Canadian medical education journal最新文献_第4页

Choosing wisely in medical education: recognizing the role of STARS. 在医学教育中作出明智选择：认识到STARS的作用。

Canadian medical education journal Pub Date : 2026-04-28 eCollection Date: 2026-04-01 DOI: 10.36834/cmej.82909

Carolyn Campbell, Emma McDermott

引用次数: 0

Providing a safety net: a qualitative study on supporting medical students during goals of care discussions. 提供安全网：在医疗目标讨论期间支持医学生的定性研究。

Canadian medical education journal Pub Date : 2026-04-28 eCollection Date: 2026-04-01 DOI: 10.36834/cmej.80430

Conor Barker, Brooke Cheng, Marian Chen, Rose Hatala

{"title":"Providing a safety net: a qualitative study on supporting medical students during goals of care discussions.","authors":"Conor Barker, Brooke Cheng, Marian Chen, Rose Hatala","doi":"10.36834/cmej.80430","DOIUrl":"10.36834/cmej.80430","url":null,"abstract":"Background: Engaging in effective goals of care (GOC) discussions with patients is a critical skill for physicians. Medical students, however, often feel unprepared, unsupported and uncomfortable leading these conversations. We undertook the current study to explore senior medical students' experiences with GOC discussions during their clinical training, examining when and how (and when not and how not) GOC discussions impacted them and the influence of supervision on their GOC learning.Methods: We used qualitative interpretive description as our methodology. Fourth-year medical students at a single university were invited to voluntarily participate. Qualitative semi-structured interviews were used to foster rich discussion about students' GOC experiences during their clinical rotations. Data collection and analysis proceeded iteratively. All investigators participated in data analysis using an inductive, constant comparison approach to identify themes and subthemes.Results: Eleven fourth-year medical students were interviewed between 2021 and 2022. As students observed and conducted GOC conversations, participating in the conversation with a supportive clinical supervisor and with patients they knew appeared to positively influence students. In less supported environments, students experienced challenges during GOC conversations, reflected through perceived limitations and feelings of uncertainty. Supervisors also played an important role in helping students navigate a range of emotional responses to these conversations.Conclusions: Rather than shielding students from difficult conversations, supervisors can positively impact students' experiences by supporting them to engage in GOC discussions, thereby providing them with the skills to support patients through challenging moments.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"34-46"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242156/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201375","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}

引用次数: 0

The development of two Point of Care Ultrasound stations for Objective Structured Clinical Examinations in undergraduate medical education. 在本科医学教育中建立两个护理点超声站进行客观结构化临床检查。

Canadian medical education journal Pub Date : 2026-04-28 eCollection Date: 2026-04-01 DOI: 10.36834/cmej.81229

Ryan Good, Juliana Wilson, Joshua C Kaine, Vijay J Daniels, Janeve Desy, Joshua Lloyd, Gillian Sheppard, Linden Kolbenson, Irene Wy Ma, Arthur Au, Paul Olszynski

{"title":"The development of two Point of Care Ultrasound stations for Objective Structured Clinical Examinations in undergraduate medical education.","authors":"Ryan Good, Juliana Wilson, Joshua C Kaine, Vijay J Daniels, Janeve Desy, Joshua Lloyd, Gillian Sheppard, Linden Kolbenson, Irene Wy Ma, Arthur Au, Paul Olszynski","doi":"10.36834/cmej.81229","DOIUrl":"10.36834/cmej.81229","url":null,"abstract":"Introduction: Point-of-care ultrasound (POCUS) is a valuable clinical skill that improves clinical care but requires substantial training. Validated assessment tools provide empirical evidence regarding trainee performance while also informing program-level evaluation. We developed two POCUS-specific stations for objective structured clinical examinations (OSCEs) to assess skill acquisition and inform best practices in undergraduate medical education.Methods: A multidisciplinary group of POCUS educators identified two POCUS applications (pleural effusion and abdominal free fluid) well suited for the undergraduate level. A modified Delphi approach was used to develop POCUS-application-specific skill checklists and global rating scale. Two medical programs piloted the stations to inform reliability.Results: Across two sites, 46 and 41 students participated in the pleural effusion and abdominal free fluid stations respectively. Checklists showed high internal reliability, with Cronbach's alpha of 0.85 (95% CI 0.71-0.93) for the pleural effusion station and 0.87 (95% CI 0.74-0.95) for the abdominal free fluid station. Krippendorff's alpha, a measure of inter-rater reliability, was also equally strong at 0.85 (95% CI 0.43-0.94) and 0.83 (95% CI 0.50-0.94) respectively.Conclusion: Both POCUS OSCE stations demonstrated good internal and inter-rater reliability. Deployment of these OSCE stations at programs with integrated POCUS curricula may help refine programming and training expectations.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"62-70"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242155/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200814","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}

引用次数: 0

Developing a national competency framework for pediatric hospital medicine in Canada using the Delphi method. 利用德尔菲法为加拿大儿科医院医学开发国家能力框架。

Canadian medical education journal Pub Date : 2026-04-28 eCollection Date: 2026-04-01 DOI: 10.36834/cmej.80136

Peter Vetere, Catharine M Walsh, Ali Al Maawali, Allan Puran, Tanya N Beran, Zia Bismilla, Suzette Cooke

{"title":"Developing a national competency framework for pediatric hospital medicine in Canada using the Delphi method.","authors":"Peter Vetere, Catharine M Walsh, Ali Al Maawali, Allan Puran, Tanya N Beran, Zia Bismilla, Suzette Cooke","doi":"10.36834/cmej.80136","DOIUrl":"10.36834/cmej.80136","url":null,"abstract":"Background: Over the past three decades, the field of Pediatric Hospital Medicine (PHM) has expanded rapidly in North America in response to the increasing complexity and acuity of the pediatric inpatient population. While 78 fellowship programs and a published PHM Core Competencies framework exist in the United States, Canadian fellowship programs lack a national competency framework to guide curriculum and practice. This absence creates uncertainty in defining the scope of practice and training expectations for PHM in Canada. The purpose of this study was to define this scope.Methods: Using Delphi methodology, a national panel of experts in PHM iteratively rated potential competencies, on a 5-point scale, to determine their priority for inclusion. Responses were analyzed after each round. Competencies that were assigned a rating of three or less by ≥80% of the panelists were removed from subsequent rounds. The remaining competencies were re-sent to panelists for further ratings until consensus was reached, defined as Cronbach's α ≥0.95 and after a minimum of two survey rounds. At the conclusion of the Delphi process, competencies where ≥80% of the panelists assigned a rating of ≥4 were included.Results: Two rounds of the Delphi process were required to reach consensus. Thirty-five panelists completed both survey rounds. The panelists represented 13 Canadian pediatric tertiary care centers and five community hospitals. Of 176 initial competencies, 109 PHM competencies achieved consensus, spanning the seven CanMEDS roles.Conclusion: This is the first study to define competencies for PHM in Canada. The competencies identified provide a framework for PHM fellowship program directors to shape local curricula. The results may also be used to inform the development of comprehensive national PHM fellowship curricula.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 2","pages":"19-33"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13242159/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201312","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}

引用次数: 0

Heartful Visits: a volunteering program to enhance student interpersonal skills and reduce patient isolation through non-clinical encounters. 爱心探访：一项志愿服务计划，旨在通过非临床接触提高学生的人际交往能力，减少患者的隔离。

Canadian medical education journal Pub Date : 2026-04-28 eCollection Date: 2026-04-01 DOI: 10.36834/cmej.81813

Othmane Zekraoui, Rabah Achab, Farah Alem, Mohamed Chouikh, Bilal Amani, Naeem Bhojani, Ahmed Moussa

引用次数: 0

Seven ways to get a grip on using participant observation in medical education research. 掌握在医学教育研究中使用参与式观察的七种方法。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/ktg4y184

Kaylee Eady, Katherine A Moreau

{"title":"Seven ways to get a grip on using participant observation in medical education research.","authors":"Kaylee Eady, Katherine A Moreau","doi":"10.36834/ktg4y184","DOIUrl":"10.36834/ktg4y184","url":null,"abstract":"Medical education phenomena are complex, and researchers need to use diverse methods to explore topics. Participant observation is a qualitative research method that connects researchers to human interactions, allowing them to experience firsthand behaviours, conversations, characteristics, and qualities related to the phenomenon under study. It can provide unique insights, beyond those of participant narratives, and enhance understanding. However, this method is rarely used in medical education research; it is challenging and resource-intensive to implement, which likely discourages researchers from using it. To help researchers get a grip on using it in medical education research, we offer seven recommendations for planning participant observation: Determine the study setting(s), Identify key interest-holders and establish relationships, Determine the researcher-participant relationship to be established, Take steps to minimize reactivity to research, Use knowledge to guide data collection procedures, Use knowledge to inform instrument development, and Anticipate possible dilemmas and be mindful of unanticipated ones. We urge researchers to consider participant observation when appropriate to advance methods in medical education research.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"45-50"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111177/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790641","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}

引用次数: 0

Experienced or witnessed racism and microaggressions during medical education: an exploratory survey of medical learners at a large Canadian medical school. 医学教育中经历或目睹的种族主义和微侵犯：对加拿大一所大型医学院医学学习者的探索性调查。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/frnwb827

Samara Adler, Jérémie Boivin-Côté, Isabelle Gravel, Chaimaa Ouizzane, Samantha Bizimungu, Claude Julie Bourque, Jean Michel Leduc

{"title":"Experienced or witnessed racism and microaggressions during medical education: an exploratory survey of medical learners at a large Canadian medical school.","authors":"Samara Adler, Jérémie Boivin-Côté, Isabelle Gravel, Chaimaa Ouizzane, Samantha Bizimungu, Claude Julie Bourque, Jean Michel Leduc","doi":"10.36834/frnwb827","DOIUrl":"10.36834/frnwb827","url":null,"abstract":"Background: As institutions strive to incorporate Equity, Diversity, Inclusion, Indigeneity, and Accessibility (EDIIA) principles into their policies and curricula, various forms of discrimination persist within the medical education system. The objective of this study was to understand learner experiences related to racism, discrimination and microaggressions in a large Canadian medical school to ultimately inform future efforts to address issues identified.Methods: This survey-based study was distributed to all current medical students and residents at a large Canadian University. Questions focused on lived and witnessed experiences of microaggressions, discrimination or racism during medical education. We computed descriptive statistics and risk ratios for experienced or witnessed events.Results: The survey response rate was 12.4% (321/2579), with 26% of participants self-identifying as Black, Indigenous or People of Color (BIPOC). During medical education, 30% of respondents reported experiencing racism or microaggressions, while 51% reported witnessing these events. Attending physicians (31%) and patients/families (22%) were most likely to be identified as responsible. Common proposed solutions by respondents included: anonymous reporting systems, dedicated counsellors from BIPOC groups, education of healthcare professionals on microaggressions and discrimination and increased peer/faculty support.Conclusions: Among participants, this study described a high rate of witnessed or experienced racism or microaggressions during medical education, leading to local interventions to improve the psychological safety of learners.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"5-15"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111184/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790509","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}

引用次数: 0

Let's talk about change as the only constant in life and science: parlons de changements. 让我们来谈谈生活和科学中唯一不变的变化：变化。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/cmej.83537

Christina St-Onge

引用次数: 0

Learning patient collaboration: how do primary care doctors learn to empower patients in decision-making? 学习患者协作：初级保健医生如何学习赋予患者决策权力？

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/8qh4je75

Terkuma Chia, Tracie Barnett, Roland Grad, Peter Nugus

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As the lipstick rubs off: an autoethnography of impression management in a medical education conference. 当口红擦去：医学教育会议上关于印象管理的自我民族学。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/hprhrb83

Beatrice Tb Preti

引用次数: 0