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}
Jennifer F. Zepf, Elizabeth Koltz, Alycia Chinai, Lara Varpio, Miriam Hoffman, Jerusalem Merkebu
Purpose
Medical training is full of challenging moments due to the increasing volume and complexity of medical knowledge and skills. Thus, an understanding of how learners experience moments of knowledge deficits is important. This study sought to gain insight into medical students' metacognitive reflections when they encounter knowledge gaps.
Methods
In July 2023, 12 medical students from five cohorts at a private US medical school were recruited via email after providing informed consent. This constructivist study analyzed participants' thoughts and emotions when confronted with a complex clinical scenario using think-alouds and debriefing interviews. Interviews were recorded, transcribed and analyzed using Braun and Clark's thematic coding approach.
Results
Our analysis suggests that while participants had disorienting metacognitive experiences in the face of challenging clinical scenarios, they also displayed awareness of their limitations. This awareness was accompanied by a sense of responsibility and efficacy to address those limitations. Additionally, participants' knowledge deficits were characterized by disorganized reasoning and feelings of uncertainty, which for some could then grow into frustration, embarrassment and various kinds of emotional discomfort. Participants reported feeling ill-equipped to move past these moments.
Conclusions
Given that medical students must engage in complex tasks that highlight their knowledge gaps, metacognitive reflection training can provide the tools learners need to regulate emotions. Specifically, training in monitoring, regulation and control could equip students to manage discomfort and stay engaged in effortful learning. This insight will be helpful in determining how to design and teach layered metacognitive reflection skills within medical curricula.
{"title":"Navigating Metacognitive Disorientation: Medical Students' Experiences of Complex Tasks","authors":"Jennifer F. Zepf, Elizabeth Koltz, Alycia Chinai, Lara Varpio, Miriam Hoffman, Jerusalem Merkebu","doi":"10.1111/tct.70339","DOIUrl":"10.1111/tct.70339","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Medical training is full of challenging moments due to the increasing volume and complexity of medical knowledge and skills. Thus, an understanding of how learners experience moments of knowledge deficits is important. This study sought to gain insight into medical students' metacognitive reflections when they encounter knowledge gaps.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In July 2023, 12 medical students from five cohorts at a private US medical school were recruited via email after providing informed consent. This constructivist study analyzed participants' thoughts and emotions when confronted with a complex clinical scenario using think-alouds and debriefing interviews. Interviews were recorded, transcribed and analyzed using Braun and Clark's thematic coding approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our analysis suggests that while participants had disorienting metacognitive experiences in the face of challenging clinical scenarios, they also displayed awareness of their limitations. This awareness was accompanied by a sense of responsibility and efficacy to address those limitations. Additionally, participants' knowledge deficits were characterized by disorganized reasoning and feelings of uncertainty, which for some could then grow into frustration, embarrassment and various kinds of emotional discomfort. Participants reported feeling ill-equipped to move past these moments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Given that medical students must engage in complex tasks that highlight their knowledge gaps, metacognitive reflection training can provide the tools learners need to regulate emotions. Specifically, training in monitoring, regulation and control could equip students to manage discomfort and stay engaged in effortful learning. This insight will be helpful in determining how to design and teach layered metacognitive reflection skills within medical curricula.</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":"146020957","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}
The objective of this study is to evaluate the effectiveness of a novel training model that integrates problem-based learning (PBL) and simulation-based learning (SBL) in improving the emergency response of radiology staff to iodinated contrast media (ICM) allergic reactions.
Methods
A sequential exploratory mixed-methods design was employed. First, qualitative data from semi-structured interviews with nine radiology staff members (June–August 2024) were analysed using Colaizzi's method to inform the development of a contextually relevant PBL-SBL training model. Subsequently, a randomised controlled trial (September–December 2024) was conducted with 60 radiology staff (physicians, technologists and nurses), who were assigned to either an observation group (PBL-SBL training) or a control group (traditional lectures and skill demonstration). The primary outcome was emergency skills performance, assessed via a structured practical simulation. Secondary outcomes included critical thinking disposition, measured by the Critical Thinking Disposition Inventory (CTDI-CV), and training satisfaction.
Results
Compared to the control group, the observation group performed significantly better in emergency procedures, medication use and teamwork (Z = −6.544 to −6.667, p < 0.05) and scored higher across all critical thinking dimensions (Z = −5.660 to −6.654, p < 0.01). They also reported higher satisfaction with teaching methods, stronger teamwork and self-directed learning, improved learning quality and greater learning interest (Z = −2.149 to −5.161, p < 0.05).
Conclusion
The integrated PBL-SBL model is more effective than traditional methods in enhancing emergency skills, critical thinking and learner satisfaction, supporting its adoption for training healthcare providers in managing ICM allergies.
{"title":"Effectiveness of a Combined PBL-SBL Training Model for Emergency Management of Iodinated Contrast Media Allergic Reactions","authors":"Ping Yin, Ying Liu, Shuping Xiao, Ling Fu","doi":"10.1111/tct.70346","DOIUrl":"10.1111/tct.70346","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The objective of this study is to evaluate the effectiveness of a novel training model that integrates problem-based learning (PBL) and simulation-based learning (SBL) in improving the emergency response of radiology staff to iodinated contrast media (ICM) allergic reactions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sequential exploratory mixed-methods design was employed. First, qualitative data from semi-structured interviews with nine radiology staff members (June–August 2024) were analysed using Colaizzi's method to inform the development of a contextually relevant PBL-SBL training model. Subsequently, a randomised controlled trial (September–December 2024) was conducted with 60 radiology staff (physicians, technologists and nurses), who were assigned to either an observation group (PBL-SBL training) or a control group (traditional lectures and skill demonstration). The primary outcome was emergency skills performance, assessed via a structured practical simulation. Secondary outcomes included critical thinking disposition, measured by the Critical Thinking Disposition Inventory (CTDI-CV), and training satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Compared to the control group, the observation group performed significantly better in emergency procedures, medication use and teamwork (<i>Z</i> = −6.544 to −6.667, <i>p</i> < 0.05) and scored higher across all critical thinking dimensions (<i>Z</i> = −5.660 to −6.654, <i>p</i> < 0.01). They also reported higher satisfaction with teaching methods, stronger teamwork and self-directed learning, improved learning quality and greater learning interest (<i>Z</i> = −2.149 to −5.161, <i>p</i> < 0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The integrated PBL-SBL model is more effective than traditional methods in enhancing emergency skills, critical thinking and learner satisfaction, supporting its adoption for training healthcare providers in managing ICM allergies.</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":"146020948","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}
Andrew Van Noordenburg, Elisabeth Jacob, Scott Devenish
Introduction
Clinical placement provides a valuable opportunity for healthcare students to apply their theoretical knowledge in a real-world setting. In paramedicine, factors such as the number and variety of clinical cases can affect the learning experience. The ability of paramedics to effectively undertake the preceptor role can also impact student learning. Therefore, improving the effectiveness of paramedic preceptors may enhance clinical placements for students. This study explored student perspectives on the skills, knowledge and attributes required to be an effective paramedic preceptor.
Methods
Using convenience and snowball sampling, in September 2024, a cross-sectional online survey was conducted with second-, third- and fourth-year undergraduate and postgraduate students enrolled in an Australian entry-to-practice university paramedicine programs. Students were required to have completed a formally assessed clinical placement to be eligible to participate.
Results
Survey responses were received from seventy-five (N = 75) student paramedics. Descriptive data analysis revealed that the key personal attributes paramedic preceptors require are being respectful, approachable and enthusiastic. Knowing how to provide constructive feedback and develop critical thinking skills in students was also viewed as highly important. Additionally, paramedic preceptors are expected to be skilled communicators in high-stress situations.
Conclusion
These findings may help improve student clinical placement experiences by outlining the skills, knowledge and attributes required of paramedic preceptors. Further research is needed to understand paramedics' views on this topic and the best way to prepare them for the preceptor role.
{"title":"Student Paramedic Perspectives of the Skills, Knowledge and Attributes Required to be a Preceptor: A Cross-Sectional Survey","authors":"Andrew Van Noordenburg, Elisabeth Jacob, Scott Devenish","doi":"10.1111/tct.70348","DOIUrl":"10.1111/tct.70348","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Clinical placement provides a valuable opportunity for healthcare students to apply their theoretical knowledge in a real-world setting. In paramedicine, factors such as the number and variety of clinical cases can affect the learning experience. The ability of paramedics to effectively undertake the preceptor role can also impact student learning. Therefore, improving the effectiveness of paramedic preceptors may enhance clinical placements for students. This study explored student perspectives on the skills, knowledge and attributes required to be an effective paramedic preceptor.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using convenience and snowball sampling, in September 2024, a cross-sectional online survey was conducted with second-, third- and fourth-year undergraduate and postgraduate students enrolled in an Australian entry-to-practice university paramedicine programs. Students were required to have completed a formally assessed clinical placement to be eligible to participate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Survey responses were received from seventy-five (<i>N</i> = 75) student paramedics. Descriptive data analysis revealed that the key personal attributes paramedic preceptors require are being respectful, approachable and enthusiastic. Knowing how to provide constructive feedback and develop critical thinking skills in students was also viewed as highly important. Additionally, paramedic preceptors are expected to be skilled communicators in high-stress situations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings may help improve student clinical placement experiences by outlining the skills, knowledge and attributes required of paramedic preceptors. Further research is needed to understand paramedics' views on this topic and the best way to prepare them for the preceptor role.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146013806","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}
Tessa A. Mulder, Soufian Meziyerh, Argho Ray, Arianne D. Pieterse, Johannes W. de Fijter, Peter G. M. de Jong, Floris M. van Blankenstein, Esther C. Hamoen
Background
Clinical workplace learning was severely disrupted during the COVID-19 pandemic because of social distancing measures. In response, we developed a Virtual Clinic using head-mounted cameras to preserve authentic patient contact and clinical team interaction for medical students. Our aim was to create virtual teaching activities that allowed participation in real-time patient care and facilitated peer learning and feedback.
Approach
The Virtual Clinic was established in a separate space with live video connections to the hospital ward. Students rotated between wearing head-mounted cameras during rounds, teaching visits and consultations, whereas peers observed remotely in small groups. Educational design was informed by principles of authentic and active learning strategies. Remote students contributed through discussion, documentation tasks and peer feedback.
Evaluation
Twenty-seven medical students participated in the Virtual Clinic during their internal medicine clerkship. Data were collected through 37 Likert-scale items and 13 open-ended questions. Students reported that Virtual Patient Rounds and Virtual Teaching Visits were both engaging and intellectually stimulating. Despite remote engagement, students reported a strong sense of integration within the medical team. Limitations included occasional connectivity issues.
Implications
This innovation supported continued clinical education during pandemic restrictions while fostering student autonomy and team integration. The approach is transferable to other disciplines and contexts, such as interprofessional or global health education. Key lessons include the potential for virtual bedside learning beyond COVID-19.
{"title":"Head-Mounted Cameras in Virtual Clinical Learning","authors":"Tessa A. Mulder, Soufian Meziyerh, Argho Ray, Arianne D. Pieterse, Johannes W. de Fijter, Peter G. M. de Jong, Floris M. van Blankenstein, Esther C. Hamoen","doi":"10.1111/tct.70341","DOIUrl":"10.1111/tct.70341","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical workplace learning was severely disrupted during the COVID-19 pandemic because of social distancing measures. In response, we developed a Virtual Clinic using head-mounted cameras to preserve authentic patient contact and clinical team interaction for medical students. Our aim was to create virtual teaching activities that allowed participation in real-time patient care and facilitated peer learning and feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The Virtual Clinic was established in a separate space with live video connections to the hospital ward. Students rotated between wearing head-mounted cameras during rounds, teaching visits and consultations, whereas peers observed remotely in small groups. Educational design was informed by principles of authentic and active learning strategies. Remote students contributed through discussion, documentation tasks and peer feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Twenty-seven medical students participated in the Virtual Clinic during their internal medicine clerkship. Data were collected through 37 Likert-scale items and 13 open-ended questions. Students reported that Virtual Patient Rounds and Virtual Teaching Visits were both engaging and intellectually stimulating. Despite remote engagement, students reported a strong sense of integration within the medical team. Limitations included occasional connectivity issues.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This innovation supported continued clinical education during pandemic restrictions while fostering student autonomy and team integration. The approach is transferable to other disciplines and contexts, such as interprofessional or global health education. Key lessons include the potential for virtual bedside learning beyond COVID-19.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12818967/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146013802","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}
Rebecca O'Dell, Muskan Sharma, Stephen Ho, Gabriela Bodero Jimenez
{"title":"Response to Peer Mentoring as a Community of Practice in Medical Education","authors":"Rebecca O'Dell, Muskan Sharma, Stephen Ho, Gabriela Bodero Jimenez","doi":"10.1111/tct.70330","DOIUrl":"10.1111/tct.70330","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146004882","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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