The clinical teacher最新文献

{"title":"Psychological Safety in Hierarchical Systems: Methodological Considerations for Medical Education Research.","authors":"Victor N Oboli","doi":"10.1111/tct.70392","DOIUrl":"https://doi.org/10.1111/tct.70392","url":null,"abstract":"","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"23 2","pages":"e70392"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147373664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Optimal Point-of-View.","authors":"Aisling Chung, Lachlan Dick","doi":"10.1111/tct.70395","DOIUrl":"https://doi.org/10.1111/tct.70395","url":null,"abstract":"","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"23 2","pages":"e70395"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147373666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating AI-Powered Digital Pathology With Case-Based Teaching: A Novel Paradigm for Renal Education in Medical School.","authors":"Hua Zhou, Li Cui","doi":"10.1111/tct.70421","DOIUrl":"https://doi.org/10.1111/tct.70421","url":null,"abstract":"<p><p>Medical students often struggle with understanding renal pathology due to its histological complexity and abstract clinical correlations. Traditional teaching approaches that rely on didactic lectures and static microscopy images frequently fail to engage learners or promote deep understanding. The emergence of digital pathology (DP) and artificial intelligence (AI) tools has opened new possibilities in medical education, especially in visual disciplines like pathology. Concurrently, case-based learning (CBL) and flipped classroom strategies are gaining traction for fostering active, clinically relevant learning. This perspective article proposes an integrated educational model that combines AI-powered DP with case-based teaching to enhance renal disease education for medical students. We discuss how AI-assisted whole slide imaging (WSI) platforms can support interactive exploration of renal lesions and simulate diagnostic reasoning. We also present a conceptual framework for a case-based flipped classroom (CBFC) approach that leverages annotated slides, clinical cases and active discussions. This hybrid model has the potential to improve student engagement, diagnostic accuracy and readiness for modern DP practice while also aligning with competency-based medical education principles. We outline benefits, implementation considerations and future directions for research and curriculum design.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"23 3","pages":"e70421"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147701123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personalised Pathways in Medical Curricula: Opportunities and Challenges.","authors":"Nabilah Maher Chowdhury","doi":"10.1111/tct.70435","DOIUrl":"https://doi.org/10.1111/tct.70435","url":null,"abstract":"","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"23 3","pages":"e70435"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147791933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expanding the Widening Access Discourse: The Public-Private Dichotomy in Medical Education.","authors":"Savithri Sathivelu, Vishna Devi V Nadarajah","doi":"10.1111/tct.70439","DOIUrl":"https://doi.org/10.1111/tct.70439","url":null,"abstract":"","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"23 3","pages":"e70439"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147824419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characterising ableism to promote inclusivity within clinical teaching.","authors":"Megan E. L. Brown, Gabrielle M Finn","doi":"10.1111/tct.13785","DOIUrl":"https://doi.org/10.1111/tct.13785","url":null,"abstract":"","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"33 6","pages":"e13785"},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When technology fails during simulation: Time for reflection?","authors":"Catriona Neil,&nbsp;Daniel Slack,&nbsp;Jean Ker,&nbsp;Catherine Paton","doi":"10.1111/tct.13446","DOIUrl":"https://doi.org/10.1111/tct.13446","url":null,"abstract":"Simulation-based education has been a key development in health care education, providing a safe learner-centred educational environment. It is a valuable tool, giving learners the opportunity to develop their knowledge and skills, engage in deliberate practice, think about team processes and develop non-technical skills. Simulation-based education allows learners to work towards curriculum competencies in a safe environment where mistakes are expected with no detrimental impact on patient care. This is thought to have an impact on patient safety in the clinical environment when learners take these skills forward into clinical practice. As technology has evolved, it has increasingly been incorporated into simulation-based education. Faculty can use audio-visual technology for remote observation of learners within the simulated environment, allowing faculty the option of video-assisted debriefs. These facilitated debriefs are key to supporting learners to get the greatest benefit from simulation-based education. They allow learners to gain knowledge of their practice and reflect on events guided by facilitators. This style of learner-centred debriefing focuses on the collaborative process between learners and facilitators, with facilitators supporting learners to derive meaning from their experiences. In Lanarkshire, audio-visual technology has been used in simulation-based education since 2010. Faculty use instructor-driven simulators within scenarios, while observing learners in the simulated environment through the audio-visual system. We developed a new immersive simulation course focusing on interprofessional clinical reasoning. The interprofessional team consisted of a medical student, nursing student, pre-registration pharmacist, physiotherapy student and occupational therapy student in their final or penultimate year of study. The simulation was set within an acute medical receiving ward, followed by a facilitated team debrief for learners (Figure 1). While piloting this course, the audio-visual technology failed. This left faculty unable to observe learners during the simulation. Faculty were concerned how they would debrief safely and effectively if they were unaware how learners had performed through observing. Learners were oblivious to the technical issues while immersed within the simulated environment, and this was only disclosed during the debrief. Facilitators became aware of how the simulation had unfolded when learners recounted events as part of the debrief. When facilitators disclosed that they had been unable to see or hear anything, learners laughed and appeared to relax. The apparent pressure they felt, due to being watched, evaporated. Their response appeared to play a part in post simulation decompression, reducing the learner–facilitator power imbalance. This disclosure supported everyone in creating a psychologically safe team which the facilitators became integrated into. The learners observed the discomfort and vulner","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":" ","pages":"55-56"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39715711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'Comfort Club': Student-run volunteering on the neonatal intensive care unit.","authors":"Rachel Thompson,&nbsp;Georgina Jones,&nbsp;Kathryn Beardsall","doi":"10.1111/tct.13448","DOIUrl":"https://doi.org/10.1111/tct.13448","url":null,"abstract":"Comfort Club is an initiative coordinated by medical students and staff at the Rosie Hospital, in Cambridge, whereby student volunteers are trained to provide positive touch and support for infants on the neonatal intensive care unit (NICU). In this Insights article, we reflect on our experiences as student volunteers (R.E.T., G.M.J.), the student coordinator (G.M.J.) and lead consultant (K.B.) and consider the learning opportunities we identified from these three perspectives. Taking inspiration from volunteer comforting initiatives in NICUs in the United States, Comfort Club was founded in 2017 to fulfil unmet needs of students, infants, parents and staff on the NICU. For students at the University of Cambridge, neonatology experience is limited to 2 half-days of a 4-week paediatrics placement. Although other volunteering initiatives such as ‘Teddy Bear Hospital’ allow students to work with children, none provide experience with neonates. Comfort Club addresses this by enabling students to gain early, high-volume exposure to neonatology, improving their confidence and potentially positively influencing career choice. For infants on the NICU, positive touch has been shown to benefit pain tolerance, length of hospital stay and long-term neurodevelopment. With time constraints on busy staff and on parents who often have to travel long distances to a specialist unit each day, Comfort Club volunteers help increase provision of positive touch, supporting infants’ developmental needs. Similar schemes have found that parents report decreased anxiety at times when they are unable to visit the NICU if reassured a volunteer can support their infant. Finally, the scheme also supports staff, providing an extra pair of hands at busy times. Comfort Club volunteers help increase provision of positive touch, supporting infants’ developmental needs.","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":" ","pages":"59-62"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39927794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Video-mediated breaking bad news simulation.","authors":"Emily Burke Rivet,&nbsp;Renee Cholyway,&nbsp;Cherie Edwards,&nbsp;Matthew Wishnoff,&nbsp;Omar Raza,&nbsp;Susan Haynes,&nbsp;Moshe Feldman","doi":"10.1111/tct.13387","DOIUrl":"https://doi.org/10.1111/tct.13387","url":null,"abstract":"<p><strong>Background: </strong>Communication between clinicians, patients, and families is a core component of medical care that requires deliberate practice and feedback to improve. In March 2020, the COVID-19 pandemic caused a sudden transformation in communication practices because of new physical distancing requirements, necessitating physicians to communicate bad news via telephone and video-mediated communication (VMC). This study investigated students' experience with a simulation-based communications training for having difficult conversations using VMC.</p><p><strong>Methods: </strong>Thirty-eight fourth-year medical students preparing for their surgical residency participated in a simulated scenario where students discussed a new COVID-19 diagnosis with a standardised family member (SFM) of a sick patient via VMC. Learners were introduced to an established communications model (SPIKES) by an educational video. After the simulation, SFM and course facilitators guided a debrief and provided feedback. Learners completed surveys evaluating reactions to the training, preparedness to deliver bad news, and attitudes about telehealth.</p><p><strong>Results: </strong>Twenty-three students completed evaluation surveys (response rate=61%). Few students had prior formal training (17%) or experience communicating bad news using telehealth (13%). Most respondents rated the session beneficial (96%) and felt they could express empathy using the VMC format (83%). However, only 57% felt ready to deliver bad news independently after the training and 52% reported it was more difficult to communicate without physical presence. Comments highlighted the need for additional practice.</p><p><strong>Conclusion: </strong>This pilot study demonstrated the value and feasibility of teaching medical students to break bad news using VMC as well as demonstrating the need for additional training.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"424-430"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39005184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coffee & Cases: Peer learning in prehospital care.","authors":"Jonathan Martin,&nbsp;Joyce Kam,&nbsp;Shadman Aziz","doi":"10.1111/tct.13326","DOIUrl":"https://doi.org/10.1111/tct.13326","url":null,"abstract":"The prehospital care programme (PCP) at King's College London Medical School is a student-run programme that arranges for medical and nursing students to shadow clinicians from the London Ambulance Service. The programme aims to increase interprofessional understanding of the roles and expertise within prehospital medicine, as well as observing the patient journey and the prehospital clinical environment. As the programme's organisers, we recognise that whilst creating excellent learning opportunities, there is an additional emotional burden on students, particularly when they are exposed to complex or distressing prehospital patient cases.1 Students in a prehospital environment, compared to hospital settings, may be more likely to sustain ‘moral injury’,1 a term which describes the transgression of moral codes. Therefore, it has been suggested that more debriefing opportunities should be made available to these students.1 Where there is a lack of formal debriefing opportunities, informal near-peer debriefing can potentially play a protective role against moral injury. However, we felt that creating a rigid or overly formal debriefing process could discourage students who would otherwise engage well, as they may shy away for fear of apparent authority.2 In addition, traditional case discussions at nursing and medical schools focus mainly on the clinical aspects of a case, without time being spent looking at either the emotional burden on those involved, or considering the interprofessional relationships during the incident. In recognition of this need to review, learn and reflect, during the academic year of 2019–20 we started ‘Coffee and Cases’ (C&C), a monthly peer-led case review group for PCP students. The aim was to create an informal environment of case discussion, run by nearpeers also on the PCP programme, at differing stages of their medical education. We hoped that C&C would become an opportunity for students to reflect on the more challenging patient presentations and learn from this as shown in Figure 1. The small meeting of up to 15 students took inspiration from a Balint group: a structured forum to discuss the patient's treatment and emotions arising from the experience. One student would share their experience in detail and after clarifying questions, the other members of the group would reflect and discuss the events.3 This reflection focussed on both the emotional understanding of the encounter and learning from the actions of the prehospital clinician.We hoped that C&C would become an opportunity for students to reflect on the more challenging patient presentations One of the main objectives of C&C is to allow the PCP team to check on students’ well-being, especially if they attended to patients in situations which may need further debriefing such as road traffic collisions, mental health crises and deaths. The depth of discussion and willingness of students to contribute indicated C&C to be a safe platform. We noted with inter","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"370-371"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38795163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}