MedEdPublish (2016)最新文献

{"title":"The Dual-Identity Dilemma: A Comparative Study of Mentorship Structural Barriers in Military and Civilian Medical Education.","authors":"Zaw Phyo, Reshma Fatteh, Ye Phyo Aung, Manoj Kollukkad Mani, Sateesh Arja, Sireesha Bala A, Tun Tun Naing, Tayzar Hein, Khin Aung Htun","doi":"10.12688/mep.21548.2","DOIUrl":"https://doi.org/10.12688/mep.21548.2","url":null,"abstract":"<p><strong>Introduction: </strong>Mentorship functions as a stabilizing relational framework in high-demand medical education environments. This international collaborative study between the Defence Services Medical Academy (DSMA) and Avalon University School of Medicine (AUSOM) examines the \"Dual-Identity Dilemma\"-the structural tension between professional medical identity and institutional military role expectations. While mentorship is central to professional development, hierarchical military structures may shape its psychosocial accessibility.</p><p><strong>Methods: </strong>An explanatory sequential mixed-methods design (QUAN→QUAL) was conducted. Quantitative survey data were collected from 251 DSMA cadets and 100 AUSOM students to provide a civilian international benchmark. Within DSMA, qualitative interviews (n = 8 mentors) and focus groups (n = 8 mentees) explored identified quantitative \"friction points.\" Descriptive statistics, ANOVA with Bonferroni correction, and effect size reporting (partial η ²) were applied.</p><p><strong>Results: </strong>Mentorship expectations were high across both cohorts. However, DSMA cadets reported higher communication barriers (65.2%) compared with the civilian benchmark. Within DSMA, ANOVA revealed significant variation across academic years in communication barriers (p < .001, η ²p = .092) and career guidance (p = .001, η ²p = .084), with Year 2 showing the highest descriptive communication-barrier level. Qualitative findings identified perceived hierarchical authority gradients as barriers to psychosocial openness and suggested that mentors may function as 'identity integrators' by modelling ways in which clinical and military role expectations can coexist.</p><p><strong>Conclusion: </strong>Institutional context may influence mentorship accessibility in dual-role educational environments. The Dual-Identity Dilemma provides a conceptual lens for interpreting how hierarchical authority relationships and competing role expectations may affect psychosocial mentoring in military medical education. Structurally responsive mentorship approaches warrant further evaluation.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"16 ","pages":"19"},"PeriodicalIF":0.0,"publicationDate":"2026-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13646550/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149171588","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":"Grounded Yet Ascending: Faculty Development in a Time of Reduced Budgets and Travel.","authors":"Jeannine Nonaillada, Leigh Ann Holterman","doi":"10.12688/mep.21621.1","DOIUrl":"10.12688/mep.21621.1","url":null,"abstract":"<p><strong>Introduction: </strong>Recent federal funding cuts have created pauses in admissions, hiring, and execution of research studies at academic medical centers internationally. These monetary reductions have also impacted allowances for non-essential faculty travel. As a result, faculty may now be faced with challenges in how they obtain professional development.</p><p><strong>Methods: </strong>A cross-sectional, exploratory study was implemented to discover the impact of funding cuts on faculty travel for professional development opportunities, as well as strategies medical educators are using to mitigate the current landscape.</p><p><strong>Results: </strong>Findings indicate that faculty now must use alternative methods to obtain professional development and that institutional guidance is lacking in how to do so.</p><p><strong>Discussion: </strong>Authors provide concrete action steps for faculty to take amidst this challenge to remain engaged in professional development.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"16 ","pages":"24"},"PeriodicalIF":0.0,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13554763/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148932032","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":"Meducide - Towards a new conceptual framework for the destruction of medical education in armed conflicts.","authors":"Suhad Daher-Nashif","doi":"10.12688/mep.21604.1","DOIUrl":"10.12688/mep.21604.1","url":null,"abstract":"<p><p>Wars and armed conflicts are widely recognised as a threat to health systems, yet the destruction of medical education is still too often treated as a secondary educational disruption. This opinion article argues that attacks on medical schools, teaching hospitals, clinical placements, accreditation systems and faculty pipelines should be understood as a distinct form of long-term public health harm. I propose the term \"meducide\" to describe the systematic destruction, dismantling or incapacitation of medical education during war, whether by direct attack or by structural conditions that render medical training impossible. The concept builds on existing scholarship on attacks on education, structural violence and health workforce fragility, while highlighting what is distinctive about medical education. It captures not only the destruction of medical schools and teaching hospitals but also the broader erosion of the conditions necessary to train future healthcare. Therefore, it sits at the intersection of higher education, health service delivery, professional regulation and the future health workforce. Naming Meducide does not replace careful empirical documentation or legal assessment of intent. Rather, it offers a precise conceptual language for recognising a recurring pattern: when medical education is destroyed, the effects extend beyond students and universities to patient care, population health, post-conflict recovery and health system sovereignty. The article calls for medical education to be documented separately in conflict monitoring, protected as critical civilian and health infrastructure, included in humanitarian and reconstruction planning, and supported through global recognition, cross borders faculty networks, conflict-adapted curricula and sustainable clinical training pathways.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"16 ","pages":"23"},"PeriodicalIF":0.0,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13560647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148956766","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":"Applied insights for using Generative Artificial Intelligence in Faculty Development in Health Professions Education.","authors":"Melchor Sánchez-Mendiola, Megan Anakin, Ardi Findyartini, Rachel Levine, Ana Da Silva, Farhan Saeed Vakani","doi":"10.12688/mep.21403.2","DOIUrl":"10.12688/mep.21403.2","url":null,"abstract":"<p><strong>Introduction: </strong>Generative artificial intelligence (GenAI) has rapidly become accessible to health professions educators and learners, creating both opportunities and new responsibilities for faculty development (FD). GenAI can help draft, adapt, and translate educational materials, and can assist faculty developers as a \"co-developer.\" However, GenAI outputs require human oversight, and FD leaders must actively manage accuracy, privacy/confidentiality, equity/fairness, and sustainability concerns. This article offers a perspective on how GenAI can be leveraged as a co-developer in FD by drawing on emerging literature and discussion points from a workshop at the <i>8th International Faculty Development Conference in the Health Professions</i>.</p><p><strong>Applied insights: </strong>We provide eight applied insights, organised across key phases of FD work (planning, content creation, delivery, and evaluation). These insights highlight how faculty developers can: ¹ ground GenAI use in explicit principles and governance; ² use GenAI to synthesise needs assessment data; ³ teach prompt literacy through cognitive apprenticeship using a practical prompt framework (CRAFT); ⁴ co-create multilingual and context-specific resources; ⁵ remix and adapt teaching cases to support interprofessional learning while protecting confidentiality and addressing bias; ⁶ support feedback and mentorship with GenAI (including iterative prompting and retrieval-augmented approaches); ⁷ scaffold personalised continuing professional development plans aligned with self-determination theory; and ⁸ evaluate GenAI use continuously and iteratively. A longitudinal interprofessional vignette is woven across the paper to demonstrate how each insight can be applied in practice.</p><p><strong>Conclusions: </strong>When used responsibly, GenAI can augment FD and help educators work more efficiently without reducing the central role of human judgment, ethics, and contextual expertise. Faculty developers can increase benefits and reduce harms by making their governance explicit, modelling prompt literacy, and embedding quality assurance/quality improvement cycles.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"279"},"PeriodicalIF":0.0,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12811717/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145999809","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":"Academic Stressors and Sociodemographic Vulnerabilities Among Medical Students at the University of Ottawa.","authors":"Sierra A Land, Hailey C Land, Jordyn N Linders, Aly Julien, Kay-Anne Haykal","doi":"10.12688/mep.21466.2","DOIUrl":"10.12688/mep.21466.2","url":null,"abstract":"<p><strong>Introduction: </strong>Medical students experience high levels of stress that impact their health and academic performance. Yet, to our knowledge, no prior Canadian study has explored medical training-related stressors, using a validated tool such as the Medical Student Stress Questionnaire, leaving a gap in the national literature. The objective of this study was to determine the major academic stressors and their relationship with sociodemographic factors among medical students at the University of Ottawa.</p><p><strong>Methods: </strong>This cross-sectional study was conducted using a SurveyMonkey questionnaire from May to August 2024 with the 40 items of the Medical Student Stress Questionnaire. Variables were age, year of study, gender, LGBTQ2S+, ethnicity, rural/urban, living situation, financial situation, disability, and dependents. Descriptive statistics, t-tests, ANOVAs, and multiple regression analyses were conducted using SPSS v30.0. The study was approved by the University of Ottawa Research Ethics Board.</p><p><strong>Results: </strong>70 medical students participated, but 60 complete responses were analyzed (85.7%). The mean total Medical Student Stress Questionnaire score was 2.63 ± 0.79, i.e. moderate stress. Academic-related stressors were the highest, particularly high workload, pressure to perform, and frequency of tests and exams. Preclinical students reported higher stressed across all domains. Male students had higher academic-related stressors (p = 0.006), and students with disabilities had higher stress from group work (p = 0.034). Living with family predicted higher teaching and learning stress (p = 0.005).</p><p><strong>Discussion: </strong>Stress is common in medical trainees, with domain-specific vulnerabilities indicating the need for universal and targeted interventions to support equity and learner well-being in undergraduate medical education.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"16 ","pages":"4"},"PeriodicalIF":0.0,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13261187/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148254805","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":"Is your curriculum GenAI-proof? A method for GenAI impact assessment and a case study.","authors":"Remco Jongkind, Erik Elings, Erik Joukes, Tom Broens, Hemmik Leopold, Floris Wiesman, Jennita Meinema","doi":"10.12688/mep.20815.3","DOIUrl":"10.12688/mep.20815.3","url":null,"abstract":"<p><strong>Background: </strong>Generative AI (GenAI) can complete tasks that previously could only be performed successfully by humans. Although GenAI provides many opportunities, it also poses risks such as invalid assessments and irrelevant learning outcomes. This article presents a broadly applicable method to (1) determine current assessment validity, (2) assess which learning outcomes are impacted by student GenAI use and (3) decide whether to alter assessment formats and/or learning outcomes. This is exemplified by a case-study on our Medical Informatics curriculum. We developed a five-step method to evaluate and address the impact of GenAI. Together with the respective lecturers, all assessments in the courses comprising a curriculum are analysed and subsequently adapted to address the impact of GenAI usage.</p><p><strong>Results: </strong>57% (55/96) of assessments, especially for courses involving writing and programming, were at risk of reduced validity and relevance. GenAI impact on assessment validity was closer related to the content and structure of assessments than to their complexity according to Bloom's taxonomy. During educational retreats, lecturers discussed the relevance of impacted learning outcomes and whether students should be able to achieve them with or without GenAI. Furthermore, the results led to a plan to increase GenAI literacy and the intentional use by students during their education. For this purpose, course coordinators were asked to either adjust their manner of assessment to preclude GenAI use, or to alter learning outcomes to include GenAI use and literacy. For 64% of the impacted assignments (35/55) the assessment format was adapted and for 36% (20/55) the learning outcomes were adapted.</p><p><strong>Conclusion: </strong>The majority of assessments in our curriculum were at risk of reduced assessment validity and relevance of learning outcomes, necessitating adaptations of either the manner of the assessment or learning outcomes. The proposed method and case-study offer a replicable framework for educational institutions facing similar challenges.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12976610/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147446250","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":"Time to normalise protected characteristics in written assessments: A pilot study.","authors":"Adam Shepherd, Sam Bott, Laila Abdullah, Russell Hearn","doi":"10.12688/mep.19877.2","DOIUrl":"10.12688/mep.19877.2","url":null,"abstract":"<p><strong>Background: </strong>With increasing endeavours to incorporate teaching material on healthcare for underrepresented groups into medical school curricula, there remains a lack of research exploring the integration of this into assessments. With age and gender as the only demographic information routinely provided in single best answer (SBA) questions, this does not represent the diversity of patients encountered by doctors in clinical practice. This pilot study assessed how representation of patient demographic characteristics influenced medical students answering SBA questions.</p><p><strong>Methods: </strong>200 medical students in their clinical years completed 15 SBA questions in an online simulated exam. Participants were randomised to control and test groups. The control group denoted age and gender, with test groups including neutral stems denoting age only; stems denoting LGBTQ+ identities; stems denoting ethnicity; and a mix of stems. Post-exam Likert scale questions explored their experience of the simulated exam.</p><p><strong>Results: </strong>Linear regression modelling demonstrated overall statistically nonsignificant differences between groups, indicating that assignment to control or test group does not explain differences in exam performance. Using a mix of question stems produced statistically significant differences, with participants scoring worse on question stems including LGBT+ identities and ethnicity.</p><p><strong>Conclusion: </strong>As a pilot study these results suggest diversification of SBA questions does not inherently disadvantage students. A multimodal approach is needed to integrate diversity into medical school curricula and assessments. SBA questions can form part of this by mirroring diverse patient groups encountered in real-life clinical practice and positioning them as active agents seeking and accessing health care.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"10"},"PeriodicalIF":0.0,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13197748/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148019225","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 Snapshot of an Innovative Approach towards Integrated Medical Biochemistry Teaching across the Pre-clerkship Curriculum for Impactful Outcomes.","authors":"Anamika Sengupta, Bei Zhang","doi":"10.12688/mep.21508.1","DOIUrl":"10.12688/mep.21508.1","url":null,"abstract":"<p><p>Medical biochemistry (MB) is usually taught at the inception of a medical curriculum with little to no clinical context. The timing of delivery and the antiquated teaching methods have portrayed MB in a negative light, limiting the appreciation of its importance in medical practice. To address the issue, the authors have developed a spirally integrated approach to teaching the subject, in which foundational MB topics are intentionally woven throughout the pre-clerkship curriculum, allowing students to revisit and deepen their understanding of the material in progressively more clinical and interdisciplinary contexts. The above-mentioned approach included careful scrutiny of the curriculum to identify key interdisciplinary connections between selected biochemistry topics and other foundational and clinical sciences. This was followed by the development of clinical scenarios and a structured map for delivering the selected topics in a spiral fashion across multiple courses throughout the pre-clerkship curriculum. The novel teaching approach aims to generate greater enthusiasm for MB among medical students, leading to a stronger appreciation of its role in medicine. The engagement of medical students with the material and the purposefully designed repeated encounter is envisioned to translate into noticeable improvement in students' critical thinking and problem-solving abilities. The spiral approach to content delivery is designed not only to enhance content mastery but also to support broader cognitive skill development in medical students. Faculty members may also benefit from improved teaching effectiveness and greater appreciation from students. This article provides a snapshot of this innovative teaching method, along with important tips for integrated instruction of a few common MB topics in the pre-clerkship phase of medical education. It also emphasizes the need to craft, implement, and evaluate a fully integrated MB curriculum blueprint as a resource for faculty development for medical educators worldwide.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"16 ","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2026-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13398181/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148594917","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":"Exploring the Impact of Professional Acting on Empathy Development in Medical Students.","authors":"Nino Shiukashvili, Gvantsa Vardosanidze, Mariam Rochikashvili, Nino Tevzadze, Archil Undilashvili, Mary Jo Lechowicz, Eka Ekaladze","doi":"10.12688/mep.21228.3","DOIUrl":"10.12688/mep.21228.3","url":null,"abstract":"<p><strong>Background: </strong>Empathy is central to patient-centred care and professional identity, yet medical students' empathy often declines as they transition into clinical training. Theatre-based, arts-and-humanities interventions have been proposed to support empathic communication, but are usually evaluated with self-report rather than performance-based measures.</p><p><strong>Methods: </strong>We conducted a single-institution, single-group pre-post pilot evaluation of an extracurricular, four-week theatre-based empathy programme for third-year medical students. All 60 students were eligible; 18 volunteered on a first-come, first-served basis, and 12 who attended all eight sessions and completed both assessments formed the analytic sample. The programme, co-facilitated by a professional actor and clinician, was grounded in Kolb's experiential learning cycle and applied theatre principles. Teaching methods included repeated doctor-patient role-plays in breaking-bad-news scenarios, alternating doctor/patient perspectives, and structured feedback on communication and emotional presence. Observable empathic communication behaviours in simulated consultations were measured before and after the programme using the Empathetic Communication Assessment Form (five domains, 10-point scale), rated by the faculty member and actor. Pre-post differences were analysed with paired-samples t-tests and within-subject effect sizes (Cohen's d).</p><p><strong>Results: </strong>Students (n = 12) showed significant improvements across all domains. Mean increases ranged from +1.3 to +2.6 points on the 10-point scale, with large effect sizes (Cohen's d ≈ 1.5-2.8). The largest gains were in Empathetic Communication (+2.2), Relating to the Listener (+2.6) and Verbal Communication (+2.4). All students improved in their overall checklist score (range +0.8 to +3.1).</p><p><strong>Conclusions: </strong>This small, single-group pilot suggests that a brief, theatre-based, pre-clerkship programme co-facilitated by a professional actor and clinician may enhance observable empathic communication behaviours in simulated breaking-bad-news encounters. Although limited by the small, self-selected sample and absence of a control group, the findings support further, larger-scale and longitudinal evaluation of theatre-based empathy teaching within arts-and-humanities-informed medical curricula.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"135"},"PeriodicalIF":0.0,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12996936/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147488984","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":"Supervision Preparedness Among GP Registrars in the UK: A Survey Study.","authors":"Ioannis Saxionis, Bhargav Raut, Pritti Aggarwal, H P Patel","doi":"10.12688/mep.21170.2","DOIUrl":"10.12688/mep.21170.2","url":null,"abstract":"<p><strong>Background: </strong>Clinical supervision (CS) plays a vital role in healthcare education and patient safety. As general practice embraces a multidisciplinary workforce, GP registrars are increasingly expected to supervise Allied Health Professionals (AHPs) and medical students from day one after qualifying. However, the extent of their preparedness for such roles remains unclear. Methods We conducted a cross-sectional online survey between August 2024 and January 2025 among UK GP registrars. The survey included quantitative and qualitative items assessing supervision experience, confidence, and perceptions of training. Descriptive statistics and content analysis were used to analyse the data.</p><p><strong>Results: </strong>A total of 52 registrars responded. The majority (n = 50 [96%]) reported no formal training on how to effectively supervise. Only 15% were supervising medical students, and n = 2 (4%) were supervising AHPs. Key barriers to effective supervision included lack of training, time constraints, and uncertainty about roles. Registrars expressed strong interest in structured training to build confidence in supervision.</p><p><strong>Conclusions: </strong>GP registrars report limited training and confidence in clinical supervision, despite growing expectations to supervise a diverse primary care team. Structured educational interventions as part of continuing professional development are needed to support supervision readiness and ensure safe, effective practice in a multidisciplinary environment.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"194"},"PeriodicalIF":0.0,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13019035/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576894","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}