{"title":"Preparedness for Mentorship in Clinical Practice: A Resident Doctor's Perspective","authors":"Jennifer Allan, Scott Slater","doi":"10.1111/tct.70336","DOIUrl":"10.1111/tct.70336","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145835451","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 Artificial Intelligence Into Medical Student Coaching","authors":"Lawrence A. Haber, Andrea Marmor, Taimur Dad","doi":"10.1111/tct.70333","DOIUrl":"10.1111/tct.70333","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812368","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}
Molly M. Crenshaw, Joanne Alfred, Cheryl Yang, Lauren R. Anderson
Growth mindset, the belief that one's abilities are changeable, is a valued attribute in medical education. Developing a growth mindset is also in direct tension with systems that evaluate performance, such as in medical training. The senior resident role is a microcosm of this tension because it is a pivotal transition time from training to attending. A recently updated framework for clinical competency places trusted as the highest goal for trainees, defined as self-awareness that is bolstered by humility, integrity, and reliability. We provide strategies for both the senior and attending to foster a senior's goal of trusted status. This requires intentional work by both the senior and attending, but we posit that the attending role is paramount in first creating a learning environment that celebrates a growth mindset. The strategies work to promote self-reflection, active problem solving, and exploration of the gray areas of medical decision making to maximize the learning experience.
{"title":"The Trusted Senior: How Attendings and Residents Can Co-Create Success","authors":"Molly M. Crenshaw, Joanne Alfred, Cheryl Yang, Lauren R. Anderson","doi":"10.1111/tct.70335","DOIUrl":"10.1111/tct.70335","url":null,"abstract":"<div>\u0000 \u0000 <p>Growth mindset, the belief that one's abilities are changeable, is a valued attribute in medical education. Developing a growth mindset is also in direct tension with systems that evaluate performance, such as in medical training. The senior resident role is a microcosm of this tension because it is a pivotal transition time from training to attending. A recently updated framework for clinical competency places trusted as the highest goal for trainees, defined as self-awareness that is bolstered by humility, integrity, and reliability. We provide strategies for both the senior and attending to foster a senior's goal of trusted status. This requires intentional work by both the senior and attending, but we posit that the attending role is paramount in first creating a learning environment that celebrates a growth mindset. The strategies work to promote self-reflection, active problem solving, and exploration of the gray areas of medical decision making to maximize the learning experience.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145795669","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}
Incorporating the patient voice into health professional education enhances empathy, promotes person-centred care and enriches learning. This cocreation article describes the development of a practical, feedback-informed toolkit to support early medical education through expert by experience (EBE) engagement. EBEs from The Silverlining Brain Injury Charity contributed to the design via a qualitative study using open-ended questionnaires. Thematic analysis identified six key themes: the importance of respectful engagement, logistical challenges, clarity of session expectations, recognition of EBE expertise, personal benefits of participation and ethical concerns. EBEs emphasised the need for dignity, structured facilitation, emotional safeguards and flexible delivery methods. The resulting toolkit is mapped directly to these themes. It includes guidance on planning, facilitation, ethical considerations, orientation and evaluation. Designed for Level 3 of the patient engagement spectrum, where EBEs share lived experiences in faculty-facilitated teaching, the toolkit promotes meaningful, sustainable involvement. It responds to growing calls for coproduction in health education and serves as a replicable model for integrating patient insights into curriculum design and delivery. While based on a small, specialised sample, the depth and clarity of EBE feedback offer strong foundations for this resource. Future work should explore its adaptability across different healthcare disciplines and settings. To increase accessibility, the toolkit is available in two formats: as a shareable webpage and a navigable PDF document. This approach enables wider reach and sustained use by educators, ensuring that patient voices remain central to shaping future health professionals.
{"title":"Enhancing Early Medical Education Through Patient Engagement: Creation of a Toolkit Informed by Experts by Experience","authors":"Jaimy Saif, David Rogers, Claire Stocker","doi":"10.1111/tct.70328","DOIUrl":"10.1111/tct.70328","url":null,"abstract":"<p>Incorporating the patient voice into health professional education enhances empathy, promotes person-centred care and enriches learning. This cocreation article describes the development of a practical, feedback-informed toolkit to support early medical education through expert by experience (EBE) engagement. EBEs from The Silverlining Brain Injury Charity contributed to the design via a qualitative study using open-ended questionnaires. Thematic analysis identified six key themes: the importance of respectful engagement, logistical challenges, clarity of session expectations, recognition of EBE expertise, personal benefits of participation and ethical concerns. EBEs emphasised the need for dignity, structured facilitation, emotional safeguards and flexible delivery methods. The resulting toolkit is mapped directly to these themes. It includes guidance on planning, facilitation, ethical considerations, orientation and evaluation. Designed for Level 3 of the patient engagement spectrum, where EBEs share lived experiences in faculty-facilitated teaching, the toolkit promotes meaningful, sustainable involvement. It responds to growing calls for coproduction in health education and serves as a replicable model for integrating patient insights into curriculum design and delivery. While based on a small, specialised sample, the depth and clarity of EBE feedback offer strong foundations for this resource. Future work should explore its adaptability across different healthcare disciplines and settings. To increase accessibility, the toolkit is available in two formats: as a shareable webpage and a navigable PDF document. This approach enables wider reach and sustained use by educators, ensuring that patient voices remain central to shaping future health professionals.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12715381/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145783864","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}
Anna Pappa, Athanasios Xymitidis, Thomas Strymponis, Paraskevi Panagopoulou, Válter R. Fonseca, Henrique Martins, João Breda, Zoi Tsimtsiou
Background
Evidence is limited internationally regarding medical students' perceptions and training needs in patient safety, following the WHO Global Patient Safety Action Plan 2021–2030, the COVID-19 pandemic, and the subsequent acceleration in digitalization. To address this gap, this study explores undergraduate medical students' knowledge of patient safety, attitudes regarding safety culture, experiences with errors, and their perspectives on improving patient safety through training and digitalization.
Methods
A mixed-method design was employed, consisting of an online survey with open-ended questions administered at a medical school in Greece. All registered undergraduate students were invited to complete a pretested 46-item study tool, including demographics, the Greek version of the scale ‘What is patient safety?’ and their personal experiences, views on digitalization and educational needs.
Results
A total of 638 students from all 6 years of study participated (58% female; 54.2% preclinical students). Findings revealed poor knowledge regarding error management (mean 2.4/5) and the reporting process (mean 1.8/5). Fear of blame culture was reported by 51.2%. Digitalization was expected to advance patient safety in multiple ways. Students advocated strengthening patient safety training (92.8%), emphasizing case-based learning, integrating patient safety principles into the teaching of all clinical courses and watching their professors acting as role models.
Conclusions
Medical students feel underprepared to manage patient safety issues and request more relevant knowledge and skills. These findings highlight the urgency for appropriate training reforms, tailored to the students' needs, aiming to optimally prepare them to become key players in improving patient safety in a digitally evolving healthcare system.
{"title":"Patient Safety ‘Through Undergraduate Medical Students' Eyes’: A Mixed-Methods Survey","authors":"Anna Pappa, Athanasios Xymitidis, Thomas Strymponis, Paraskevi Panagopoulou, Válter R. Fonseca, Henrique Martins, João Breda, Zoi Tsimtsiou","doi":"10.1111/tct.70332","DOIUrl":"10.1111/tct.70332","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Evidence is limited internationally regarding medical students' perceptions and training needs in patient safety, following the WHO Global Patient Safety Action Plan 2021–2030, the COVID-19 pandemic, and the subsequent acceleration in digitalization. To address this gap, this study explores undergraduate medical students' knowledge of patient safety, attitudes regarding safety culture, experiences with errors, and their perspectives on improving patient safety through training and digitalization.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed-method design was employed, consisting of an online survey with open-ended questions administered at a medical school in Greece. All registered undergraduate students were invited to complete a pretested 46-item study tool, including demographics, the Greek version of the scale ‘What is patient safety?’ and their personal experiences, views on digitalization and educational needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 638 students from all 6 years of study participated (58% female; 54.2% preclinical students). Findings revealed poor knowledge regarding error management (mean 2.4/5) and the reporting process (mean 1.8/5). Fear of blame culture was reported by 51.2%. Digitalization was expected to advance patient safety in multiple ways. Students advocated strengthening patient safety training (92.8%), emphasizing case-based learning, integrating patient safety principles into the teaching of all clinical courses and watching their professors acting as role models.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Medical students feel underprepared to manage patient safety issues and request more relevant knowledge and skills. These findings highlight the urgency for appropriate training reforms, tailored to the students' needs, aiming to optimally prepare them to become key players in improving patient safety in a digitally evolving healthcare system.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12712750/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145776753","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}
Role transition can be a challenging time for specialist medical trainees. Insight into the move from junior to senior registrar in Intensive Care is needed to help trainees prepare for this transition, and educators to support them. This study investigated the role transition experiences of Intensive Care senior registrars to identify the knowledge, skills and capabilities required of trainees to ensure a successful transition.
Methods
Australasian College of Intensive Care Medicine trainees who had completed at least a year as a senior registrar were invited via email from the College to participate in a one-on-one interview. Seven trainees responded and all agreed to an interview. Interviews were transcribed, deidentified and analysed thematically.
Results
Three themes represented the seven male participants' experiences: Apprehension, Weight of responsibility and Decision-making. These themes illustrate that the experience of moving from junior to senior ICU registrar is complex, requires a shift in decision-making focus and is characterised by uncertainty.
Conclusion
Communication skill development appeared to be key to the perspectives shared by our participants. Leadership development warrants more attention in Intensive Care Medicine. This study provides junior doctors at the cusp of transitioning to the role of Intensive Care senior registrars with helpful insights for their own transition. The findings are also helpful to Intensive Care Medicine more broadly and re-imagining what may be required for contemporary and sustainable trainee development.
{"title":"Experiences of Transitioning to Senior Roles in Intensive Care Medicine","authors":"Amod Karnik, Sarah Barradell, Brett Vaughan","doi":"10.1111/tct.70327","DOIUrl":"10.1111/tct.70327","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Role transition can be a challenging time for specialist medical trainees. Insight into the move from junior to senior registrar in Intensive Care is needed to help trainees prepare for this transition, and educators to support them. This study investigated the role transition experiences of Intensive Care senior registrars to identify the knowledge, skills and capabilities required of trainees to ensure a successful transition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Australasian College of Intensive Care Medicine trainees who had completed at least a year as a senior registrar were invited via email from the College to participate in a one-on-one interview. Seven trainees responded and all agreed to an interview. Interviews were transcribed, deidentified and analysed thematically.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three themes represented the seven male participants' experiences: <i>Apprehension, Weight of responsibility</i> and <i>Decision-making</i>. These themes illustrate that the experience of moving from junior to senior ICU registrar is complex, requires a shift in decision-making focus and is characterised by uncertainty.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Communication skill development appeared to be key to the perspectives shared by our participants. Leadership development warrants more attention in Intensive Care Medicine. This study provides junior doctors at the cusp of transitioning to the role of Intensive Care senior registrars with helpful insights for their own transition. The findings are also helpful to Intensive Care Medicine more broadly and re-imagining what may be required for contemporary and sustainable trainee development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145776677","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}
Games are well recognized for enhancing student engagement, yet most reported game-based interventions in higher education remain limited to single, one-time activities. Comprehensive integration of gaming concepts across an entire course is still uncommon, particularly in health professional education.
Approach
In this context, a game-based strategy was embedded into an entire dental hygiene (DH) course using a gated pathway and rewards. In a real game, a gated pathway requires players to complete specific tasks before unlocking the next level. In the learning management system (LMS), the same game-based concept was applied by restricting students' access to weekly content until they completed reviewing lecture materials and passed a quiz. Successful completion of the quiz unlocked the next week's materials. Quiz games designed in Gimkit were integrated as rewards for students.
Evaluation
Student engagement data were collected from the LMS, and exam performance was compared with the previous cohort, where no gated pathway was used. Voluntary, anonymous surveys captured students' perceptions. Eighty-eight percent of the survey respondents agreed that the gated pathway helped them complete their tasks on time, and 87% found this intervention helpful for their studies.
Implications
This study demonstrates the successful integration of game-based concepts across a full DH course, with positive effects on engagement and performance. Clinical educators can adapt this approach to offer students a better learning experience in a game-like course.
{"title":"Converting an Entire Course Into a Game by Implementing Gated Pathways","authors":"Nazlee Sharmin, Ava K. Chow","doi":"10.1111/tct.70334","DOIUrl":"10.1111/tct.70334","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Games are well recognized for enhancing student engagement, yet most reported game-based interventions in higher education remain limited to single, one-time activities. Comprehensive integration of gaming concepts across an entire course is still uncommon, particularly in health professional education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In this context, a game-based strategy was embedded into an entire dental hygiene (DH) course using a gated pathway and rewards. In a real game, a gated pathway requires players to complete specific tasks before unlocking the next level. In the learning management system (LMS), the same game-based concept was applied by restricting students' access to weekly content until they completed reviewing lecture materials and passed a quiz. Successful completion of the quiz unlocked the next week's materials. Quiz games designed in Gimkit were integrated as rewards for students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Student engagement data were collected from the LMS, and exam performance was compared with the previous cohort, where no gated pathway was used. Voluntary, anonymous surveys captured students' perceptions. Eighty-eight percent of the survey respondents agreed that the gated pathway helped them complete their tasks on time, and 87% found this intervention helpful for their studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This study demonstrates the successful integration of game-based concepts across a full DH course, with positive effects on engagement and performance. Clinical educators can adapt this approach to offer students a better learning experience in a game-like course.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12710679/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770083","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}
Alex Gordon, Molly Parkinson, Rosanna Watts, Kamal El-Badawi, Erin Dawson, Rohan Chiktara, Lorna Burns, Nicola Brennan
Background
In the United Kingdom (UK), newly qualified doctors are routinely responsible for out-of-hours (OOH) care, often managing acutely unwell patients with limited supervision. Despite national recommendations encouraging OOH experience during medical school training, there is no formal curriculum for OOH practice.
Objectives
This scoping review aimed to identify the range of educational interventions designed to prepare UK medical students for OOH clinical responsibilities and assess their reported effects on perceived and actual preparedness.
Methods
Following Joanna Briggs Institute methodology, a systematic search of seven databases and grey literature sources was conducted. Eligible studies involved UK-based medical students and reported empirical outcomes on educational interventions focused on OOH preparedness. Data were extracted and synthesised using the Template for Intervention Description and Replication checklist and Kirkpatrick's evaluation hierarchy.
Results
Eighteen studies were included, primarily using quasi-experimental designs of simulation-based teaching. Interventions targeted a wide range of competencies, including prioritisation, communication, clinical decision-making, and leadership. Thirteen studies demonstrated improvements in learner confidence or attitudes (Kirkpatrick Level 2a), while only three showed measurable performance improvement (Level 2b), and one demonstrated behavioural change (Level 3). Most lacked long-term follow-up. Grey literature analysis revealed inconsistent institutional expectations for OOH experience.
Conclusions
Educational interventions on OOH are well-received and enhance perceived preparedness. Current interventions often lack objective assessment and long-term evaluation. This review was limited to published sources and may not reflect all current practice. Nationally standardised, longitudinal curricula supported by robust evaluation strategies are needed to improve graduate preparedness for OOH practice.
{"title":"Educational Interventions to Prepare Undergraduate Students for Out-of-Hours Practice as a Newly Qualified Doctor in the United Kingdom: A Scoping Review","authors":"Alex Gordon, Molly Parkinson, Rosanna Watts, Kamal El-Badawi, Erin Dawson, Rohan Chiktara, Lorna Burns, Nicola Brennan","doi":"10.1111/tct.70299","DOIUrl":"10.1111/tct.70299","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the United Kingdom (UK), newly qualified doctors are routinely responsible for out-of-hours (OOH) care, often managing acutely unwell patients with limited supervision. Despite national recommendations encouraging OOH experience during medical school training, there is no formal curriculum for OOH practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This scoping review aimed to identify the range of educational interventions designed to prepare UK medical students for OOH clinical responsibilities and assess their reported effects on perceived and actual preparedness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following Joanna Briggs Institute methodology, a systematic search of seven databases and grey literature sources was conducted. Eligible studies involved UK-based medical students and reported empirical outcomes on educational interventions focused on OOH preparedness. Data were extracted and synthesised using the Template for Intervention Description and Replication checklist and Kirkpatrick's evaluation hierarchy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Eighteen studies were included, primarily using quasi-experimental designs of simulation-based teaching. Interventions targeted a wide range of competencies, including prioritisation, communication, clinical decision-making, and leadership. Thirteen studies demonstrated improvements in learner confidence or attitudes (Kirkpatrick Level 2a), while only three showed measurable performance improvement (Level 2b), and one demonstrated behavioural change (Level 3). Most lacked long-term follow-up. Grey literature analysis revealed inconsistent institutional expectations for OOH experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Educational interventions on OOH are well-received and enhance perceived preparedness. Current interventions often lack objective assessment and long-term evaluation. This review was limited to published sources and may not reflect all current practice. Nationally standardised, longitudinal curricula supported by robust evaluation strategies are needed to improve graduate preparedness for OOH practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12710567/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770164","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}
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