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146053910","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":"Collaborative Micro-Practices of Expert Healthcare Dyads: Implications for Medical Education.","authors":"Katie Walker, Maryam Asoodar, Michael Meguerdichian, Michaela Kolbe, Jenny Rudolph, Pim Teunissen","doi":"10.5334/pme.1932","DOIUrl":"10.5334/pme.1932","url":null,"abstract":"<p><strong>Introduction: </strong>Despite widespread investment in teamwork training, coordination failures persist in acute healthcare environments. Traditional team-based education tends to focus on large teams or isolated technical skills, often overlooking the smallest and arguably most critical unit of collaboration: the healthcare dyad. This study explored how expert healthcare dyads; two individuals working closely in high-stakes clinical settings developed and sustained collaborative expertise. Furthermore, we considered how their practices might have an impact on health professions education.</p><p><strong>Methods: </strong>We conducted a limited realist-perspective study comprising 10 semi-structured dyadic interviews (20 participants) of expert healthcare dyads in acute care settings. Participants were purposively sampled. Using template analysis, we began with a preliminary coding template based on relational coordination and distributed cognition, then iteratively revised it. We undertook deductive indexing using the template, followed by open coding of uncaptured data. Codes were charted, and our analytical framework constructed by clustering themes, and refining relationships. Interpretation was theory driven.</p><p><strong>Results: </strong>Using template analysis, we identified four core collaborative strategies: connectedness, situation awareness, physical communication, and reflective practice, all embedded in a foundation of trust. From these findings, we developed the Expert Dyad Framework (EDF), which characterizes relational and cognitive behaviors, comprising of collaborative micro-practices, essential to high-functioning clinical partnerships.</p><p><strong>Discussion: </strong>The expert dyad framework contributes a practice-informed conceptual tool for educators, highlighting dyadic collaboration as a developmental target for those conducting health professions' education. This study extends existing models of teamwork by focusing on the micro-interactions that underpin team performance.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"1-15"},"PeriodicalIF":3.5,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12829451/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146053897","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 and When Should Clinical Reasoning Be Taught in Undergraduate Medicine: A Systematic Review and Meta-Analyses.","authors":"Stuart Wark, Aaron Drovandi, Richard G McGee, Faith O Alele, Felista Mwangi, Bunmi Malau-Aduli","doi":"10.5334/pme.1986","DOIUrl":"10.5334/pme.1986","url":null,"abstract":"<p><strong>Background: </strong>Clinical reasoning is a critical aspect of clinical practice, though there is considerable variation regarding how and when to teach this skill. This systematic review and meta-analyses examined the effectiveness of interventions that explicitly taught clinical reasoning in undergraduate medical education and the optimal timing for introducing interventions.</p><p><strong>Methods: </strong>A systematic (PRISMA 2020) search of the SCOPUS, MEDLINE, CINAHL, PsycINFO, ERIC, and Informit databases was conducted from 1 January 2014 to 31 December 2024. The quality of studies was assessed using the Quality Assessment with Diverse Studies tool. Pooled estimates and 95% confidence intervals (CIs) were estimated using both random and fixed effects meta-analyses.</p><p><strong>Results: </strong>The final sample included 50 studies, of which 46 (92%) reported a measurable improvement. Small-group teaching generally achieved better outcomes, with technology and serious game innovations further improving them. Meta-analysis of six randomised control trials using a random effects model showed an overall significant result (MD 2.23; 95% CI: 0.67, 3.80; I² = 88%). A subgroup analysis indicated that interventions undertaken in pre-clinical years (MD 0.32; 95% CI: -3.99, 4.64; I² = 88%) did not result in significant improvements, whereas interventions in the clinical years were significant (MD 1.89; 95% CI: 1.06, 2.72; I² = 88%). A second subgroup analysis showed that interventions based on face-to-face workshops (MD 1.74; CI: 1.19, 2.28; I² = 88%) were significant.</p><p><strong>Conclusions: </strong>The findings suggest that small-group activities, such as interactive online modules, may lay a foundation for early-year students, while skills-based workshops and serious games progressively refine and enhance clinical reasoning. Future research should focus on longitudinal outcomes and standardised assessment measures across diverse educational contexts.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"1021-1042"},"PeriodicalIF":3.9,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12758103/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145901372","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":"Using Ethnographic Learning Circle (ELC) to Transform Funds of Knowledge (FoK) into Curricular Assets in Medical Education.","authors":"Nurfarahin Nasri, Khairul Azhar Jamaludin, Nurfaradilla Mohamad Nasri","doi":"10.5334/pme.2073","DOIUrl":"10.5334/pme.2073","url":null,"abstract":"<p><strong>Background & need for innovation: </strong>Medical education must prepare students to navigate diverse cultural, linguistic, and community contexts. In Malaysia, students' funds of knowledge (FoK) are often marginalized in curricula, despite their potential to inform curriculum design. Traditional didactic norms reinforce educators as primary knowledge sources, leaving students' knowledge and lived experiences underutilized.</p><p><strong>Goal of innovation: </strong>The Ethnographic Learning Circle (ELC) was designed to transform and generate FoK-informed curricular assets.</p><p><strong>Steps taken for development and implementation of innovation: </strong>ELC engaged 30 Year 3 medical students during community medicine postings. Students first participated in structured community walkthroughs, documenting observations using a four-component FoK template (place, factors, impact, reflections). Subsequently, two 90-minute facilitated circle discussions guided students in collectively reframing their FoK into curricular assets, using an asset-deficit rubric to ensure student-centered reflection.</p><p><strong>Evaluation of innovation: </strong>Using a modified Fuzzy Delphi Method, an expert panel reached a 90% consensus that the FoK-informed case study produced through ELC met expectations for transferability, context-specificity, novelty, and curricular alignment. Post-ELC student discussions highlighted enhanced engagement, joy in learning, and more holistic understandings of community health.</p><p><strong>Critical reflection on your process: </strong>Five key lessons included the need for structured student preparation, trained facilitators, sufficient time, assessment alignment, and effective transferability. ELC offers a practical, effective model for embedding FoK-informed curricular assets into medical education.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"1013-1020"},"PeriodicalIF":3.9,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12742372/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145851192","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 Blurred Thresholds of AI-Use Disclosure: Health Professions Education Journal Editors' Expectations of Necessity and Sufficiency.","authors":"Lorelei Lingard, Erik Driessen, Kevin Oswald","doi":"10.5334/pme.2326","DOIUrl":"10.5334/pme.2326","url":null,"abstract":"<p><strong>Introduction: </strong>Generative AI is a powerful resource for health professions education (HPE) researchers publishing their work. However, questions remain about its use and guidance about disclosure is inconsistent. This study explores journal editors' experiences and expectations of AI-use disclosure, to assist journals to clarify expectations and authors to satisfy them.</p><p><strong>Methods: </strong>In this descriptive qualitative study, editors were interviewed between January 6, 2025, and May 7, 2025 using Zoom. Eligible participants were identified through journal webpages and snowball sampling. A purposive sampling strategy prioritized HPE journals and included a limited sample of general medical journals to explore transferability. Data collection and thematic analysis proceeded iteratively.</p><p><strong>Results: </strong>Eighteen participants, including 9 chief editors and 9 associate/deputy editors were interviewed. Fourteen worked in HPE journals, four in general medical journals. The analysis revealed 4 themes: 1) the basics of disclosure, made up of content expectations and process knowledge; 2) the necessity threshold, regarding which circumstances require disclosure; 3) the sufficiency threshold, regarding how much detail to include; and 4) the factors blurring these thresholds, which included the speed of change, the co-construction of standards, and the uneasy fit of some scientific principles with the AI-use context.</p><p><strong>Conclusions: </strong>While editors shared basic disclosure expectations, these were complicated by blurred thresholds of sufficiency and necessity that may exacerbate uncertainty in the scholarly community. By attending to these thresholds and the factors blurring them, and by working to articulate shared disclosure standards, HPE journals can help authors safely navigate the shifting norms of AI-use disclosure.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"1003-1012"},"PeriodicalIF":3.9,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12716256/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806095","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":"Adjustment of Assessors' First Impressions Differs by Student Ethnicity.","authors":"Joris J Steinmann, Inge Otto, Marise Ph Born, Eva Derous, Andrea M Woltman, Walter W van den Broek, Karen M Stegers-Jager","doi":"10.5334/pme.2196","DOIUrl":"10.5334/pme.2196","url":null,"abstract":"<p><strong>Introduction: </strong>Ethnic minority medical students often receive lower grades than their majority counterparts, especially in workplace-based assessments. To unravel this phenomenon of \"differential attainment\", we explore assessor bias focusing on how first impressions of students from ethnic minority groups may be adjusted differently compared to majority students when their performance changes.</p><p><strong>Methods: </strong>In an online experiment with an incomplete block design we created near-identical videos showcasing varying performances of medical students during history-taking. Eighty-one physicians were randomly assigned to watch four different videos each, two with ascending performances (poor start, good ending) and two with descending performances (good start, poor ending), featuring one ethnic minority actress (Turkish or Moroccan origin) and one ethnic majority actress (Dutch origin) as students. We evaluated ethnicity-related differences in first impression ratings (after 60 seconds), final ratings (after 5 minutes), and rating changes.</p><p><strong>Results: </strong>No significant differences in first impression ratings were found between ethnic groups. Ethnic minority students received higher final ratings than ethnic majority students for ascending performances, but only when rated by residents and not specialists. Finally, rating changes between first impressions and final ratings were larger for ethnic minority than ethnic majority students, for both ascending and descending performances.</p><p><strong>Discussion: </strong>Our results do not show evidence of assessor bias in first impressions being an explanation for ethnicity-related differential attainment. However, our finding that rating changes were larger for minority than majority students could indicate that they are generally more scrutinized by assessors, which may affect them positively, but also negatively.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"991-1002"},"PeriodicalIF":3.9,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12700149/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145758060","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 Use of Micro-Credentials in Health Professions Education: A Scoping Review.","authors":"Marco Zaccagnini, Andrew J West, Brandon D'Souza, Peter Farrell, Sébastien Tessier, Ian D Graham","doi":"10.5334/pme.2038","DOIUrl":"10.5334/pme.2038","url":null,"abstract":"<p><strong>Background: </strong>Healthcare professionals must continuously update their competencies to keep pace with evolving clinical practices; however, traditional continuing professional development (CPD) methods often have limited impact on competency and performance. Micro-credentials have emerged as a flexible and personalized alternative to traditional CPD, yet little is known about how they are designed, implemented, and evaluated in health professions education. As educational systems invest heavily in micro-credentials, a clearer understanding of their educational value is essential.</p><p><strong>Methods: </strong>Using a scoping review guided by Arksey and O'Malley's six-stage framework and PRISMA-ScR guidelines, we systematically searched seven databases (inception-December 2024) and conducted a structured grey literature review. We examined the instructional design features, pedagogical underpinnings, assessment strategies, and reported impacts of micro-credentials.</p><p><strong>Results: </strong>We included 19 peer-reviewed papers and 35 websites describing health-related micro-credentials. Most studies were published in 2024 (42.1%), originated from the United States (42.1%), and nearly half (47.4%) provided only descriptive accounts. A wide range of instructional design features were identified, though pedagogical theories were rarely stated. Assessment strategies predominantly emphasized summative approaches (e.g., multiple-choice knowledge checks), with limited focus on higher-level competency assessment. Reported outcomes were primarily improvements in knowledge, confidence, or engagement, with no clear evidence of the distinct value of micro-credentials as a teaching modality.</p><p><strong>Discussion: </strong>Current literature offers limited evaluation of micro-credentials and often lacks theory-informed design. We infer a pedagogical foundation aligned with constructivist, context-sensitive, and stage-based principles, which may inform the development of future micro-credential programs.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"974-990"},"PeriodicalIF":3.5,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12680006/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702352","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 Anatomy of Change: A Scoping Review of Surgical Curriculum Renewal Processes.","authors":"Marc A Seifman, Robyn Woodward-Kron, Roi Y Kagan, Kirsten Dalrymple, Aimee K Gardner, Ian Incoll, Lars Konge, John T Paige, Debra Nestel","doi":"10.5334/pme.2010","DOIUrl":"10.5334/pme.2010","url":null,"abstract":"<p><strong>Purpose: </strong>Renewal of surgical curricula is critical in maintaining relevance to contemporary healthcare needs. A curriculum document usually describes its purpose, intended outcomes, content, methods, and assessment and evaluation processes. The document may also consider cultural, professional, political, and social contexts. While there are published curriculum development approaches, guidance on renewal processes is limited. This scoping review aims to synthesise literature on surgical curriculum renewal, to understand the key elements of this process, and identify areas for improvement.</p><p><strong>Methods: </strong>A scoping review was conducted by the core author team, with co-creation involving a Knowledge User Group (KUG). Seven databases were searched for sources published since 2003. Sources relating to curriculum renewal were included, and data were extracted via iterative and consultative processes involving both core authors and the KUG. Themes were identified via qualitative content analysis and thematic mapping of reported features.</p><p><strong>Results: </strong>Eighteen sources were included from an originally identified 2359 articles. Six models of curriculum development were characterised, yet no curriculum renewal model was delineated. Terminology was inconsistent. Primary participants (trainees and trainers) tended to be consulted but not included in curriculum renewal teams. Factors including participant engagement, educational support, and financial resources were identified as enablers in particular environments, and considered as barriers in other contexts. Drivers for renewal included changes in surgical education and training; in surgical practice; and, participant concerns.</p><p><strong>Discussion: </strong>Addressing identified barriers can transform them into catalysts for change. Greater standardisation of terminology in surgical curriculum renewal is needed. The field would benefit from purpose-built frameworks, educational scholarship, co-design, and the implementation of strategies to ensure barriers to renewal become enablers of the surgical curriculum renewal process.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"956-973"},"PeriodicalIF":3.9,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12679985/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702360","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}