Teaching and Learning in Medicine最新文献

{"title":"Collective Strategies to Equip Graduating Medical Students from Racial/Ethnic Backgrounds Underrepresented in Medicine to Succeed in Residency.","authors":"Oluwatosin O Adeyemo, John Encandela","doi":"10.1080/10401334.2024.2382127","DOIUrl":"10.1080/10401334.2024.2382127","url":null,"abstract":"<p><p><b><i>Phenomenon:</i></b> Trainees from racial/ethnic backgrounds underrepresented in medicine (RE URiM) in the United States face challenges of racism and micro- and macro-aggressions during residency. Many have learned to navigate these challenges through successes and failures, but there is insufficient literature providing these lessons to graduating URiM medical students. Our study among medical school alumni explores strategies to help graduating URiM students prepare for success in residency. <b><i>Approach:</i></b> We conducted an online cross-sectional survey (Qualtrics) from February to March 2022. Graduates from a Northeast U.S. medical school identifying as URiM were invited to participate. With emphasis on \"thriving\" in residency training, we solicited rating-scale responses on preparedness for residency and open-text responses on strategies for success. Standard statistical and text content analysis were used to determine findings and themes. We used Word Cloud technology to further explore word frequency and patterns. <b><i>Findings:</i></b> Of the 43 alumni contacted, 23 (53%) completed the survey. Participants were trained in various specialties. We identified three themes with regard to strategies for thriving in residency: (1) importance of identifying and seeking <i>early</i> mentorship; (2) importance of identifying and having diverse forms of support; and (3) need for more education on navigating macro/microaggressions. <b><i>Insight:</i></b> While advocating for systems-level interventions to create inclusive learning environments, we highlight the gap in trainee awareness of the importance of seeking early mentorship. Our study provides strategies for graduating URiM medical students to succeed in residency based on respondent experiences. These recommendations should inform medical school curricula.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"505-513"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Examination of Students' Perspectives of Medical English Course Quality in Guangdong Medical Universities.","authors":"Wenyu Guan, Timothy Scott","doi":"10.1080/10401334.2024.2368074","DOIUrl":"10.1080/10401334.2024.2368074","url":null,"abstract":"<p><p><b><i>Phenomenon</i>:</b> In China, medical English courses are critical to medical education, equipping Chinese students with the linguistic tools necessary for international medical practice and collaboration. However, a disconnect persists between the pedagogical approaches of medical practitioners and language educators, leading to a curriculum that emphasizes grammatical accuracy over practical communication skills. This misalignment results in student disengagement and falls short of addressing the real-world demands of the medical profession. With the growing importance of English proficiency in the global health sector, the need for significant improvements in medical English education is evident. This study delves into the underlying causes of student demotivation and aims to reconcile educational delivery with the evolving expectations of the medical field. Insights gained from this research will inform targeted interventions, promising to enhance medical English courses and support improved educational experiences for Chinese medical undergraduates. <b><i>Approach</i>:</b> This cross-sectional quantitative study surveyed 3,046 second-year medical students from four medical universities in Guangdong Province, China, leveraging means-analysis and Expectancy-Disconfirmation Theory (EDT) as its foundation. The research was conducted at the end of the 2022-2023 academic year, utilizing a questionnaire to assess students' perceptions of their medical English courses. Importance-Performance Analysis (IPA) was the primary analytical tool to discern discrepancies between students' expectations and experiences. <b><i>Findings</i>:</b> The IPA revealed that course content, classroom environment, and instructor effectiveness were pivotal factors influencing the perceived quality of the medical English courses. Students expressed a need for practical and relevant course material, with current content and textbooks falling short of preparing them for future medical communication demands. Additionally, while learning technologies were acknowledged, there was a discernible preference against their excessive application, suggesting a misalignment between student satisfaction and learning outcomes. <b><i>Insights</i>:</b> This study highlights the need for innovative staffing models, refined qualifications for part-time instructors, development of collaborative and practical teaching materials, and focused training for medical English instructors. It also emphasizes the judicious integration of e-learning to enhance the learning experience. These insights aim to improve instruction quality by informing potential pedagogical adjustments and resource allocations in medical English education.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"531-544"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141428264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"This Is Not For Me\": A Counterstory on BIPOC Experiences of DEI Trainings.","authors":"Tiffany Chambers, Bridget O'Brien","doi":"10.1080/10401334.2025.2471393","DOIUrl":"10.1080/10401334.2025.2471393","url":null,"abstract":"<p><p>The health professions education literature often assumes that diversity, equity, and inclusion (DEI) efforts naturally uplift Black, Indigenous, and People of Color (BIPOC). However, when the most common manifestation of DEI efforts, DEI trainings, are examined, there is little evidence to support this assumption. Metanalyses show evaluation and research studies on DEI trainings seldom ask about the experiences of BIPOC participants, and the few that do complicate this happy narrative. To do DEI work that is transformative, we need to center the perspectives and experiences of individuals who share a history of oppression.</p><p><p>This study began in 2022 as an evaluation of a DEI training program. It evolved into a case study after the discovery of identity-based harm in a subset of participant surveys. Using a critical lens, this research centers the experiences of those who identified as BIPOC. A semi-structured interview guide based on the evaluation findings was used to interview eight BIPOC individuals, five faculty and three staff members. Two researchers analyzed the interviews using reflexive thematic analysis to generate themes. Then, the primary author used Critical Race Theory's counterstorytelling methodology to synthesize the interview themes, evaluation findings, fieldnotes and research artifacts into a counterstory on DEI trainings.</p><p><p>The counterstory confronts the dominant narratives about DEI training. Such training is not always a transformative education process that uplifts everyone. The counterstory problematizes pedagogies that instrumentalize racial trauma for the benefit of white learners, instructional content that activates racial trauma without the means to process it, and DEI efforts that are performative rather than transformative.</p><p><p>This counterstory identifies the ways in which oppressive and racist structures are felt and reproduced in settings meant to uproot it. Although there are no neat answers as to how we might interrupt these systems, critical questions can help to interrogate our assumptions about DEI trainings and (re)-center those pushed to the margins so that we may find our way forward.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"468-479"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Do We Know What We Know? Centering Lived Expertise in Health Equity Knowledges.","authors":"Carmen G Black","doi":"10.1080/10401334.2025.2534247","DOIUrl":"10.1080/10401334.2025.2534247","url":null,"abstract":"","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"443-447"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Race-Based Ideology in HPE DEI Attempts: A Framework and Vocabulary for Sociohistorical Justice.","authors":"Carmen Black, Morgan Brinker, Amber Acquaye, Christopher Fields, Shavonne Temple, Lenique K L Huggins, Abigail Konopasky","doi":"10.1080/10401334.2025.2521473","DOIUrl":"10.1080/10401334.2025.2521473","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Health professions education (HPE) institutions in the United States (US) are increasingly calling for health justice for 'historically excluded' groups. However, the language and concepts within many HPE equity frameworks offer insufficient attunement to historically-informed, locally-relevant lived expertise of racialized healthcare trauma. These present-bound, race-based, frameworks obscure the distinct and generationally-transmitted healthcare inequities borne by foundationally minoritized populations - the modern-day descendants of Indigenous and/or enslaved people whose land and labor have been continuously stolen throughout a colonized nation's history since its first founding settlements. Unfortunately, prevailing equity frameworks in the US presume that a &lt;i&gt;modern&lt;/i&gt; racially minoritized identity automatically confers US-specific &lt;i&gt;historical&lt;/i&gt; relevance to their multigenerational rights and knowledges, regardless of the sociopolitical context those historic harms and knowledges occurred. In doing so, these equity efforts erase the critical role of sociohistorical identity - &lt;i&gt;'socio'&lt;/i&gt; honors the unique sociopolitical construction of race within a defined geographic region and/or nation, and &lt;i&gt;'historical'&lt;/i&gt; differentiates the temporal aspects of endured harm for contemporary minoritized persons (i.e., ancestry, ethnicity, chronicity of endured harm within a given social context). An epistemological variant of racial essentialism occurs whenever HPE institutions legitimize locally-relevant, history-based knowledge claims about racism for anyone who looks a certain way, regardless of their history. Therefore, to honor the epistemology of subjugated knowledge, HPE institutions must clearly define the 'historical' elements of minoritized peoples' experiences within societies that are historically, racially, ethnically, and nationally diverse. Without historical nuance, justice efforts risk misallocating opportunities, perpetuating injustice, and undermining their own goals. Herein, we introduce the Sociohistorical Justice vocabulary and framework, which gives HPE institutions a nuanced language to disaggregate racialized groups not just by present identity, but by how oppression is carried across lineages and rooted in place and time. Moreover, not all historic harms were enacted along race-based lines, as historic exclusions were executed by location, class, and gender, too. We argue that HPE institutions must critically interrogate whether proclaimed equity efforts for 'historically excluded' populations are tangibly benefiting lineages bearing historically-compounded harm caused by these institutions' own actions. If HPE institutions truly desire to centralize representation of historically excluded clinicians and scholars, justice efforts must invite history-based knowledge claims and offer targeted benefit only to people whose lineages have been directly and continuously deprived by a named historic harm (i.e., people","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"480-494"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Patient Partnerships in Health Professional Education: Insights from a Qualitative Synthesis.","authors":"Sarah Barradell, Amani Bell, Kate Thomson, Jessica Hughes","doi":"10.1080/10401334.2025.2536526","DOIUrl":"https://doi.org/10.1080/10401334.2025.2536526","url":null,"abstract":"<p><p>Patients have long been involved in health professional education in placement and fieldwork contexts. However, such contexts have been oriented to learning <i>about</i> rather than <i>with</i> patients. Increasing patient involvement in future health professionals' education has been an area of growing scholarly interest in recent decades. Due to the variation in patient involvement across contexts, most literature reviews on this subject have taken a broad conceptual approach. However, with the shift toward more participatory approaches in healthcare generally, we were interested in how patient partnership specifically was represented in health professional education. Our review aims to support educators seeking to enhance health professional education and patient care by critically examining the evolving and varied understandings of patient partnership in health professional education. Using a qualitative synthesis approach, we conducted a comprehensive search of five databases, selecting a final sample of 71 articles. We identified five overarching themes: <i>1. Rationales for patient partnership reflect a spectrum from transformative commitments to policy drivers; 2. Diverse theoretical and conceptual imaginings of patient partnership; 3. Enacting patient partnership: Effort, time, emotional labor, ethics, and outcomes; 4. Impactful patient partnerships demand that patients and carers are seen by students and educators as people to learn from and with; and 5. Sustainable and inclusive patient partnerships require relational and structural support.</i> We discuss the aspects of health professional education where patient partnership is most meaningful. We recommend investing time, support, and resources to enable the creation of long-term partnerships that emphasize relational processes where shared understandings and diverse perspectives are nurtured. We also advocate for more curriculum flexibility and critical perspectives to push the boundaries of patient partnership in health professional education. An area for further research is evaluating the impact of long-term patient partnerships, including those sustained beyond graduation, as students move into their professional roles.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-17"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144762248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Workplace Causality Orientations Moderate Impostorism and Burnout: New Insights for Wellness Interventions in Graduate Medical Education.","authors":"Adam Neufeld, Greg Malin, Oksana Babenko, Cesar Orsini","doi":"10.1080/10401334.2024.2388223","DOIUrl":"10.1080/10401334.2024.2388223","url":null,"abstract":"<p><p><b><i>Theory</i>:</b> Impostor phenomenon (IP) is strongly linked to physician burnout, but the nature of this association is not well understood. A better grasp of the mechanism between these constructs could shed new light on ways to mitigate physician IP and burnout. Grounded in self-determination theory (SDT), the present study explores whether and how residents' general causality orientations at work-impersonal, controlled, and autonomous-each moderate the effect of IP on physician burnout. <b><i>Hypotheses:</i></b> We theorized that the autonomous orientation would buffer the facilitative effect of IP on burnout, while the controlled and impersonal orientations would each enhance it to varying degrees. <b><i>Method:</i></b> Two hundred forty-three residents from the Universities of Saskatchewan, Calgary, and Alberta, across various programs, specialties, and years of training, completed a survey containing demographic questions and three previously validated instruments: the Clance Impostor Phenomenon Scale, Causality Orientations at Work Scale, and Oldenburg Burnout Inventory. We used partial correlation analyses to test our moderation hypotheses. <b><i>Results:</i></b> In line with what we expected, the autonomous causality orientation buffered the facilitative effect of IP on burnout, while the controlled and impersonal causality orientations each enhanced it. <b><i>Conclusions:</i></b> Results suggest that possessing a stronger autonomous causality orientation (and creating learning/work environments that prime it) will dampen the effect of IP on burnout, while possessing a stronger controlled or impersonal causality orientation (and creating learning/work environments that prime them) will each augment it. Findings and their implications are discussed in terms of instigating theory-informed, system-level wellness interventions in graduate medical education.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"575-583"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are Pre-clerkship Remediation, Grading, and Reporting Practices Equitable in the U.S.? A National Survey.","authors":"William H Eidtson, Abigail Konopasky, Justin Fong, Kerry E Schmitt, Lynn Foster-Johnson, Virginia T Lyons","doi":"10.1080/10401334.2024.2366938","DOIUrl":"10.1080/10401334.2024.2366938","url":null,"abstract":"<p><p><b><i>Phenomenon:</i></b> With the proliferation of pass/fail grading practices in the pre-clerkship phase of undergraduate medical education, questions arise about the transparency and variability of grading and grade reporting practices, raising issues of equity in assessment, particularly regarding residency matching. The purpose of this survey was to determine the remediation and academic performance reporting practices of United States (U.S.) allopathic medical schools in the pre-clerkship phase of their curricula. <b><i>Approach:</i></b> After an extensive literature search and feedback from curriculum deans and learning experts, we developed a survey that we sent in the Spring of 2022 to pre-clerkship curriculum officials at all 154 accredited U.S. allopathic medical schools. It addressed curriculum content and structure; pre-clerkship remediation (e.g., course retakes) and reporting (e.g., permanency of transcript notation) practices; documentation and reporting of nonacademic competencies; and participant opinions and recommendations regarding reporting, transparency, and equity. We generated descriptive statistics and did manifest coding of open-ended responses. <b><i>Findings:</i></b> We had a response rate of 40% (62/155), with over 71% indicating mainly organ systems-based curricula. Depending on the situation, there were a wide range of remediation approaches for single- and multiple-course failures, including tutoring or learning support, re-exams, and referrals to a promotion board. Professionalism concerns were a top priority to report to residency directors, with significant variability in respondent opinions and practices in reporting remedial activities. Respondents were concerned about equity, both in terms of flexible grading practices and transparency of reporting practices. <b><i>Insights:</i></b> The variability in reporting practices across schools, while allowing holistic and individualized approaches to academic support, also creates potential inequities. More work is needed to understand how different reporting practices across institutions may disadvantage marginalized and minoritized student groups at different points in their preparation.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"495-504"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Opinions and Experiences of Foreign Student Nurses Regarding Patient Care Practices in Türkiye: A Qualitative Study.","authors":"Selma Kahraman, Özlem Kaçkin, Arzu Timuçin","doi":"10.1080/10401334.2024.2370921","DOIUrl":"10.1080/10401334.2024.2370921","url":null,"abstract":"<p><p><b><i>Aims</i></b>: We aimed to identify the unique challenges and opportunities faced by international student nurses in Türkiye when practicing patient care. This understanding is essential for educators, healthcare institutions, and policy makers to create more inclusive and supportive environments that enhance learning and professional development. Addressing these challenges can lead to better integration of foreign student nurses into the healthcare system, ultimately improving patient care quality. This research is important for all stakeholders in healthcare - educators, administrators, policymakers, and patients - because a diverse and well-supported nursing workforce is essential for the delivery of culturally competent and high-quality care. <b><i>Methods</i></b>: This study employed interpretative phenomenology. Data were collected from 12 foreign nursing students from Iraq, Egypt, Syria, Saudi Arabia, Iran, and the Netherlands. Data were collected between 01 and 20 May 2023 in the Nursing Department of the Faculty of Health Sciences of a state university in the province of Şanlıurfa, located in the southeastern region of Türkiye. Data were analyzed using Colaizzi's method. <b><i>Results</i></b>: We identified four themes: \"Metaphors describing patient care practices,\" \"Factors affecting care practices,\" \"Needs for education and support,\" and \"Opportunities during patient care practices.\" Positively influencing factors included better education and living standards and economic benefits, while negatively influencing factors were traumatic events before studying abroad, racial discrimination, language and cultural differences, negative emotions, peer victimization, and lack of use of standards. Interviewees reported a need for training and support and that patient care practices provided opportunities for greater awareness, responsibility, and professional integration. <b><i>Discussion</i></b>: Positive and negative experiences of foreign student nurses were evident in the delivery of patient care practice. Interventions are needed to alleviate negatively influencing factors, provide training and support for students, and improve opportunities for foreign nationals. Identification of these factors can help medical educators to develop culturally sensitive and inclusive approaches, as well as individual/organisational facilitators that enhance existing opportunities and remove barriers.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"563-574"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Moral Courage & Rights-Based Leadership in Medicine: A Cross-Disciplinary Exploration.","authors":"Esha Bansal, Timothy Rice","doi":"10.1080/10401334.2024.2369611","DOIUrl":"10.1080/10401334.2024.2369611","url":null,"abstract":"<p><p>Clinical medicine's complexities and demands often surpass the scope of formal ethics and leadership training that medical schools and residency programs provide. The discrepancy between medical education and the realities of clinical work may contribute to ethical erosion among learners, namely, medical students and residents. Unlike traditional approaches to teaching professional ethics and leadership in medicine, rights-based (aspirational) pedagogies approach trainees as <i>autonomous moral agents</i>, whose work has moral value to themselves and others, who live with the ethical consequences of their professional choices, and whose work shapes their individual moral character. By incorporating teaching strategies that intentionally build learners' rights-based leadership through the development of moral courage, medical educators may counter important aspects of ethical erosion while promoting learner preparedness, outcomes, and well-being. Military teaching approaches offer a valuable example to medical educators seeking to create structured curricula that foster moral courage to promote rights-based leadership, given the high level of moral and managerial complexity present in both medicine and the military. Through a comparative analysis of professional ethics in the medical and military disciplines, this <i>Observation</i> article explores the validity of applying precedents from military ethics and leadership education to medical training. Through arguments rooted in moral philosophy, military history, and military organizational research, we explore the expansion of rights-based teaching methods within the predominantly traditional and rules-based norms of medical education. In relating these findings to real-life clinical scenarios, we offer six specific, rights-based modifications to medical ethics curricula that have potential to promote morally courageous leadership and counteract the ethical erosion medical students and residents face.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"584-594"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141494192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}