This study aimed to evaluate the impact of structured team training on teamwork, communication and resuscitation performance among undergraduate nursing students in simulated cardiac arrest scenarios.
Design
A nonrandomized pretest–posttest intervention study with a control group.
Methods
Sixty-seven third-year nursing students from two accredited nursing programmes were assigned to either an intervention group (n = 34), which received advanced life support training integrated with five structured team training sessions based on the TeamSTEPPS framework, or a control group (n = 33), which received life support training alone. Teamwork and communication were measured before and after training using validated tools. Resuscitation performance was assessed posttraining through standardized simulation scenarios rated by trained evaluators.
Results
The intervention group demonstrated significant improvements in teamwork and communication scores compared to the control group. Posttraining resuscitation performance was also higher in the intervention group. These findings indicate that the integration of structured team training enhances both technical and nontechnical competencies in high-pressure clinical situations.
Conclusion
Structured team training is an effective educational strategy to improve communication, collaboration and resuscitation performance among nursing students.
{"title":"Structured Team Training to Improve Resuscitation Performance and Communication in Nursing Students: A Nonrandomized Intervention Study","authors":"Kyeongmin Jang, Sung Hwan Kim","doi":"10.1111/tct.70352","DOIUrl":"10.1111/tct.70352","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This study aimed to evaluate the impact of structured team training on teamwork, communication and resuscitation performance among undergraduate nursing students in simulated cardiac arrest scenarios.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>A nonrandomized pretest–posttest intervention study with a control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Sixty-seven third-year nursing students from two accredited nursing programmes were assigned to either an intervention group (<i>n</i> = 34), which received advanced life support training integrated with five structured team training sessions based on the TeamSTEPPS framework, or a control group (<i>n</i> = 33), which received life support training alone. Teamwork and communication were measured before and after training using validated tools. Resuscitation performance was assessed posttraining through standardized simulation scenarios rated by trained evaluators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The intervention group demonstrated significant improvements in teamwork and communication scores compared to the control group. Posttraining resuscitation performance was also higher in the intervention group. These findings indicate that the integration of structured team training enhances both technical and nontechnical competencies in high-pressure clinical situations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Structured team training is an effective educational strategy to improve communication, collaboration and resuscitation performance among nursing students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146108865","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}
Katie Lappé, Jennifer O'Donohoe, Rachel Bonnett, Jorie Colbert-Getz, Heather Campbell, Katherine Hastings, Kirstyn E. Brownson, Sara Lamb, Candace Chow
Introduction
Psychological safety in the learning environment allows students to take risks without fear of humiliation or negative consequences. The psychological safety of healthcare teams has been studied at three levels: organizational, team and individual. Prior work has shown how leadership behaviours contribute to student perceptions of psychological safety in the clinical learning environment, but less is known about the impact of organizational and individual factors. The present study explored student perceptions of facilitators and barriers of psychological safety in the clinical learning environment.
Methods
We conducted a qualitative case study in Academic Year 2022–2023. We held four focus groups with 23 third- and fourth-year medical students at Spencer Fox Eccles School of Medicine. Focus groups were recorded and transcribed verbatim; transcripts were analysed using thematic analysis.
Results
Thematic analysis revealed that there were organizational supports and barriers, inclusive and exclusive leadership behaviours and individual student characteristics that affected psychological safety in the learning environment. Psychological safety exists when high levels of organizational support and inclusive behaviour are present. However, it is also possible for an organizational support or an inclusive leader behaviour to overcome an exclusive leader behaviour or an organizational barrier, respectively.
Conclusions
Organizational support and inclusive leadership behaviours foster psychological safety. Furthermore, it appears that psychological safety factors do not exist in isolation, but rather in tandem with one another. This makes it possible for an individual medical educator or organizational support to foster psychological safety even when organizational barriers or exclusionary behaviours from other supervisors exist.
{"title":"Medical Student Perceptions of Psychological Safety in the Clinical Learning Environment","authors":"Katie Lappé, Jennifer O'Donohoe, Rachel Bonnett, Jorie Colbert-Getz, Heather Campbell, Katherine Hastings, Kirstyn E. Brownson, Sara Lamb, Candace Chow","doi":"10.1111/tct.70342","DOIUrl":"10.1111/tct.70342","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Psychological safety in the learning environment allows students to take risks without fear of humiliation or negative consequences. The psychological safety of healthcare teams has been studied at three levels: organizational, team and individual. Prior work has shown how leadership behaviours contribute to student perceptions of psychological safety in the clinical learning environment, but less is known about the impact of organizational and individual factors. The present study explored student perceptions of facilitators and barriers of psychological safety in the clinical learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a qualitative case study in Academic Year 2022–2023. We held four focus groups with 23 third- and fourth-year medical students at Spencer Fox Eccles School of Medicine. Focus groups were recorded and transcribed verbatim; transcripts were analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thematic analysis revealed that there were organizational supports and barriers, inclusive and exclusive leadership behaviours and individual student characteristics that affected psychological safety in the learning environment. Psychological safety exists when high levels of organizational support and inclusive behaviour are present. However, it is also possible for an organizational support or an inclusive leader behaviour to overcome an exclusive leader behaviour or an organizational barrier, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Organizational support and inclusive leadership behaviours foster psychological safety. Furthermore, it appears that psychological safety factors do not exist in isolation, but rather in tandem with one another. This makes it possible for an individual medical educator or organizational support to foster psychological safety even when organizational barriers or exclusionary behaviours from other supervisors exist.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12854922/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146088127","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}
Spaced repetition studying techniques such as Anki are increasingly prevalent in undergraduate and postgraduate medical education. However, the evidence base for the effectiveness of these techniques in a medical education setting is unclear. This meta-analysis investigates the effect of spaced repetition use in medical education on learner performance in objective tests.
Methods
The systematic review and meta-analysis was performed in accordance with PRISMA guidelines. Electronic databases were searched in February 2025 for relevant articles, assessed using predefined eligibility criteria. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity and publication bias estimates were calculated using the R programming language.
Results
Of the 542 records identified, 14 studies were included in the systematic review, of which 13 were included in the meta-analysis. A meta-analysis including 21,415 learners showed an overall significant effect in favour of spaced repetition study compared to standard studying techniques (standardised mean difference = 0.78; 95% CI 0.56–0.99; p < 0.0001). Spaced repetition interventions included faculty-created or third-party flash cards, MCQs delivered via email or as part of a continuing medical education framework, and spaced classroom quizzes.
Conclusion
Spaced repetition is an effective study method in medical education. Further work is required to investigate the optimal design and delivery of spaced repetition interventions, as well as to assess the impact of spaced repetition on longer term performance and continuing medical education.
像Anki这样的间隔重复学习方法在本科和研究生医学教育中越来越流行。然而，这些技术在医学教育环境中的有效性的证据基础尚不清楚。本荟萃分析探讨了医学教育中使用间隔重复对学习者客观测试成绩的影响。方法：按照PRISMA指南进行系统评价和荟萃分析。在2025年2月检索了电子数据库中的相关文章，并使用预定义的资格标准进行了评估。采用医学教育研究质量工具（MERSQI）评估方法学质量。使用R编程语言计算效应量、异质性和发表偏倚估计。结果：在确定的542条记录中，有14项研究被纳入系统评价，其中13项被纳入meta分析。一项包含21,415名学习者的荟萃分析显示，与标准学习方法相比，间隔重复学习的总体效果显著（标准化平均差= 0.78;95% CI 0.56-0.99; p）。结论：间隔重复是医学教育中一种有效的学习方法。需要进一步的工作来调查间隔重复干预的最佳设计和提供，以及评估间隔重复对长期表现和继续医学教育的影响。
{"title":"The Effectiveness of Spaced Repetition in Medical Education: A Systematic Review and Meta-Analysis","authors":"James Anthony Maye, Florence Hurley","doi":"10.1111/tct.70353","DOIUrl":"10.1111/tct.70353","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Spaced repetition studying techniques such as Anki are increasingly prevalent in undergraduate and postgraduate medical education. However, the evidence base for the effectiveness of these techniques in a medical education setting is unclear. This meta-analysis investigates the effect of spaced repetition use in medical education on learner performance in objective tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The systematic review and meta-analysis was performed in accordance with PRISMA guidelines. Electronic databases were searched in February 2025 for relevant articles, assessed using predefined eligibility criteria. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity and publication bias estimates were calculated using the R programming language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 542 records identified, 14 studies were included in the systematic review, of which 13 were included in the meta-analysis. A meta-analysis including 21,415 learners showed an overall significant effect in favour of spaced repetition study compared to standard studying techniques (standardised mean difference = 0.78; 95% CI 0.56–0.99; <i>p</i> < 0.0001). Spaced repetition interventions included faculty-created or third-party flash cards, MCQs delivered via email or as part of a continuing medical education framework, and spaced classroom quizzes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Spaced repetition is an effective study method in medical education. Further work is required to investigate the optimal design and delivery of spaced repetition interventions, as well as to assess the impact of spaced repetition on longer term performance and continuing medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146069288","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}
Samantha Montandon, Steven Henderson, Brian Wink, Judith Cave
Introduction
To address placement capacity issues in the face of rising medical student numbers, there has been a move towards simulation and technology enhanced learning. However, observing and learning from real clinical practice remains valuable to students. Can we prioritise the finite resources of the clinical environment by identifying what works best for medical students when learning on clinical placements?
Methods
Q methodology is a qualiquantological approach that determines the diversity of viewpoints held within a population into groups (factors). A Q concourse, a compendium of all the thoughts that the participant population might have on clinical placements, was collected from published literature, grey literature, four interviews and three focus groups with final year medical students and undergraduate educational faculty members. Forty-six statements were constructed from the concourse to be sorted by our foundation year one participants.
Results
Analysis of 25 participant Q-sorts resulted in a three-factor solution. Factor 1 saw value in nearly all learning opportunities. Factor 2 needed support to find learning opportunities, enjoyed teacher-led activities such as simulation and were critical of activities where they were not directly engaged. Factor 3 strongly valued real patient interaction over simulation and preferred more independence with their timetable. All factors confirmed that students need preceptors to explore the reasons behind clinical decisions with them.
Conclusion
The replacement of real patient experience with simulation divides opinion. When allocating resources for students on clinical placement, there is educational potential in all clinical activities, but it varies with each factor.
{"title":"What Works Best for Medical Students When Learning on Clinical Placements? A Q-Methodology Study","authors":"Samantha Montandon, Steven Henderson, Brian Wink, Judith Cave","doi":"10.1111/tct.70354","DOIUrl":"https://doi.org/10.1111/tct.70354","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>To address placement capacity issues in the face of rising medical student numbers, there has been a move towards simulation and technology enhanced learning. However, observing and learning from real clinical practice remains valuable to students. Can we prioritise the finite resources of the clinical environment by identifying what works best for medical students when learning on clinical placements?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Q methodology is a qualiquantological approach that determines the diversity of viewpoints held within a population into groups (factors). A Q concourse, a compendium of all the thoughts that the participant population might have on clinical placements, was collected from published literature, grey literature, four interviews and three focus groups with final year medical students and undergraduate educational faculty members. Forty-six statements were constructed from the concourse to be sorted by our foundation year one participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of 25 participant Q-sorts resulted in a three-factor solution. Factor 1 saw value in nearly all learning opportunities. Factor 2 needed support to find learning opportunities, enjoyed teacher-led activities such as simulation and were critical of activities where they were not directly engaged. Factor 3 strongly valued real patient interaction over simulation and preferred more independence with their timetable. All factors confirmed that students need preceptors to explore the reasons behind clinical decisions with them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The replacement of real patient experience with simulation divides opinion. When allocating resources for students on clinical placement, there is educational potential in all clinical activities, but it varies with each factor.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176674","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}
Hosea Nyanavoli, Jessele S. Y. Lai, Isaac K. S. Ng
{"title":"Moving From Entrustability to Expertise Through Personalised Coaching and Productive Struggle","authors":"Hosea Nyanavoli, Jessele S. Y. Lai, Isaac K. S. Ng","doi":"10.1111/tct.70361","DOIUrl":"https://doi.org/10.1111/tct.70361","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176675","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}
Scoping reviews are becoming increasingly popular in Health Professions Education (HPE), offering a flexible and systematic way to explore broad questions, map the literature, and identify knowledge gaps. Unlike systematic reviews, which aim to answer focused questions, scoping reviews are ideal for topics that are complex, emerging or poorly defined. They allow educators to explore what is known about a topic, highlight areas needing further research and inform curriculum design, policy or funding decisions. This Clinical Teacher's Toolbox article introduces the purpose and defining features of scoping reviews and compares them with other common review types. We offer practical advice based on our experience of conducting scoping reviews in HPE, with step-by-step guidance on how to plan, conduct and report. Topics include choosing a suitable research question, assembling a team (including the key role of librarians), managing the review process using software tools and following established methodological frameworks (e.g., the Joanna Briggs Institute). Common challenges, such as justifying the use of scoping reviews and ensuring quality, are discussed, along with tools like the PRISMA-ScR checklist to enhance transparency. By following this guide, all involved in HPE can confidently use scoping reviews as a rigorous and adaptable method of evidence synthesis, supporting both educational research and informed decision-making for best educational practices.
{"title":"Scoping Reviews in Health Professions Education","authors":"Helen R. Church, John Sandars","doi":"10.1111/tct.70350","DOIUrl":"10.1111/tct.70350","url":null,"abstract":"<div>\u0000 \u0000 <p>Scoping reviews are becoming increasingly popular in Health Professions Education (HPE), offering a flexible and systematic way to explore broad questions, map the literature, and identify knowledge gaps. Unlike systematic reviews, which aim to answer focused questions, scoping reviews are ideal for topics that are complex, emerging or poorly defined. They allow educators to explore what is known about a topic, highlight areas needing further research and inform curriculum design, policy or funding decisions. This <i>Clinical Teacher</i>'s Toolbox article introduces the purpose and defining features of scoping reviews and compares them with other common review types. We offer practical advice based on our experience of conducting scoping reviews in HPE, with step-by-step guidance on how to plan, conduct and report. Topics include choosing a suitable research question, assembling a team (including the key role of librarians), managing the review process using software tools and following established methodological frameworks (e.g., the Joanna Briggs Institute). Common challenges, such as justifying the use of scoping reviews and ensuring quality, are discussed, along with tools like the PRISMA-ScR checklist to enhance transparency. By following this guide, all involved in HPE can confidently use scoping reviews as a rigorous and adaptable method of evidence synthesis, supporting both educational research and informed decision-making for best educational practices.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146069237","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}
Elisheva Knopf, Ali A. Mohamed, Leah Leidy, Parvathi Perumareddi, George R. Luck
Purpose
The purpose of this study is to analyse the AI policies enacted by US medical schools for medical students.
Methods
A cross-sectional document analysis was conducted in July 2024 of publicly available AI-related policies for all 199 accredited US medical schools and their affiliated larger university systems (LUS). Using institutional search tools, we identified student handbooks and policy webpages. Documents that set behavioural expectations for student AI use were coded by two reviewers for policy source, student specificity, content scope and enforcement. Descriptive statistics and chi-square or Fisher's exact tests compared policy presence by programme type and geographic region.
Results
Of 199 US medical schools, 121 (61%) had an AI policy. Thirty-one policies originated from medical schools and 90 from a LUS with some overlap. Medical school level policies were more often targeted to medical students and addressed AI use in coursework, assessments, research and clinical documentation, emphasising academic integrity, ethical use and data privacy. LUS policies were typically generic, applying to all university students. Allopathic (MD) schools (83%) and schools in the South (34%) were more likely to have AI policies (p < 0.001).
Conclusions
Many schools rely on generic LUS policies rather than medical student-specific AI guidance. This gap may leave learners without clear expectations for appropriate AI use in coursework and clinical training. Our descriptive findings offer a baseline foundation for strengthening AI governance. Tailored, student-specific and regularly updated policies are essential to support responsible AI use while preserving academic and professional standards.
{"title":"Bridging the AI Policy Gap in Medical Education: Assessing the Lack of Standardised Guidelines in US Medical Schools","authors":"Elisheva Knopf, Ali A. Mohamed, Leah Leidy, Parvathi Perumareddi, George R. Luck","doi":"10.1111/tct.70347","DOIUrl":"10.1111/tct.70347","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study is to analyse the AI policies enacted by US medical schools for medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional document analysis was conducted in July 2024 of publicly available AI-related policies for all 199 accredited US medical schools and their affiliated larger university systems (LUS). Using institutional search tools, we identified student handbooks and policy webpages. Documents that set behavioural expectations for student AI use were coded by two reviewers for policy source, student specificity, content scope and enforcement. Descriptive statistics and chi-square or Fisher's exact tests compared policy presence by programme type and geographic region.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 199 US medical schools, 121 (61%) had an AI policy. Thirty-one policies originated from medical schools and 90 from a LUS with some overlap. Medical school level policies were more often targeted to medical students and addressed AI use in coursework, assessments, research and clinical documentation, emphasising academic integrity, ethical use and data privacy. LUS policies were typically generic, applying to all university students. Allopathic (MD) schools (83%) and schools in the South (34%) were more likely to have AI policies (<i>p</i> < 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Many schools rely on generic LUS policies rather than medical student-specific AI guidance. This gap may leave learners without clear expectations for appropriate AI use in coursework and clinical training. Our descriptive findings offer a baseline foundation for strengthening AI governance. Tailored, student-specific and regularly updated policies are essential to support responsible AI use while preserving academic and professional standards.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146069270","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}
Kelci Butler, Sarah Klein, Danny Mackenzie, Najla Zayed, Mariane Cindy Ndiaye, Melanie Marsh
Background
Although there is a growing number of children dependent on medical technology, graduating paediatric residents are underprepared to adequately care for these patients.
Objective
We aimed to help fill this educational gap by piloting a novel hands-on medical device curriculum and assessing learner-driven outcomes.
Methods
We used Kern's six-step approach to develop, implement, and evaluate our curriculum. Five educational workshops (central lines, chest tubes, enteral feeds, tracheostomies, shunts) were designed using Kolb's experiential learning theory. Workshops were led by multidisciplinary content experts and integrated into a noon conference series. We studied the curricular impact by measuring feasibility and learner relevance as well as competency-based outcomes via self-evaluations, board-style knowledge assessments and Accreditation Council for Graduate Medical Education (ACGME) Milestones.
Results
Thirteen postgraduate year 1 (PGY1) paediatric residents participated in the curriculum. Thematic analysis highlighted the value of practical application of skills with improved comfort managing medical devices. Exposed residents demonstrated statistical improvement in self-assessed skills associated with 3/5 devices and in 9/10 Milestones. These residents also scored higher on the knowledge assessment compared to nonexposed peers, though this was not statistically significant.
Discussion
Our study demonstrates the value of a hands-on medical device curriculum in formal paediatric resident education. While this curriculum was successfully integrated into a traditional didactic series, was universally enjoyed, and had a meaningful impact on acquired skills and knowledge, further research on patient-level outcomes may be valuable for programmes interested in adapting a similar learning experience into their current educational model.
{"title":"Kolb's Experiential Learning in Action: A Curriculum for Residents","authors":"Kelci Butler, Sarah Klein, Danny Mackenzie, Najla Zayed, Mariane Cindy Ndiaye, Melanie Marsh","doi":"10.1111/tct.70344","DOIUrl":"10.1111/tct.70344","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although there is a growing number of children dependent on medical technology, graduating paediatric residents are underprepared to adequately care for these patients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>We aimed to help fill this educational gap by piloting a novel hands-on medical device curriculum and assessing learner-driven outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used Kern's six-step approach to develop, implement, and evaluate our curriculum. Five educational workshops (central lines, chest tubes, enteral feeds, tracheostomies, shunts) were designed using Kolb's experiential learning theory. Workshops were led by multidisciplinary content experts and integrated into a noon conference series. We studied the curricular impact by measuring feasibility and learner relevance as well as competency-based outcomes via self-evaluations, board-style knowledge assessments and Accreditation Council for Graduate Medical Education (ACGME) Milestones.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirteen postgraduate year 1 (PGY1) paediatric residents participated in the curriculum. Thematic analysis highlighted the value of practical application of skills with improved comfort managing medical devices. Exposed residents demonstrated statistical improvement in self-assessed skills associated with 3/5 devices and in 9/10 Milestones. These residents also scored higher on the knowledge assessment compared to nonexposed peers, though this was not statistically significant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Our study demonstrates the value of a hands-on medical device curriculum in formal paediatric resident education. While this curriculum was successfully integrated into a traditional didactic series, was universally enjoyed, and had a meaningful impact on acquired skills and knowledge, further research on patient-level outcomes may be valuable for programmes interested in adapting a similar learning experience into their current educational model.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146055367","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}
Mary Catherine Mina, Mu'Azzamah Ahmad, Janet Skinner
Background
Effective communication during patient handovers is critical to ensuring patient safety. While previous teaching methods locally have been successful, they have typically relied on substantial faculty input and resources. Drawing inspiration from contemporary approaches to small group learning, this study explores the impact of a gamified clinical simulation—delivered through an interactive, ‘Dragon’s Den’-style format—on medical students’ self-reported confidence and preparedness in handover and referral skills.
Approach
A 90-min workshop was developed incorporating a ‘Dragon’s Den’-inspired activity. Students assumed the role of ‘investors’, in teams, using a structured checklist to evaluate pre-recorded video handovers. This was followed by paired practice of referrals with fictional clinical scenarios, during which students gave and received peer feedback, using the same checklist. Paired pre- and postsession responses were collected via Wooclap to assess changes in self-reported confidence and preparedness. An anonymous free-text feedback form was also distributed following the session.
Evaluation
Quantitative analysis revealed a statistically significant improvement in both confidence and preparedness. Thematic analysis of qualitative feedback highlighted that students found the session engaging, relevant, and valuable; however, some expressed a desire for additional resources and suggested the session may be beneficial if scheduled earlier in the curriculum.
Implications
This study supports the use of gamified clinical simulation as an effective method for teaching handover skills. The peer-led, experiential format offers a scalable, low-resource approach that aligns well with the constraints of modern medical curricula. Moreover, this model carries potential for broader application in wider educational settings.
{"title":"‘Dragon's Den’: Gamifying Handover Skills Teaching","authors":"Mary Catherine Mina, Mu'Azzamah Ahmad, Janet Skinner","doi":"10.1111/tct.70338","DOIUrl":"10.1111/tct.70338","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effective communication during patient handovers is critical to ensuring patient safety. While previous teaching methods locally have been successful, they have typically relied on substantial faculty input and resources. Drawing inspiration from contemporary approaches to small group learning, this study explores the impact of a gamified clinical simulation—delivered through an interactive, ‘Dragon’s Den’-style format—on medical students’ self-reported confidence and preparedness in handover and referral skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A 90-min workshop was developed incorporating a ‘Dragon’s Den’-inspired activity. Students assumed the role of ‘investors’, in teams, using a structured checklist to evaluate pre-recorded video handovers. This was followed by paired practice of referrals with fictional clinical scenarios, during which students gave and received peer feedback, using the same checklist. Paired pre- and postsession responses were collected via Wooclap to assess changes in self-reported confidence and preparedness. An anonymous free-text feedback form was also distributed following the session.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Quantitative analysis revealed a statistically significant improvement in both confidence and preparedness. Thematic analysis of qualitative feedback highlighted that students found the session engaging, relevant, and valuable; however, some expressed a desire for additional resources and suggested the session may be beneficial if scheduled earlier in the curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This study supports the use of gamified clinical simulation as an effective method for teaching handover skills. The peer-led, experiential format offers a scalable, low-resource approach that aligns well with the constraints of modern medical curricula. Moreover, this model carries potential for broader application in wider educational settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12833472/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146047509","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}
Lachlan Dick, Katie Hughes, Lewis Turmeau, Rohan Burla, Ben Morrison, Lorraine Close, Kirsty Dundas
Background
The complexities of the operating theatre present barriers to learning, particularly for medical students. Enhanced preparation, focusing on the expectations, behaviours and environment of the operating theatre, is essential to ensure students feel confident when attending. Traditional teaching modalities are often limited by resources required, highlighting the need for an engaging, standardised, and resource-efficient approach.
Approach
Multiple video-based modalities were leveraged: (1) a brief educational video showcasing appropriate and examples of inappropriate theatre attire, (2) a 360° tour of a typical operating theatre at our institution and (3) Shadowbox simulation videos depicting frequent challenges students face in this environment. A 60-min session was embedded within the existing induction programme for early clinical year students. Students interacted with each video, with interactive polling and quizzes used to reinforce key learning points.
Evaluation
Students rated the session as enjoyable and relevant to their learning. Across a number of domains, self-perceived preparedness significantly improved after the session. Qualitative analysis revealed that following the session, students' intended future behaviours in the operating theatre included engaging with preoperative practices, being primed for active participation and seeking learning opportunities beyond the operating theatre.
Implications
The model is low-cost, easily updated, and transferable across institutions, supporting scalability and sustainability in diverse educational settings. The next phase will focus on evaluating the longitudinal impact of this intervention on student experiences during clinical placements and developing video-based resources to guide students through the process of surgical hand preparation and gowning.
{"title":"Preparing Medical Students for the Operating Theatre Using Video-Based Learning","authors":"Lachlan Dick, Katie Hughes, Lewis Turmeau, Rohan Burla, Ben Morrison, Lorraine Close, Kirsty Dundas","doi":"10.1111/tct.70351","DOIUrl":"10.1111/tct.70351","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The complexities of the operating theatre present barriers to learning, particularly for medical students. Enhanced preparation, focusing on the expectations, behaviours and environment of the operating theatre, is essential to ensure students feel confident when attending. Traditional teaching modalities are often limited by resources required, highlighting the need for an engaging, standardised, and resource-efficient approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Multiple video-based modalities were leveraged: (1) a brief educational video showcasing appropriate and examples of inappropriate theatre attire, (2) a 360° tour of a typical operating theatre at our institution and (3) Shadowbox simulation videos depicting frequent challenges students face in this environment. A 60-min session was embedded within the existing induction programme for early clinical year students. Students interacted with each video, with interactive polling and quizzes used to reinforce key learning points.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Students rated the session as enjoyable and relevant to their learning. Across a number of domains, self-perceived preparedness significantly improved after the session. Qualitative analysis revealed that following the session, students' intended future behaviours in the operating theatre included engaging with preoperative practices, being primed for active participation and seeking learning opportunities beyond the operating theatre.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The model is low-cost, easily updated, and transferable across institutions, supporting scalability and sustainability in diverse educational settings. The next phase will focus on evaluating the longitudinal impact of this intervention on student experiences during clinical placements and developing video-based resources to guide students through the process of surgical hand preparation and gowning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020981","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}
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