MedEdPublish (2016)最新文献

{"title":"Capturing Reflections for Personal and Professional Development in Medical Education: A Mixed Methods Study.","authors":"Deanne Spek, Marieke J J Ermers, Megan M Milota","doi":"10.12688/mep.20957.2","DOIUrl":"10.12688/mep.20957.2","url":null,"abstract":"<p><strong>Background: </strong>To prepare medical students for their future role in addressing complex health problems, medical education should pay attention to students' Personal and Professional Development (PPD). Meaningful reflection plays an essential role in such education. We aimed to explore how to facilitate PPD-related reflection, collation and periodic retrospection by medical students.</p><p><strong>Methods: </strong>We performed an intervention study with fourth-year medical students at the University Medical Centre Utrecht in 2024. The interventions consisted of workshops and individual assignments addressing PPD with three different formats for reflection (note to self, core value or representative item), collection (online or analogue), and retrospection (compilation, value mapping or self-scoring). These were analyzed using a convergent mixed methods design with data from Likert scales and open questions in a survey, focus groups, and analysis of the submitted reflection materials.</p><p><strong>Results: </strong>Thirty-four students completed the intervention (participation rate 100%), 33 students completed the survey (response rate 97%). The format of making a note to oneself using text/video/audio/image was experienced as the most suitable form of reflection. An online medium was preferred for the collection of reflections, but ease-of-use and an overview display option of the collected materials were deemed crucial requirements. Students experienced the retrospection systems as useful, fun, and actionable and most appreciated the opportunity to trace their personal development.</p><p><strong>Conclusions: </strong>Students found the reflection, collation, and retrospection methods useful and desirable. Most important for the future design of education is the freedom to choose and adapt, as well as a balance in time investment and perceived added value. Further research should focus on development of a suitable online medium and test this in a longitudinal setting to address retrospection suitability.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"227"},"PeriodicalIF":0.0,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13019040/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576928","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 would Socrates debrief? Five tools using original Socratic dialogue.","authors":"Matthew Bowker, Amy Younger, Richard Thomson","doi":"10.12688/mep.21414.1","DOIUrl":"10.12688/mep.21414.1","url":null,"abstract":"<p><p>Simulation facilitators routinely invoke the 'Socratic method' when describing their questioning approach, yet this invocation often lacks philosophical grounding and practical specificity. Whilst Socratic questioning features prominently in debriefing standards, its application has become what scholars describe as \"extraordinarily vague\", with conflicting interpretations proliferating across the literature. Facilitators need clear guidance for important decisions: when to challenge versus support, when to profess ignorance versus share expertise, when to create discomfort versus maintain psychological safety. This article returns to Plato's dialogues to construct a contemporary pedagogical framework through close textual analysis. We developed five distinct facilitation orientations drawn from specific passages in the original texts: the Gadfly (challenging assumptions through persistent questioning), the Professed Ignorant (modelling intellectual humility), the Midwife (facilitating emergence of tacit knowledge), the Stingray (inducing productive cognitive dissonance), and the Co-inquirer (fostering collaborative discovery). These orientations function as philosophical stances rather than algorithmic techniques, providing meta-level guidance that complements existing debriefing frameworks. Each orientation addresses different aspects of productive uncertainty, the deliberate cultivation of intellectual discomfort as a catalyst for deeper thinking. When facilitators position themselves as fellow learners, debriefing can shift from teaching learners what to think towards teaching them how to think. Engagement with Socratic principles expands facilitators' repertoires for creating meaningful learning conversations. These orientations offer simulation educators a philosophically grounded alternative to vague appeals to 'being Socratic'. They emerge from interpretive choices calibrated specifically to healthcare simulation contexts rather than claims of historical authenticity.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"16 ","pages":"5"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13032099/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576949","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":"AI Use or Non-use by First-Year Medical Students: A Qualitative Study of Perspectives, Usage, and Recommendations.","authors":"Jennifer Simoni, Elisa Mengual, Ines Aschenbrenner-Noriega, Clara Monforte-Martínez, Marta Pérez-Merino, Gabriela Sawczyn, Rocío Zurita, José Luis Pereira","doi":"10.12688/mep.21319.2","DOIUrl":"10.12688/mep.21319.2","url":null,"abstract":"<p><p>Background Artificial Intelligence (AI) is reshaping healthcare and medical education, with growing calls to embed it in medical curricula. However, evidence on first-year medical students, perceived benefits and limitations of AI, and views on ethics and professionalism is limited. Methods A qualitative study was conducted using semi-structured interviews to explore the experiences, attitudes, and perceptions of first-year students regarding AI. Convenience sampling yielded the participant cohort. Recruitment and analysis continued until thematic saturation was achieved. Transcripts were coded iteratively using NVivo software, and a reflexive thematic analysis was undertaken. Results Twenty participants were interviewed; 18 were AI users, to varying degrees, and two were non-users. Seven themes emerged: How AI is used; Benefits; Concerns and limitations; Ethical considerations; Advice for peers and professors; Attitudes toward and understanding of AI; and Participation in the project. AI users cited motivations like efficiency, personalization, and support. Benefits included faster access to information, organized content, and tailored explanations. Concerns included AI reliability, over-reliance, and ethical misuse, such as plagiarism. Most supported the inclusion of AI literacy in curricula for responsible, practical, and critical use of AI. Participants with AI literacy demonstrated a deeper understanding of AI. Conclusions We found that students in the medical school we studied are early adopters of AI, using it in various ways, and wish to utilize it effectively and ethically. The findings of this study align with other studies in other jurisdictions that call for early AI literacy.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"226"},"PeriodicalIF":0.0,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12980083/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147470412","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":"Evaluating Medical Education Escape Rooms: A Scoping Review Using the Kirpatrick Model.","authors":"Hannah Sturm, Garrett Brown, Eric A Gantwerker","doi":"10.12688/mep.21095.3","DOIUrl":"10.12688/mep.21095.3","url":null,"abstract":"<p><strong>Background: </strong>Medical educators are increasingly exploring innovative strategies such as medical education escape rooms (MEERs), team-based games in which participants solve puzzles and complete tasks within a time limit to achieve a goal, to enhance learner engagement. This scoping review aimed to evaluate the utility of MEERs as a teaching method in medical education.</p><p><strong>Methods: </strong>A scoping review was conducted using PubMed, MedEdPORTAL, and Scopus. Inclusion criteria were studies published in the past 12 years, written in English, involving medical students and/or residents, and reporting measurable outcomes. Exclusion criteria included systematic reviews, proof-of-concept studies, and studies outside medical school or residency contexts. Titles and abstracts were screened, followed by full-text review by two independent reviewers (HS and GB). A total of 20 studies met inclusion criteria. Data were extracted and analyzed for study characteristics and outcomes.</p><p><strong>Results: </strong>All 20 studies assessed student reactions, with overwhelmingly positive responses. Reported outcomes included increased engagement, satisfaction, enjoyment, perceived learning, improved teamwork, clinical relevance, desire for more MEERs, and recommendations to peers. Nine studies (45%) evaluated learning outcomes, with significant improvements in pre- to posttest scores. MEERs were found to be more effective than flipped classrooms and traditional lectures and equally effective as case-based learning. One study evaluated behavioral change but found no significant impact on long-term behavioral outcomes.</p><p><strong>Conclusions: </strong>Escape rooms are an effective and engaging educational strategy in medical education, supporting knowledge and skill acquisition. Further research is needed to evaluate their long-term behavioral impact in clinical settings.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"28"},"PeriodicalIF":0.0,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12905535/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146204195","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 Qualitative Study of a New Generation of Irish-Trained Doctors' Views on Selection for Medicine.","authors":"Seán Barber, Deirdre Bennett","doi":"10.12688/mep.21457.1","DOIUrl":"10.12688/mep.21457.1","url":null,"abstract":"<p><strong>Background: </strong>Student selection for Medicine degree programmes is a complex and high-stakes process. In Ireland, students entering from secondary school are selected based on combined scores achieved in the state school exit examination (Leaving Certificate) and the Health Professions Aptitude Test (HPAT-Ireland), introduced in 2009 to broaden entry assessment beyond academic achievement alone. Questions remain about the validity, fairness, and alignment with the skills required for medical practice of this approach. This study explored the views of the \"HPAT generation\" (doctors admitted via HPAT-Ireland) on ideals and processes of medical student selection, including the relevance and equity of the Irish system.</p><p><strong>Methods: </strong>An interpretivist qualitative study using semi-structured interviews was conducted and analysed using reflexive thematic analysis.</p><p><strong>Results: </strong>Twelve Irish-trained doctors admitted post-2009 were interviewed. Four themes were identified. Participants identified <i>Threshold criteria as foundations of selection</i> (Theme 1) highlighting academic ability and motivation as essential, with the Leaving Certificate viewed as an appropriate threshold measure. They also identified <i>Further criteria as top-level differentiators</i> (Theme 2) including problem-solving, critical thinking, and communication skills. Interviews, multiple mini-interviews, and selection centres were seen as authentic assessments albeit limited by bias and nepotism. HPAT-Ireland was criticised for limited scope, artificial format, and socioeconomic inequity. Under <i>Personal diversity and potential for development</i> (Theme 3) participants emphasised varied personalities, and recognition that desirable qualities can be cultivated during training. Under <i>Equity, access, and exploitation</i> (Theme 4) participants expressed concerns that any selection method may be prone to financial inequity and exploitative score inflation without systems-level change.</p><p><strong>Conclusions: </strong>Findings highlight tensions between academic thresholds, authentic assessment of differentiators, and equitable access. Doctors of the HPAT-Ireland generation support a two-stage selection system but are sceptical of HPAT-Ireland's ability to fulfil its intended role. Policy reforms must address these tensions to ensure fair and sustainable medical student selection.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"16 ","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13022560/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576882","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":"Flourishing by Design: Applying Self-Determination Theory and the Job Demands-Resources Model to Systems-Level Wellness in Medical Education.","authors":"Adam Neufeld","doi":"10.12688/mep.20886.3","DOIUrl":"10.12688/mep.20886.3","url":null,"abstract":"<p><strong>Background: </strong>Physician burnout remains a defining challenge in medical education, driven by excessive demands and fragmented wellness initiatives. While calls for systemic reform grow louder, many efforts lack a unifying framework capable of addressing both distress and the cultivation of professional fulfillment.</p><p><strong>Methods: </strong>This guide applies a dual-theory lens-Self-Determination Theory (SDT) and the Job Demands-Resources (JD-R) model-to propose a systems-based approach to motivation and wellness. Drawing on empirical evidence and applied experience, it presents twelve actionable strategies across three ecological domains: the built environment, policy frameworks, and interpersonal dynamics. The first six strategies target hindrance demands that frustrate psychological needs and contribute to burnout; the next six strengthen resources that satisfy those needs and foster engagement, resilience, and well-being.</p><p><strong>Results: </strong>The strategies offer flexible, theoretically grounded entry points for reform, supporting institutions in cultivating sustainable, human-centered learning environments where wellness is embedded-not bolted on. Examples include prioritizing formative over high-stakes assessments, integrating justice and safety into institutional design, and balancing clinical responsibility with developmental support.</p><p><strong>Conclusions: </strong>Integrating SDT and JD-R provides a rigorous, coherent, and scalable foundation for systems-level wellness initiatives. It reframes well-being not as the absence of burnout but as the presence of flourishing-offering a shared language, validated metrics, and a roadmap for lasting cultural and structural transformation in medical education.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"18"},"PeriodicalIF":0.0,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12616115/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145544218","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":"10 tips for clinical educators in designing and delivering learning experiences to improve clinical reasoning for medical students.","authors":"Kelvin Le, Charlotte Deng, Khang Duy Ricky Le","doi":"10.12688/mep.21363.4","DOIUrl":"10.12688/mep.21363.4","url":null,"abstract":"<p><strong>Background: </strong>Clinical reasoning processes involve gathering and interpreting information, creating differential diagnoses and testing hypotheses to inform and guide patient management. Effective clinical reasoning is an essential graduate outcome for medical students to ensure safe and efficient care of patients. In the clinical setting, a large proportion of hospital-related adverse events are attributed to errors in cognitive processes rather than knowledge, including diagnostic reasoning and decision-making. Teaching clinical reasoning is challenging due to its implicit nature, typically relying on internal thinking processes, pattern recognition and the use of prior clinical experiences. Current conventional teaching relies on student-driven application of clinical reasoning during their rotations as part of a hidden curriculum, which can be highly variable, unstructured, non-standardised, with limited oversight from faculty and with few opportunities for feedback. Furthermore, current barriers exist, including difficulties in teaching and assessing clinical reasoning. Due to this, many educators and faculty agree upon the significance of embedding explicit teaching and assessment of clinical reasoning into the curriculum, however the best approach remains poorly characterised.</p><p><strong>Methods: </strong>A narrative synthesis was undertaken from the current literature and the authors' collective experience. The synthesis distils this information into ten practical tips to guide design, integration and innovation of clinical reasoning teaching in medical education.</p><p><strong>Results: </strong>Ten tips were identified to support educators' efforts in embedding clinical reasoning into curriculum design and teaching. Together, these ten tips promote explicit, reflective and contextual clinical reasoning learning within the contemporary medical curriculum.</p><p><strong>Conclusions: </strong>Clinical reasoning requires deliberate, longitudinal and student-centred approaches that are integrated within authentic situated learning experiences. The ten tips provide avenues for more evidence-based adoption of effective learning environments that focus on clinical reasoning skills development.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"272"},"PeriodicalIF":0.0,"publicationDate":"2026-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12796795/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971450","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 bikini medicine: An analysis of  Sex- and Gender-Informed Medicine in a preclinical undergraduate medical education.","authors":"Katherine Wasden, Zoé Kibbelaar, Celeste S Royce, Natasha R Johnson, Alex S Keuroghlian, K Meredith Atkins, Deborah Bartz","doi":"10.12688/mep.20959.2","DOIUrl":"10.12688/mep.20959.2","url":null,"abstract":"<p><strong>Introduction: </strong>Despite the expanding literature demonstrating widespread sex and gender differences across all organ systems, the inclusion of Sex- and Gender-Informed Medicine (SGIM) in medical education is lacking, leaving medical students without an appreciation for physiologic and sociocultural differences that affect health, disease, and healthcare delivery.</p><p><strong>Methods: </strong>We performed an audit of the five courses of the Harvard Medical School pre-clinical curriculum that teach physiology and pathophysiology using case-based collaborative learning (CBCL). Using a standard codebook, reviewers recorded: time per case, diagnosis/focus of case, age, sex, gender, pronouns, pregnancy status, and sexual orientation. Coders were asked to determine if the CBCL patient's sex/gender chosen was \"intentional\" and if there was further discussion around sex- and gender-specific influences on disease. Each case was coded by two auditors, with discrepancies adjudicated by a third.</p><p><strong>Results: </strong>Across five courses, 591 patient cases taught over 380 hours were analyzed. 298 (50.4%) of CBCL patients were women, 235 (39.8%) men, five (0.8%) non-binary, and 53 (9.0%) gender undefined. Relationships were predominantly between discordant gendered partners (37 cases, 82.2% of cases with relationships). Only 60 cases (10.2%) were coded as having a patient sex or gender that was intentionally chosen during case design, predominantly to reflect population-level disease epidemiology or prevalence by gender (45%). Only 39 cases (6.6%) included deliberate learning dedicated to sex or gender differences in health and disease, with most discussions within cases of reproduction or inflammatory/autoimmune diseases.</p><p><strong>Conclusion: </strong>Our review demonstrated a deficiency of SGIM content in our institution's preclinical curriculum with only 6.6% of CBCL cases providing deliberate teaching on sex and gender differences in health and disease, largely confined to reproductive topics. We propose the creation of dedicated, daily course material in collaboration with experts to increase exposure to SGIM so students can confidently treat any patient.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"45"},"PeriodicalIF":0.0,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12891956/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183647","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":"Building recommendations for Mandatory Continuing Medical Education in developing countries: A nominal group study of regional experts.","authors":"Farhan Saeed Vakani, Kerry Uebel, Chinthaka Balasooriya, Apo Demirkol","doi":"10.12688/mep.21451.1","DOIUrl":"10.12688/mep.21451.1","url":null,"abstract":"<p><strong>Introduction: </strong>Internationally, mandatory Continuing Medical Education (CME), tied to re-registration, has enhanced physicians' skills in developed nations. However, success rates have been inconsistent in developing countries. The current literature highlights the disparity in the availability of CME activities in the Southeast Asian and Eastern Mediterranean regions. This study aims to identify the most crucial elements that will serve as a blueprint for the optimal implementation of mandatory CME in developing countries.</p><p><strong>Methods: </strong>Following the development of 31 recommendations through a review of the literature of 33 countries in Southeast Asian and Eastern Mediterranean regions regarding the status of CME, a narrative review of five of these countries that have implemented mandatory CME, and in-depth exploration of the experiences and practices of CME providers in Pakistan, we used a nominal group technique with regional experts to identify those that are most crucial. An online meeting was held to establish recommendations for implementing CME in developing nations using a hypothetical developing country. Two rounds of discussion occurred during this consensus-building process.</p><p><strong>Results: </strong>The expert panel identified eight recommendations within the themes of educational design, delivery, and CME governance as the most relevant for implementing mandatory CME in developing nations. These include topics of national significance determined by a central body as desirable components of a CME programme, a combination of online and face-to-face methods, support for developing institutions that are currently active in providing CME in rural settings, accrediting a wide range of CME providers, forming a national CME committee under the national physician regulatory body, a predetermined phase-in period before full implementation of mandatory CME, developing guidelines to regulate and control commercial sponsorship of CME events, and broadening the definition of full disclosure.</p><p><strong>Discussion: </strong>These eight recommendations are likely to benefit developing nations that may be attempting to implement or revamp mandatory CME.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"16 ","pages":"2"},"PeriodicalIF":0.0,"publicationDate":"2026-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12902668/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146204172","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":"Self-reported impacts one year after a brief health equity/implicit bias course for academic clinicians.","authors":"Janice Sabin, Grace Guenther, Kris Piu Kwan Ma, Bernadette York, Wendy Barrington, Bianca Frogner","doi":"10.12688/mep.20799.2","DOIUrl":"10.12688/mep.20799.2","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to explore whether there were lasting effects of brief implicit bias education on clinicians' teaching and practice one year after taking the course and whether implicit and explicit bias was associated with self-reported impact of the course.</p><p><strong>Method: </strong>This was a mixed-method study. We followed up with a sample of 119 academic clinicians who completed the baseline study December 2019. Recruitment for the current study was conducted between December 2020 and March 2021. Participants responded online to survey questions about whether the course had an impact on their teaching and practice. We categorized qualitative responses to these questions using Prochaska & DiClemente's Stages of Change Model of Behavior Change. Implicit and explicit race and gender bias data were collected at baseline.</p><p><strong>Results: </strong>Response rate was 47.1% (N=56). Participants were 64.3% female, 66.1% White, 67.9% were Medical Doctors (MD) and 82.1% work in an academic healthcare system. Overall, we found slight implicit pro-White bias (mean= 0.27, SD 0.45, p=<0.001) and male-career gender bias (mean= 0.33, SD 0.31, p=<0.001). Across all four questions 42 unique participants (75.0%) responded to at least one question reporting, \" <i>yes\", the course had an impact on their teaching/mentoring and or practice.</i> Thirty-five (62.5%) participants reported that the course had an impact on their teaching and 23 (41.4%) reported an impact on their clinical practice. Participants reported 35 instances of increased bias awareness and 47 instances of actions taken due to the course. Those who reported no impact of the course on teaching held no implicit race bias, while those who reported actions taken held moderate implicit Pro-White bias.</p><p><strong>Conclusions: </strong>This study found that the majority of study participants reported lasting effects of the course on their teaching and/or practice. Brief implicit bias education can impact clinicians' teaching and practice. .</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"32"},"PeriodicalIF":0.0,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12759272/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145901005","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}