Medical Education最新文献

{"title":"Wicked problems, collective solutions: Centring well-being via Nominal Group Technique.","authors":"Matthew Lipinski, Lyn K Sonnenberg, Kordan Harvey, Jerry Maniate, Victor Do","doi":"10.1111/medu.70119","DOIUrl":"https://doi.org/10.1111/medu.70119","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When I say … optimal distinctiveness.","authors":"P Vivekananda-Schmidt, J Sandars","doi":"10.1111/medu.70121","DOIUrl":"https://doi.org/10.1111/medu.70121","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conversing on Orthopaedic Complications and Unexpected Problems (COCUP) Club: A trainee-led safe space for reflection.","authors":"Joseph Battle, Robyn Brown, Sophie Gatfield, Luke Duggleby, Andrew Tasker","doi":"10.1111/medu.70111","DOIUrl":"https://doi.org/10.1111/medu.70111","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The view from within: Professional identity formation when safety events involve trainees","authors":"Allan McDougall","doi":"10.1111/medu.70127","DOIUrl":"10.1111/medu.70127","url":null,"abstract":"<p>Every serious safety event involving a medical trainee triggers an organisational scramble. Who takes the lead on involving trainees in a QI review, the hospital or the university? Which policies guide the response? Who decides if the learner should be included in reviews? Rowland et al.'s analysis maps these institutional tensions.<span><sup>1</sup></span> While their organisational lens highlights important systemic dynamics, there is a parallel medical education story that deserves attention. Safety events do not just expose system uncertainties. They can disrupt a developing physician's sense of professional self and career trajectory. We suggest that alongside and inside these organisational dynamics, safety events trigger individual and relational processes that fundamentally alter what clinical learning environments actually teach.</p><p>Consider the spectrum of serious safety events that residents navigate, as captured by medico-legal data coding frameworks. As McCleery et al. demonstrate, patient safety incidents encompass events which could have resulted, or did result, in unnecessary harm to the patient.<span><sup>2</sup></span> A <i>near miss</i> where no harm occurred might trigger internal self-doubt without external scrutiny. An <i>adverse outcome</i> with actual harm may activate institutional review processes, team debriefs for systems learning or even involvement by the medical regulatory authority. A <i>complaint without harm</i> might seem disproportionate to clinical reality. A <i>complaint with harm</i> can launch residents into months or years of hospital, regulatory or civil legal matters while they are still trying to learn medicine.<span><sup>3, 4</sup></span> When these events involve trainees, the contributing factors extend beyond individual provider actions to encompass team dynamics, system resources and organisational culture.<span><sup>1</sup></span> Each configuration creates distinct learning conditions, yet neither residents nor preceptors can predict which type of event they are experiencing until well into the process. What begins as a clinical moment becomes refracted through multiple lenses of analysis, each with its own language, timeline and consequences for professional development.</p><p>Our research examining physicians who experienced patient complaints during residency reveals a consistent pattern.<span><sup>5</sup></span> Routine clinical care can evolve into medico-legal complexity that challenges professional identity. Physicians who received complaints during residency told us they felt ‘blindsided’, questioned whether they ‘deserve to be a resident’ and wondered whether they had ‘conned everyone into believing [they're] capable’.<span><sup>5</sup></span> These experiences create what we termed ‘professional identity disruption’. Rowland et al.'s findings help explain the organisational context: They describe how learners are shielded from ‘red tape bureaucracy’, excluded from QCIPA-protected ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"60 2","pages":"98-100"},"PeriodicalIF":5.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70127","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When I say …'humility'.","authors":"Barret Michalec","doi":"10.1111/medu.70126","DOIUrl":"https://doi.org/10.1111/medu.70126","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconfiguring tutor-peer roles to foster critical thinking in medical PBL assisted by tutor-managed chatGPT.","authors":"Rong Wang, Chuanyong Liu, Fan Yi","doi":"10.1111/medu.70100","DOIUrl":"https://doi.org/10.1111/medu.70100","url":null,"abstract":"<p><strong>Background: </strong>Critical thinking skills (CTS) are essential in medical education. Problem-based learning (PBL) effectively develops CTS, with generative AI (e.g., ChatGPT) offering enhancement potential.</p><p><strong>Objectives: </strong>This study investigates how a tutor-managed ChatGPT-PBL model: (1) reconfigures tutor/peer roles and CTS compared to traditional PBL; (2) establishes predictive relationships between tutor/peer roles and CTS and (3) confirms optimal operational parameters for tutor-managed ChatGPT to enhance CTS.</p><p><strong>Methods: </strong>A quasi-experimental study assigned 170 medical students to either a ChatGPT-PBL or a traditional PBL group. Data from a 31-item survey assessing tutor and peer roles and CTS, along with learning logs and tutor observations for 36 participants, recorded AI engagement metrics (e.g., query frequency, multi-source validation, comparative questioning). The intervention used a pre-defined \"3-2-60 Rule\" (≥3 queries/session, ≥2 authoritative sources/claim, >60% comparative framing), derived from existing literature, to guide ChatGPT engagement. Interrelationships were examined.</p><p><strong>Results: </strong>ChatGPT-PBL improved CTS outcomes, enhancing tutor-guided constructive/self-directed/contextual/collaborative learning and peer-driven information processing/communication/critical analysis. Regression identified collaborative learning and information processing as CTS predictors in both approaches, but ChatGPT shifted their influence: collaborative learning's role decreased while information processing's increased. High adherence to the \"3-2-60 Rule\" correlated with CTS gains, with high-engagement groups (>3 queries, ≥2 sources, comparative framing) outperforming peers.</p><p><strong>Conclusions: </strong>Tutor-managed ChatGPT reconfigures tutor/peer roles in PBL to enhance CTS development. Structured peer-ChatGPT-tutor interactions (following the 3-2-60 rule) contributed to enhancing CTS. Given ChatGPT's socioemotional limitations, future implementations should embed adversarial ChatGPT tasks and ethical transparency protocols.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pathology in the kitchen: A playful outreach with tuna sashimi.","authors":"Masao Nishiya, Naoki Yanagawa","doi":"10.1111/medu.70120","DOIUrl":"https://doi.org/10.1111/medu.70120","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The double-edged sword of AI in medical education.","authors":"Zekai Yu, Weihao Cheng, Shangxuan Li","doi":"10.1111/medu.70115","DOIUrl":"https://doi.org/10.1111/medu.70115","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When I say … generalism.","authors":"Tim J Wilkinson, Andy Wearn","doi":"10.1111/medu.70082","DOIUrl":"https://doi.org/10.1111/medu.70082","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145604798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Increasing undergraduate surgical exposure with augmented reality livestreams.","authors":"Rebecca Murphy Lonergan, Harry Kingsley-Smith, Brent Bartholomew, Andreas Naparus","doi":"10.1111/medu.70117","DOIUrl":"https://doi.org/10.1111/medu.70117","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145635453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}