Canadian medical education journal最新文献

{"title":"Medical student attitudes and perceptions of Point of Care Ultrasound curriculum and assessment methods: a multisite survey.","authors":"Austin Solak, Jacky Lee, Gillian Sheppard, Paul Olszynski, Warren Cheung, Paul Pageau","doi":"10.36834/8qk80v60","DOIUrl":"10.36834/8qk80v60","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"62-65"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111174/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790588","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":"Equity, Diversity, and Inclusion in admissions: a critical qualitative inquiry on faculty leaders' perspectives on barriers and facilitators at a Canadian health sciences institution.","authors":"Jiale Xie, Helen Ge Smith, Nicole Hajjar, Rylan Egan","doi":"10.36834/b2f1r897","DOIUrl":"10.36834/b2f1r897","url":null,"abstract":"<p><strong>Background: </strong>There is an ongoing need for Equity, Diversity, and Inclusion (EDI)-focused admission reform in Canadian health sciences programs. Extensive literature on critical race Theory (CRT) and Postcolonial Theory (PCT) have provided frameworks to understand and challenge existing inequities. However, there is a lack of research regarding specific challenges and dynamics involved in the application of CRT and PCT to admissions in health professions education.</p><p><strong>Methods: </strong>This study investigates systemic factors influencing EDI-focused admission reform through the perceptions of Canadian health sciences faculty leaders. Using a critical constructivist lens informed by CRT and PCT, we conducted semi-structured interviews with six leaders and applied critical thematic analysis, which uses theories of racism, coloniality, and power, to interpretate participants' views and institutional discourses.</p><p><strong>Results: </strong>Participants acknowledged bias in traditional admission metrics (e.g., GPA, MCAT) but continued to prefer them over equity-based alternatives, perceiving the former as better indicators of curricular and professional success. Admission reform was perceived to be a resource-intensive add-on that was difficult to prioritize. Broader societal and institutional forces, such as accreditation, peer institutions, and leadership discourses shaped support for equity initiatives.</p><p><strong>Conclusion: </strong>We conclude that the concurrent reliance on traditional measures of merit in admissions, curriculum, and practice reinforces the cultural currency of those colonial measures. Admission reform efforts should be accompanied by parallel initiatives across other academic domains and appropriate funding and regulatory support to break the self-fulfilling cycle of bias and inequity.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"16-25"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111185/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790532","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":"Connecting in clerkship: reflections on community, geography, and growing a new profession.","authors":"Julia Press, Rebecca Haworth","doi":"10.36834/cmej.82181","DOIUrl":"10.36834/cmej.82181","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"56-57"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111176/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790474","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":"How are we preparing doctors for their roles as patient educators? Exploring undergraduate and postgraduate curricula in Canadian medical schools.","authors":"Alexandra Cohen, Carlos Gomez-Garibello, Yvonne Steinert","doi":"10.36834/1apdj576","DOIUrl":"10.36834/1apdj576","url":null,"abstract":"<p><strong>Background: </strong>Although patient education (PE) has been identified as an important strategy to support patients with low health literacy, medical trainees report feeling ill-prepared for this responsibility. Our goal was to explore how PE training is incorporated centrally into undergraduate (UGME) and postgraduate (PGME) education across Canada, with the aim of proposing a PE curriculum.</p><p><strong>Methods: </strong>We circulated a web-based survey to all Canadian UGME and PGME Associate Deans, subsequently expanding the scope of our investigation by surveying Family Medicine and Pediatrics program directors. Data analysis involved a combination of frequency calculations and conventional qualitative content analysis.</p><p><strong>Results: </strong>According to survey respondents, PE was taught centrally in 72% of UGME curricula, 25% of PGME curricula, and 25% and 82% of Pediatrics and Family Medicine programs respectively. PE was predominantly incorporated into communication skills curricula, and role modeling was the most common teaching modality. Barriers included lack of time and low curricular priority; facilitators included embedding PE into communication skills training and use of patient partners and standardized patients.</p><p><strong>Conclusions: </strong>PE has not been uniformly implemented in a centralized manner across Canadian UGME and PGME curricula. Based on our survey data and the relevant literature, we propose a sample longitudinal curriculum spanning UGME and PGME and recommend that PE be explicitly framed as a communication skill.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"33-44"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790560","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":"Five ways to get a grip on embedding Equity, Diversity, Inclusion and Accessibility into survey design for non-equity related health professions education research topics.","authors":"Mujeedat Lekuti, Eleftheria Laios, Wiley Chung","doi":"10.36834/cmej.80885","DOIUrl":"10.36834/cmej.80885","url":null,"abstract":"<p><p>Health professions education research must integrate Equity, Diversity, Inclusion, and Accessibility (EDIA) principles to ensure meaningful and impactful initiatives. Embedding these principles into research methods from the outset helps maintain the integrity of the research and ensures its outcomes align with EDIA values. Recognizing the limited guidance on incorporating EDIA principles into non-equity-related HPE survey methodology, we developed guidelines to address this gap. This led to the creation of 'Five Ways to Get a Grip on Embedding EDIA into Survey Design for non-equity related Health Professions Education Research,' which includes guidelines for integrating (1) diverse sources of knowledge, (2) usability, (3) context sensitivity, (4) bidirectionality, and (5) accessibility. Applying these guidelines can help make surveys inclusive and respondent-centered, providing a strong foundation for enhancing survey design and embedding EDIA principles within health professions education research.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"51-55"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111179/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790617","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":"How the Health Advocate Role is reflected in health professions education literature: a scoping review protocol.","authors":"Khoa Duong, Andrea Quaiattini, Meredith Young","doi":"10.36834/dpkc2s50","DOIUrl":"10.36834/dpkc2s50","url":null,"abstract":"<p><p>The Health Advocate Role remains challenging to teach, assess, and study. Mapping the health professions education (HPE) literature-while considering the influence of context-can offer a more nuanced understanding of how the role is conceptualized and enacted across the HPE landscape. This scoping review aims to support the contextualized implementation of the Health Advocate Role.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"66-72"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111175/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790620","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":"Assessment in medical education: rethinking the reasons for introducing AI.","authors":"Shigeki Matsubara","doi":"10.36834/cmej.82045","DOIUrl":"10.36834/cmej.82045","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 6","pages":"62"},"PeriodicalIF":0.0,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12826815/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146047569","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":"Writing and artificial intelligence: <i>apprivoiser</i> one's own paper.","authors":"Shigeki Matsubara","doi":"10.36834/cmej.82010","DOIUrl":"10.36834/cmej.82010","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 6","pages":"59"},"PeriodicalIF":0.0,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12826820/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146047500","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":"Six ways to get a grip on computer vision syndrome in medical school examinations.","authors":"Amir-Ali Golrokhian-Sani, Maya Morcos, Chloe Gottlieb","doi":"10.36834/cmej.81433","DOIUrl":"10.36834/cmej.81433","url":null,"abstract":"<p><p>Computer Vision Syndrome is a group of vision symptoms related to screen use, which is a growing point of concern as screens become more integrated into daily life. Medical students are hit particularly hard by this, as they report substantial levels of screen use. While screens are practically necessary in medical education, there are areas of harm reduction that have yet to be addressed. Medical exams are particularly hostile to eye health, as students have to stare at screens for prolonged periods, making them ideal subjects for eye protection and education interventions. Some steps that examiners can take to encourage positive habits in their students are to extend exams with spaces for five-minute breaks or according to the 20-20-20 Rule, encourage an area of alternate fixation for eye breaks, add audio cues signalling breaks, educate about environmental and postural modifications to improve eye health, allow lubricating drops in exams, and modify exams to decrease suspicion of academic misconduct. Le syndrome de la vision artificielle est un ensemble de symptômes visuels liés à l'utilisation d'écrans, ce qui est de plus en plus préoccupant, étant donné que ces écrans sont de plus en plus intégrés à la vie quotidienne. Les étudiants en médecine sont particulièrement touchés par ce phénomène, car ils utilisent souvent les écrans pour leurs études. Pourtant que les écrans sont pratiquement nécessaires dans l'enseignement médical, certains aspects de la réduction des dommages n'ont pas encore été explorés. Les examens médicaux sont particulièrement hostiles à la santé oculaire, car les étudiants doivent regarder des écrans pendant de longues périodes, ce qui en fait des sujets idéaux pour des interventions de protection et d'éducation oculaires. Pour encourager les étudiants à adopter des habitudes positives, les examinateurs peuvent notamment prolonger les examens en prévoyant des pauses de cinq minutes ou en suivant la règle des 20-20-20, encourager une autre zone de fixation pour les pauses, ajouter des signaux audio pour signaler les pauses, informer sur les modifications environnementales et posturales permettant d'améliorer la santé oculaire, autoriser l'utilisation de gouttes lubrifiantes lors des examens, et modifier les examens pour réduire les soupçons de mauvaise conduite académique.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 6","pages":"25-28"},"PeriodicalIF":0.0,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12826825/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146055092","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":"The impact of artificial intelligence on case-based learning during pre-clerkship education.","authors":"Gregory W Chai, Andreea C Murariu, Fok-Han Leung","doi":"10.36834/cmej.82560","DOIUrl":"10.36834/cmej.82560","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 6","pages":"48-49"},"PeriodicalIF":0.0,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12826816/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146047496","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}