Canadian medical education journal最新文献

{"title":"International Congress on Academic Medicine: 2026 medical education abstracts.","authors":"","doi":"10.36834/fv597x83","DOIUrl":"https://doi.org/10.36834/fv597x83","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 3","pages":"121-412"},"PeriodicalIF":0.0,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13354995/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148426662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing a patient-educator program for adolescents with juvenile arthritis: exploring motivation sources, barriers, and facilitators.","authors":"Marie-Paule Morin, Aimun Qadeer Shah, Maria Mylopoulos, Marie-Pascale Pomey, François Bowen, Lawrence Grierson, Claude Julie Bourque","doi":"10.36834/cmej.80035","DOIUrl":"10.36834/cmej.80035","url":null,"abstract":"<p><strong>Background: </strong>Patients can be valuable contributors to medical education, offering nuanced perspective and guidance, based on lived experience. While numerous training programs have integrated adult patients in this manner, very few have engaged adolescent patients. Recognizing adolescent educators may be particularly helpful in teaching pediatric conditions, this study appraises the potential for including those with juvenile arthritis in pediatric rheumatology training.</p><p><strong>Methods: </strong>Using an exploratory qualitative approach, we conducted semi-structured interviews with adolescents with juvenile arthritis receiving treatment at two tertiary-care pediatric centres in Canada about the motivations, perceptions, facilitators, and barriers that influence their engagement as patient educators. The interview transcripts were analyzed using an iterative qualitative descriptive method.</p><p><strong>Results: </strong>Participants (<i>n</i> = 19, aged 13-18) identified intrinsic factors, such as learning about their condition and socializing with peers, and extrinsic factors, such as helping students learn and promoting greater disease awareness, as relevant drivers for participating as patient educators. They pointed to balancing school and medical appointments, transportation, and discomfort with sharing personal experiences in large groups as barriers. Parental support, accruing volunteer hours, and engaging health professionals in the teaching sessions were seen as facilitators that could meaningfully enhance the relevance and impact of adolescents' contributions to medical education.</p><p><strong>Conclusion: </strong>Adolescents with juvenile arthritis are motivated to participate as patient educators. Understanding the factors that promote their involvement supports the development of training initiatives involving adolescents that are likely to be successful and sustainable.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 3","pages":"16-26"},"PeriodicalIF":0.0,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13355001/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148426334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond clinical skills: assessing prudent ethical competence for underserved populations.","authors":"Carlos Acosta-Batista","doi":"10.36834/cmej.82718","DOIUrl":"10.36834/cmej.82718","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"113-115"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242147/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A novel anatomy and ultrasound curriculum improves physiatry resident confidence with ultrasound-guided musculoskeletal and spasticity procedures.","authors":"Joel Peltonen, Tania Sasson, Jacqueline Kraushaar, Kirat Shukla, Jyotpal Singh, Shane Wunder","doi":"10.36834/cmej.81520","DOIUrl":"10.36834/cmej.81520","url":null,"abstract":"<p><p>Our novel anatomy and ultrasound curriculum, integrating cadaver lab sessions and ultrasound workshops, enhances resident knowledge, confidence, and competence with ultrasound-guided procedures. Physiatry educators can adopt this longitudinal approach, incorporating spaced repetition and peer learning, to improve ultrasound training. Implementing this curriculum may lead to increased proficiency in ultrasound-guided procedures among residents. For programs without access to a cadaver lab, the curriculum can be modified by using available anatomical models or online cadaveric dissection videos. The minimum resources for programs wishing to implement a similar curriculum include an ultrasound machine and a faculty member for instruction.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"103-107"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242150/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"<i>Save Our School</i>: an educational game made with Gimkit Creative.","authors":"Malav Shah, Ava K Chow, Nazlee Sharmin","doi":"10.36834/cmej.79841","DOIUrl":"10.36834/cmej.79841","url":null,"abstract":"<p><p>The benefits of quiz-based games for education are well-recognized. Educators often struggle to find games that are suitably tailored to their students' needs and easy to use. Gimkit, a new platform, allows instructors to create quiz games and host them in class. Based on student feedback and the literature, we developed a game mode for dental students called <i>Save Our School</i> (SOS) which is publicly available on the Gimkit Creative platform. Educators in the health professions can use this game to foster student engagement and perform formative assessments in their classes.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"91-97"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242158/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovating medical education: the integration of entrepreneurship education in medical curricula.","authors":"Oluwatomisin Olaoluwa, Olayinka Stephen Ilesanmi","doi":"10.36834/cmej.79884","DOIUrl":"10.36834/cmej.79884","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"108-110"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242154/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of virtual primary care: a comparative study of family medicine residents' experiences.","authors":"Udoka Okpalauwaekwe, Cathy MacLean, Angela Baerwald","doi":"10.36834/cmej.81983","DOIUrl":"10.36834/cmej.81983","url":null,"abstract":"<p><strong>Background: </strong>Virtual care (VC) was rapidly adopted during the COVID-19 pandemic to ensure continuity of primary care. In this study, we explored Family Medicine (FM) residents' evolving experiences with VC across early (2020), late (2022), and post-pandemic (2024) phases in Saskatchewan, focusing on satisfaction, preparedness, supervision, and perceived impact on training and well-being.</p><p><strong>Methods: </strong>FM residents across eight distributed sites were surveyed at three time points using a standardized tool. Responses were analyzed using chi-square, Kruskal-Wallis, and post hoc Mann-Whitney U tests (<i>p</i> < 0.05).</p><p><strong>Results: </strong>Seventy-eight residents participated (2020: <i>n</i> = 26; 2022: <i>n</i> = 19; 2024: <i>n</i> = 33). Satisfaction with VC tended to decline over time (<i>p</i> = 0.074), while requests for additional VC training did not change (<i>p</i> = 0.269). Confidence to use VC post-residency dropped significantly from 100% (2020) to 60.6% (2024; <i>p</i> < 0.001), despite a consistent and moderate amount of supervision. The negative impact of COVID-19 on training declined by 2024 (<i>p</i> = 0.008), while trust in the provincial response to the COVID-19 pandemic also decreased (<i>p</i> < 0.0001).</p><p><strong>Conclusions: </strong>Although FM residents adapted to VC during the pandemic, long-term sustainability to use VC requires improved training, structured supervision, and curricular integration. Embedding VC competencies into postgraduate education is essential to support hybrid models of care in the evolving primary care landscape.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"71-79"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242157/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engaging intersectionality in medical education.","authors":"Princess Eze, Sarah Forgie, Philomina Okeke-Ihejirika, Marghalara Rashid","doi":"10.36834/cmej.81766","DOIUrl":"10.36834/cmej.81766","url":null,"abstract":"<p><p>Medical education (ME) plays a critical role in shaping future healthcare providers; however, systemic inequities persist due to biases embedded in both the formal and hidden curricula. The hidden curriculum-unspoken values, norms, and structural inequalities-reinforces implicit biases that influence professional identity formation, clinical decision-making, and patient outcomes. This theoretical paper examines how overlapping social identities can shape health experiences and access to care, and establishes a foundation for tackling systemic inequalities by advocating for the integration of an intersectional framework into ME. As healthcare institutions increasingly focus on diversity and inclusion, we aim to demonstrate that integrating intersectionality theory into ME is a timely and necessary step towards training physicians to meet the needs of diverse patient populations and reduce care disparities. We highlight how the absence of intersectional perspectives in medical training results in narrow clinical frameworks, reduced cultural competency, and the perpetuation of health disparities through the hidden curriculum. Furthermore, we outline practical strategies for embedding intersectionality into ME, such as building an intersectional curriculum, incorporating diverse case scenarios, and establishing institutional task forces. Despite potential challenges, such as resistance to change and resource constraints, implementing intersectionality in ME remains essential and can be attainable through institutional commitment and collaborative approaches. By using intersectionality as a guiding framework, ME can better prepare future healthcare providers to deliver equitable patient centered care while reducing the systemic disparities in healthcare.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"80-90"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242149/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding gendered experiences in academic health sciences: a grounded theory study on leadership and continuing professional development.","authors":"Laurie He, Tania Kazi, Arianna Mazzeo, Heba Khan, Siraj Mithoowani, Teresa Chan","doi":"10.36834/cmej.79839","DOIUrl":"10.36834/cmej.79839","url":null,"abstract":"<p><strong>Introduction: </strong>In order to improve equity amongst leadership roles for all genders, it is important for health professions educators to better understand the intersection of gender and leadership. This study aimed to understand how gender affects leaders in health sciences and their engagement in developing themselves further within their career by exploring: 1) Their engagement with continuing professional development; 2) Their motivations for continued learning; 3) The benefits/consequences of their careers.</p><p><strong>Methods: </strong>A Constructivist Grounded Theory approach was used to investigate this domain. Eligible leaders in health sciences were invited for one-on-one virtual interviews that were transcribed and analyzed by our research team. The data were examined initially in a constant comparative method with reflexive journaling and subsequently examined through axial coding for further themes.</p><p><strong>Results: </strong>Eighteen qualitative interviews were analyzed. Themes pertaining to support systems, sponsorship/mentorship, and a lack of discourse surrounding gendered constraints were identified at the intersection between gender, academic leadership, and CPD within healthcare education.</p><p><strong>Conclusion: </strong>Our findings provide insight on the gender gap and its implications on healthcare leaders' motivations in their role, as well as engagement in continuing professional development.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"3-18"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242152/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resident-focused trauma-informed medical education policies: an environmental scan of Canadian medical schools and partner organizations.","authors":"Amanda Roze des Ordons, Aliya Kassam, Rachel Ellaway","doi":"10.36834/cmej.82469","DOIUrl":"10.36834/cmej.82469","url":null,"abstract":"<p><strong>Background: </strong>Psychological trauma among resident physicians (residents) is common yet underrecognized, even though it can significantly impact learning, patient care, and well-being. Trauma-informed approaches are one way in which trauma can be mitigated. The purpose of this study was to examine institutional policies related to resident-focused trauma-informed medical education (RF-TIME) at Canadian institutions involved in providing and governing physician training.</p><p><strong>Methods: </strong>We conducted an environmental scan of publicly available online content related to RF-TIME at Canadian medical schools (<i>n =</i> 18) and partner organizations (<i>n =</i> 42), initially focusing on policy, and then broadening our scan to include strategic planning, standards, guidelines, reports, educational documents and support resources. Findings were tabulated and synthesized.</p><p><strong>Results: </strong>We were unable to find RF-TIME-specific policies at any Canadian medical school or partner organization. Thirteen schools briefly mentioned RF-TIME approaches within strategic planning (<i>n =</i> 3 schools), policies not focused on trauma (<i>n =</i> 9), guidelines (<i>n =</i> 1), reports (<i>n =</i> 3), educational resources (<i>n =</i> 3), and/or support resources (<i>n =</i> 8). Seventeen partner organizations included RF-TIME content within strategic planning (<i>n =</i> 2 organizations), standards (<i>n = 2</i>), guidelines (<i>n = 1</i>), reports (<i>n =</i> 9), educational resources (<i>n =</i> 2), and/or support resources (<i>n =</i> 4).</p><p><strong>Conclusions: </strong>Resident-focused policies around trauma-informed approaches to medical education are absent within Canadian institutions and organizations involved in the training and regulation of physicians. Developing and implementing RF-TIME policies may help establish more supportive learning environments for medical trainees with psychological post-traumatic injury.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"47-61"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242153/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}