MedEdPublish (2016)最新文献

{"title":"Evaluation of the \"Resident as teacher\" curriculum: a needs assessment in medical education at a large academic institution.","authors":"Yi Zhen Jia, Véronique Castonguay, Carole Lambert, Jean-Michel Leduc","doi":"10.12688/mep.20786.2","DOIUrl":"10.12688/mep.20786.2","url":null,"abstract":"<p><strong>Introduction: </strong>Strong skills in teaching for residents contribute to increased satisfaction and improved student interest. Few opportunities in medical education are offered at the junior resident level. We aim to evaluate the needs of residents in teaching at Université de Montréal (UdeM).</p><p><strong>Methods: </strong>A 19-question survey created after a literature review was sent to all 769 current PGY1 to PGY3 residents at UdeM to assess their interest and needs in various aspects of clinical teaching. Descriptive statistics were analyzed through themes to make recommendations for improvements in medical education training.</p><p><strong>Results: </strong>We received 65 completed surveys (8.5% response rate), mostly in family and internal medicine. Eighty percent of participants were interested in further training in teaching and 58% were interested in a medical education elective. Main skills to be improved are indirect supervision and adapting feedback to different learners. Lack of time was considered by most responders (89%) as the main factor limiting participation in further training. Narrative comments noted the lack of information on medical education resources and lack of recognition by faculty compared to clinical performance or research, particularly in family medicine.</p><p><strong>Conclusion: </strong>Protected time for varied medical education activities is needed, including better offers for an elective rotation. Information on currently available resources should be more widely circulated. Promoting and recognizing teaching and reserving time for direct supervision by faculty of teaching by junior residents should be encouraged.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"10"},"PeriodicalIF":0.0,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12553972/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145379717","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":"Impacts of longitudinal training in patient-centered medicine on trainee physicians' career choices and practice behaviors.","authors":"Memoona Hasnain, Jennifer Grage, Kanwal Haque","doi":"10.12688/mep.20993.1","DOIUrl":"10.12688/mep.20993.1","url":null,"abstract":"<p><strong>Purpose: </strong>To investigate the impacts of <i>The Patient-centered Medicine (PCM) Scholars Program</i> - a longitudinal curriculum designed to inculcate attitudes, values, and competencies to practice patient-centered medicine, with a special focus on underserved populations, addressing social determinants of health and health disparities, and advancing health equity and social justice - on graduates' career choices and practice behaviors.</p><p><strong>Methods: </strong>Cross-sectional online survey of 2010-2017 program graduates (N=191) and analysis of residency placement data 2010-2024 from an institutional website. Sixty-three graduates responded to the survey, translating to a 33% response rate.</p><p><strong>Results: </strong>Eighty-five percent of respondents reported that the program prepared them to provide patient-centered care for underserved and vulnerable patients. The most important PCM skills applied in practice included: building relationships with patients, communicating well with patients, and practicing collaborative decision-making. For residency training, 53% of graduates chose primary care settings, and 67% chose to work in underserved settings. The open-ended data revealed that students strongly valued the following aspects of the PCM Scholars Program: exposure to patient experience, dedication to serving the underserved, and building relationships with patients.</p><p><strong>Conclusions: </strong>Our study provides evidence regarding the impacts of the PCM Scholars Program graduates' career choices and their competencies to practice patient-centered care. The PCM Scholars Program has led to meaningful contributions to training the future healthcare workforce, to address the needs of our evolving patient populations with a special focus on advancing social justice and health equity. Long term, this work will continue to focus on bridging the gap between health professions education and practice and creating transformative educational innovations responsive to the need for a highly trained healthcare workforce that can meet the challenges of the 21 ^st century.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"130"},"PeriodicalIF":0.0,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12780525/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145954140","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":"Effects of Problem-Based Learning on Critical Thinking, Communication Skills, and Satisfaction Among First-Year Medical Students in Ghana: A study protocol.","authors":"Bruce Ayabilla Abugri, Maxwell Ateni Assibi, Anthony Amalba, Patience Kanyiri Gaa, Sophia E A Kpebu, Victor Mogre","doi":"10.12688/mep.21103.2","DOIUrl":"10.12688/mep.21103.2","url":null,"abstract":"<p><strong>Background: </strong>Problem-Based Learning (PBL) is increasingly used in medical education to develop critical thinking, communication, and learner autonomy. Although widely studied in developed countries, evidence from low-resource settings like Ghana, particularly involving first-year students, remains limited. This study seeks to address this gap by assessing the impact of PBL on critical thinking, communication skills, and satisfaction levels among novice medical students.</p><p><strong>Methods: </strong>This longitudinal pre-test-post-test study will be conducted at the University for Development Studies, School of Medicine. All first-year students who meet the eligibility criteria will be enrolled. Participants will undergo baseline (pre-PBL) and follow-up (post-PBL) assessments using the Critical Thinking Questionnaire (licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) and Interpersonal Communication Competency Skills Scale (ICCS). A 5-point Likert scale will be used to measure student satisfaction after eight months of exposure to PBL. Statistical analyses including paired t-tests, ANOVA, and regression will be performed using SPSS v26.0. to assess changes through the mean scores.</p><p><strong>Discussion: </strong>The study will provide context-specific insights on the effectiveness of PBL in enhancing key competencies among first-year medical students. Findings will inform curriculum development, tutor training, and educational policy in Ghana and similar settings.</p><p><strong>Clinical trial registration number: </strong>Not applicable.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"31"},"PeriodicalIF":0.0,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12489453/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234427","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 clinician-friendly rubric for assessing history-taking skills in medical undergraduates speaking English as a foreign language.","authors":"Takayuki Oshimi","doi":"10.12688/mep.19911.3","DOIUrl":"10.12688/mep.19911.3","url":null,"abstract":"<p><strong>Background: </strong>ChatGPT is a large language model that uses deep learning techniques to generate human-like texts. ChatGPT has the potential to revolutionize medical education as it acts as an interactive virtual tutor and personalized learning assistant. We assessed the use of ChatGPT and other Artificial Intelligence (AI) tools among medical faculty in Uganda.</p><p><strong>Methods: </strong>We conducted a descriptive cross-sectional study among medical faculty at four public universities in Uganda from November to December 2023. Participants were recruited consecutively. We used a semi-structured questionnaire to collect data on participants' sociodemographics and the use of AI tools such as ChatGPT. Our outcome variable was the use of ChatGPT and other AI tools. Data were analyzed in Stata version 17.0.</p><p><strong>Results: </strong>We recruited 224 medical faculty, majority [75% (167/224)] were male. The median age (interquartile range) was 41 years (34-50). Almost all medical faculty [90% (202/224)] had ever heard of AI tools such as ChatGPT. Over 63% (120/224) of faculty had ever used AI tools. The most commonly used AI tools were ChatGPT (56.3%) and Quill Bot (7.1%). Fifty-six faculty use AI tools for research writing, 37 for summarizing information, 28 for proofreading work, and 28 for setting exams or assignments. Forty faculty use AI tools for nonacademic purposes like recreation and learning new skills. Faculty older than 50 years were 40% less likely to use AI tools compared to those aged 24 to 35 years (Adjusted Prevalence Ratio (aPR):0.60; 95% Confidence Interval (CI): [0.45, 0.80]).</p><p><strong>Conclusions: </strong>The use of ChatGPT and other AI tools was high among medical faculty in Uganda. Older faculty (>50 years) were less likely to use AI tools compared to younger faculty. Training on AI use in education, formal policies, and guidelines are needed to adequately prepare medical faculty for the integration of AI in medical education.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11555326/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633256","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":"Redesigning Advanced Life Support teaching and assessment using a constructive alignment approach.","authors":"Sophie Moll, Nico Tannemann, Margarita Gestmann, Thorsten Brenner, Frank Herbstreit, Cynthia Szalai","doi":"10.12688/mep.20968.1","DOIUrl":"10.12688/mep.20968.1","url":null,"abstract":"<p><p>Advanced Life Support (ALS) is a crucial component of medical training. Previously, a single-person OSCE-Station (Objective Structured Clinical Exam) was used to assess these skills, focusing primarily on the team leader role and emphasizing theoretical knowledge. However, students demonstrated deficiencies in key algorithm-compliant practical skills, such as cardiac massage, mask ventilation and defibrillator use, and struggled to integrate into a team-based resuscitation approach. To address this, a constructive alignment approach was used to revise the course and offer a guideline-appropriate, three-person resuscitation model. Learning outcomes and assessment targets were aligned with the course activities to increase student engagement and increase desired skill attainment. In the summer semester 2023, students and lecturers were briefed on the new structure of the course and assessment, specific skills were highlighted, and a model video was provided. The OSCE format was adjusted to assess both practical and non-technical skills. In the new setup, each student was randomly assigned one of three roles and assessed using role-specific checklists with defined criteria, focusing on non-technical and practical abilities. Course activity included training and practice in the three-person resuscitation approach. A team OSCE (tOSCE) approach for assessment was used, with one student for each role being examined. Results indicated both subjective and objective markers of satisfaction in course activities and tOSCE results. A team-based OSCE station proves effective for teaching combined practical and non-technical competencies.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"48"},"PeriodicalIF":0.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12775656/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145936624","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":"Successful implementation of interprofessional education: A pedagogical design perspective.","authors":"Alex Lepage-Farrell, Anne Marie Pinard, Amélie Richard","doi":"10.12688/mep.20331.2","DOIUrl":"https://doi.org/10.12688/mep.20331.2","url":null,"abstract":"<p><p>Interprofessional collaboration (IPC) is crucial within healthcare teams that must provide safe and quality care to their patients. Competent professionals in this area offer better care and contribute to a medical culture where IPC and teamwork are valued. To become competent, they must be adequately trained. The literature describes that, unfortunately, collaboration training is uneven across professions. Interprofessional education (IPE) could fill this educational gap but remains challenging to implement. This article aims to present ten clear and concise considerations to implementing IPE initiatives successfully, following a well-described pedagogical designing process. After reading, the clinician-educator will be informed of the newest evidence in IPE as well as the common pitfalls to avoid. From the starting point of a recent synthesis article on IPE, several additional syntheses, analyses, and recommendations articles were consulted and synthesized. From that, the findings are organized according to the \"ADDIE\" model, a flexible methodology used in pedagogical design through iterative cycles in context. The phases of \"ADDIE\" are analysis, design, development, implementation, and evaluation. According to these phases, the considerations will be presented to allow the reader to apply them \"step by step\" in their educational planning process. Ten considerations are presented, from the needs analysis, stakeholders and Faculty involvement, composition of the design team, selection of students and types of learning activity, the role of reflexivity, training of facilitators, supervision, and the continuous improvement process. Taken together, these will contribute to highlighting the essential nature of training in collaboration in modern professionalizing programs.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"55"},"PeriodicalIF":0.0,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11480705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147847100","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 Family Medicine Program in Jordan: appraisal of trainees and trainers and final assessment outcomes.","authors":"Birgitte Schoenmakers, Safiya Virji, Benjamin Colton, Lana Alhalaseh, Jiskoot van Ewijk Marleen, David Spitaels, Amjad Al Shdaifat","doi":"10.12688/mep.20687.4","DOIUrl":"10.12688/mep.20687.4","url":null,"abstract":"<p><strong>Introduction: </strong>Curriculum development in medical education, particularly in family medicine, is essential for preparing healthcare professionals to meet evolving patient needs. This article examines the development of a Family Medicine program in Jordan, focusing on challenges, methodologies, and outcomes.</p><p><strong>Methods: </strong>The curriculum was developed through collaboration between Jordanian and European universities, emphasizing core family medicine principles, evidence-based practice, and local context. Two cohorts of trainees participated in the one-year program, which used a 'whole task learning model' covering communication, clinical knowledge, and community health. Feedback was gathered through focus group interviews with trainers and trainees, and pre- and post-test data were analyzed to assess effectiveness in terms of exam outcome.</p><p><strong>Results: </strong>Feedback indicated positive perceptions among trainers and trainees. Trainees valued the transition to Arabic-led lectures, improved primary care understanding, and trainer engagement. Strengths included evidence-based guidelines and patient interaction emphasis. Areas for improvement included more face-to-face training and practical opportunities. Trainers suggested enhancing practical skills training and increasing Arabic materials. Both cohorts showed significant improvement on test scores. Challenges such as non-participation and cheating highlighted the need for regular attendance and academic integrity.</p><p><strong>Conclusion: </strong>The research underscores the importance of feedback from trainees and trainers in curriculum development. Continuous improvement, comprehensive assessment, and prioritizing linguistic and cultural relevance are crucial for enhancing primary care delivery in Jordan.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"276"},"PeriodicalIF":0.0,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12166353/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303887","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":"Virtual Team-Based Mentorship: Fostering Knowledge Acquisition, Career Advancement, and Connectedness.","authors":"Sarah M Harendt, Hannah Q Karp, Mariah J Rudd, Paul R Skolnik, Rebecca R Pauly","doi":"10.12688/mep.21001.1","DOIUrl":"10.12688/mep.21001.1","url":null,"abstract":"<p><strong>Background: </strong>Mentoring for clinical faculty in academic health centers offers numerous benefits; however, structured virtual mentoring remains understudied in this context. The Mentorship Matters pilot program was established to better understand whether providing structured curricula in a virtual format can result in positive outcomes for clinical faculty.</p><p><strong>Methods: </strong>Mentorship Matters offered tailored, virtual mentoring for Department of Medicine faculty, covering topics such as career advancement, academic promotion, and work-life integration, through monthly virtual meetings. Participants underwent pre-, mid-, and post-engagement surveys, including the Leadership in Academic Medicine Program Survey and internal questions tailored by the Mentorship Matters team after reviewing mentorship literature for clinical faculty ^21,24.</p><p><strong>Results: </strong>Among 23 mentees and 8 mentors, pre-engagement data showed 25% of mentees reported no previous mentoring ²³. Sixty-three percent felt inadequately supported and expressed a need for career guidance ²³. Fifty-seven percent of mentors lacked formal mentoring and 86% felt under-supported ²³. Results from the mid-point survey demonstrated that mentees (n=10) highly valued Mentorship Matters for career advancement (100%), academic promotion (89%), work-life integration (78%), and scholarship support (78%); 90% found the time commitment appropriate ^23,24. Among mentors (n=8), 88% found the time commitment suitable, all found the virtual format effective, and 63% found content on difficult conversations meaningful. In the post-engagement survey, both mentees (n=9) and mentors (n=7) found topics such as leadership development, career advancement, academic promotion, and work-life integration to be highly meaningful ^23,24. Mentees emphasized the value of networking. Post-engagement data suggested a strong positive correlation between the virtual format and appropriate time commitment for mentees ( <i>r</i>(7) = 1, <i>P <</i> 0.001) ^23,24.</p><p><strong>Conclusions: </strong>Virtual, regularly scheduled programmatic mentorship supports clinical faculty's career growth. Programs like Mentorship Matters enhance knowledge, job satisfaction, and networking, which fosters faculty success in academic health centers.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"44"},"PeriodicalIF":0.0,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12759267/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145901375","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":"Practical tips to fostering positive perceptions of and interest in general practice across medical training phases.","authors":"Faith Yong, Jordan Fox, Priya Martin, Riitta Partanen, Katharine Wallis, Matthew McGrail","doi":"10.12688/mep.20921.1","DOIUrl":"10.12688/mep.20921.1","url":null,"abstract":"<p><strong>Background: </strong>Servicing increasing healthcare demands requires a sufficient supply of general practitioners (GPs). However, heightened by pandemic conditions, critical and chronic shortages of GPs persist globally. In light of this, new and clear strategies for promoting increased general practice/family medicine specialisation across medical education targeting emerging medical graduates are urgently needed.</p><p><strong>Aim and method: </strong>This article aims to provide evidence-informed practical tips to foster positive perceptions of general practice and increase both interest in and uptake of general practice specialisation. These tips relate to training phases in medical school through to specialty training and are targeted at medical students, trainees, supervisors, program managers and other medical educators. They are drawn from a larger body of evidence produced by the authorship team as part of a funded project in Australia that included 25 interviews with GPs who attained their specialty fellowship between 2014-2023 and 17 key medical education stakeholders who participated in 4 facilitated workshops in late 2023.</p><p><strong>Conclusion: </strong>Through these tips, we provide a practical framework on how trainees, doctors and medical educators involved in training phases from medical school to specialty training can foster positive perceptions of and interest in general practice. These practical interventions target those from medical students, prevocational doctors and specialty registrars/residents (henceforth referred to as trainees), to their supervisors, program managers and other medical educators. These tips consider the importance of positive experiences (including language) around general practice specialisation to both encourage its uptake and to support long and successful careers in the specialty.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"42"},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12759286/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145901931","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":"Restoring the Clinical Learning Environment at Teaching Hospitals in Post-Assad Syria: A PHEEM Analysis and Recommendations.","authors":"Ghaith Alfakhry, Rama Kodmani, Munir Ghandour, Amer Al Munajjed, Rawan Khwanda","doi":"10.12688/mep.20955.2","DOIUrl":"10.12688/mep.20955.2","url":null,"abstract":"<p><strong>Introduction: </strong>After 54 years of Assad's family dictatorship, Syria was finally free but, nonetheless, was in ruins. The health profession education system is no exception, and there have been many indicators of this in the literature, but none of them have provided a systematic evaluation of the clinical learning environment (CLE) using validated approaches. Therefore, this study aimed to evaluate CLE at teaching hospitals in Damascus, Syria.</p><p><strong>Methods: </strong>This cross-sectional study was conducted in Damascus, Syria, during mid-2023, before Assad's regime collapsed. The study population included all residents working and training at any teaching hospital in Damascus. We used the recently validated 36-item Arabic-version of PHEEM inventory as a data collection tool and added 10 extra items related to Syria's specific context. There was also one open-ended question. We recruited participants from 14 different teaching hospitals using nonprobability sampling techniques.</p><p><strong>Results: </strong>A total of 1490 residents from 31 medical specialties participated in the study, which was approximately 37% of the total study population at that time. The female participants comprised 50.7% (n=754) of the total sample. Cronbach's alpha was 0.925. The total PHEEM mean score was 72.4ŷ21.4 (Max. 144). All the PHEEM domains showed significant shortcomings, except for learner engagement and social participation. The worst-scoring domains were external regulation, work culture, and living conditions, with scores of 48.5%, 40.8%, and 31.2%, respectively. Responses showed that only 14% of respondents did not have plans to migrate. The written comments re-echo some of the PHEEM findings in more detail.</p><p><strong>Discussion: </strong>This study draws a roadmap for clinical educators, lawmakers, and new leaders to make targeted reforms and investments to restore the clinical learning environment. There are major issues that not only render training residents suboptimal but also compromise residents' and patients' safety.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"15"},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082068/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144096394","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}