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Learning to Work With Artificial Intelligence as Part of Clinical Education 学习使用人工智能作为临床教育的一部分

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-15 DOI: 10.1111/tct.70260

Margaret Bearman

We live in a digital era. We swim in a sea of data. With every swipe of the phone or click of the mouse, we rely on artificial intelligence (AI). The rise of generative AI, such as ChatGPT, serves as an inflection point—we now realise our ever-increasing reliance on digital technologies. As we are confronted with freely available AI software that can answer questions, make predictions and create art, we understand that almost every aspect of our social existence has deep digital dimensions. How should health professional education, particularly clinical programs, respond to this? The literature highlights teaching about the technology itself, including the algorithms underpinning AI [1]. Additionally, there are many suggestions that we should be teaching ways to interrogate AI outputs—such as understanding that AI reflects the stereotypes and inaccuracies within its dataset. But this in some ways is too distant from our goal of graduating excellent health care professionals, who will work and continue to learn in the messy world of clinical practice [2]. I believe that understanding AI in situ—how it affects clinical practice itself—is key to our role in preparing health professionals to work in a time of AI.In my keynote, I reflected on the idea that AI is not just a tool that we use in pursuit of some goal. Rather, it is a presence in our day-to-day lives and also in clinical care. AI inserts itself into how we come to know, what knowledges we engage with and how we view patients and ourselves. As a society, we are challenged by conceptualising AI in a more nuanced way partly because it comes with cultural baggage. In particular, AI is associated with dystopian science fiction such as the controlling H.A.L. in 2001: A Space Odyssey, and such narratives can haunt our conceptualisations. In contrast, commonplace machine learning AI software (AIs) are not malign entities but (amazing) predictive algorithms. AIs do not reason, think or feel; rather, they provide inferences when prompted, based on statistical prediction. While this type of description avoids the dystopian fantasy by conceptualising AI as a technology or as providing some kind of particular functionality, it also overlooks its role as an active player in society [3]. Thus, we often consider what AI can do (write essays or recognise cancers)—or what it might do (transform patient care)—but we can overlook what AI is doing. This type of oversight is reflected in Yin et al.'s [4] systematic review of AI in patient care, which outlined limited and mixed impact on actual patient outcomes, despite many decades of publications describing what AI can or might do.And what is AI doing in the lives of our learners? In classrooms, students are using it for everyday tasks—to summarise readings [5], to create academic outputs [6], to complete quizzes and other as

我们生活在一个数字时代。我们在数据的海洋中畅游。每次刷手机或点击鼠标，我们都依赖于人工智能（AI）。ChatGPT等生成式人工智能的兴起，是一个拐点——我们现在意识到，我们对数字技术的依赖越来越大。当我们面对可以免费获得的人工智能软件时，它可以回答问题，做出预测和创造艺术，我们明白，我们社会存在的几乎每个方面都有深刻的数字维度。卫生专业教育，特别是临床课程，应该如何应对这种情况？这些文献强调了有关技术本身的教学，包括支撑人工智能的算法。此外，有许多建议认为我们应该教授询问人工智能输出的方法，比如理解人工智能反映了其数据集中的刻板印象和不准确性。但在某些方面，这与我们培养优秀的医疗专业人员的目标相去甚远，他们将在混乱的临床实践世界中工作并继续学习。我相信，了解人工智能的实际情况——它如何影响临床实践本身——是我们在人工智能时代为卫生专业人员做好准备的关键。在我的主题演讲中，我思考了人工智能不仅仅是我们用来追求某些目标的工具。相反，它存在于我们的日常生活和临床护理中。人工智能将自己插入到我们如何了解，我们使用什么知识以及我们如何看待患者和我们自己的过程中。作为一个社会，我们面临着以一种更微妙的方式概念化人工智能的挑战，部分原因是它带有文化包袱。特别是，人工智能与反乌托邦的科幻小说联系在一起，比如《2001太空漫游》中控制人类的H.A.L.，这样的叙述会困扰我们的概念。相比之下，普通的机器学习人工智能软件（AI）并不是邪恶的实体，而是（惊人的）预测算法。人工智能不会推理、思考或感觉；相反，它们在提示时根据统计预测提供推断。虽然这种类型的描述通过将AI概念化为一种技术或提供某种特定功能来避免反乌托邦幻想，但它也忽略了AI作为社会活跃参与者的角色。因此，我们经常考虑人工智能能做什么（写论文或识别癌症）——或者它可能做什么（改变病人护理）——但我们可能忽略了人工智能正在做什么。这种类型的疏忽反映在Yin等人对患者护理中的人工智能的b[4]系统综述中，该综述概述了对实际患者结果的有限和混合影响，尽管几十年来的出版物描述了人工智能可以或可能做什么。人工智能在我们学习者的生活中做了什么？在课堂上，学生们使用它来完成日常任务——总结阅读b[5]，创建学术成果b[6]，完成测验和其他评估b[7]，以及获得工作反馈b[8]。在临床实践中，受训者也可以在日常生活中遇到人工智能：他们可能会使用人工智能进行诊断（特别是图像）[9]，记录会诊[10]，执行临床信息学任务[11]。综上所述，这提供了一些迹象，表明人工智能正在改变我们的学习和工作方式，并对卫生专业教育产生广泛的影响。我想提请大家注意在临床实践中与人工智能合作的两种方式，我认为我们可以有效地帮助我们的学习者导航。首先，我认为我们应该更多地关注教我们的学生如何带着怀疑去工作。当人工智能输出和另一个来源（包括他们自己的判断）发生冲突时，人们可能会经历认知失调。例如，在放射学的人种志实践中，当人工智能做出一个临床医生非常不同意b[12]的预测时，临床医生就加剧了怀疑。从Hoeyer的著作b[13]中，我和Rola Ajjawi将认知怀疑概念化为：人工智能无所不在的一个后果是，我们需要在各个阶段——从课堂到临床——支持学生理解认知怀疑的作用。我们希望学生们问自己：信任人工智能输出意味着什么？这在临床实践中是如何发挥作用的——信任或不信任的结果会发生什么或不会发生什么？我还想建议学生在临床实践中使用人工智能（以及类似的算法中介数据）时的另一个重点。我认为我们有机会解决人工智能反映其基础数据的偏见、刻板印象和错误这一有争议的观察。罗拉·阿贾维（Rola Ajjawi）和我描述了这个与性别有关的问题，指出“人工智能知识实践在规模上削弱了女性和女性”。对我来说，教授与人工智能的批判性接触也应该反映临床实践的现实。在我的演讲中，我谈到了病人是如何被他们的“数字双胞胎”所代表的，以及与这个双胞胎相关的特征——比如年龄、性别等等——是如何充满刻板印象的。我们需要为我们的学习者找到方法来处理患者的数字表示（这将越来越多地由人工智能或类似的预测算法调解），这使他们能够理解这种数字表示与人类的生活现实之间存在距离。关于人工智能的教学不应该将人与机器区分开来。即使是学习身体检查等具体技能，也经常与数字技术相结合。然而，值得注意的是，人工智能与临床实践中的许多数字技术一样，由于与日常实践相结合，可能看起来是隐形的。这并不意味着我们应该忽视人工智能对临床实践的影响。相反，这意味着我们必须与临床医生、学生、管理人员和患者合作，找到如何在人工智能介导的临床护理环境中学习工作的方法。玛格丽特·贝尔曼：写作-原稿，写作-审查和编辑。作者声明无利益冲突。

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‘Languaging Together’ as a Scholarly Community: The Narrative Agency of Health Professions Education Researchers 作为一个学术共同体的“共同语言”：卫生专业教育研究人员的叙事机构

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-15 DOI: 10.1111/tct.70262

Abigail Konopasky

I was raised to be a linguist—or at least someone obsessed with all the permutations and combinations of human language. One of the first games I remember playing is one my grandfather made up: ‘cocktail party’. In this game, my siblings, cousins and I would all play at being grown-ups (this being a privileged environment in the 70s, this involved cocktails and snacks—ginger ale and pretzels in our case), and my grandfather would start a conversation using a word none of us knew. You were ‘out’ if you used the word incorrectly and you won if you used it correctly in a sentence. Spoiler: Grandpa always won. My siblings, cousins and I are still playing with language some 40 years later: making up new words, sharing funny language interpretations with each other (e.g., whenever we see a ‘road work ahead’ sign, my daughter always shouts, ‘I hope the road works’! and laughs hysterically) and making lists of words and names that roll pleasingly off the tongue. I am the only one who went on to try to make a career out of it (with intermittent success), getting a degree not simply in linguistics but in Slavic linguistics—not the most marketable of skill sets, as my father had predicted. I have since gone on to become a medical education researcher and teacher, but those early cocktail party game experiences still act as a quintessential example of the power of language and its connection to agency (broadly construed as the capacity to produce an effect [1]). Each of us had a capacity to make our own meanings (i.e., the individual dimension of agency), but our agency came in our deployment of this capacity through ‘languaging together’ (i.e., relational dimension) [2, p.40]. Moreover, this languaging occurred in the context of cocktail parties and their largely implicit rules (e.g., in that space at that time you could not simply say, ‘I don't know that word’ for fear of looking dumb, a major prohibition; i.e., cultural dimension), and those rules privileged some (my Grandpa) more than others (the rest of us; i.e., structural dimension) [3].My participation in the ASME conference in Edinburgh this year was an extraordinary experience of languaging together with other educators and scholars. I had the opportunity to share some of my thoughts on agency (drawn from another instance of languaging together—writing an AMEE guide with the amazing Drs. Lara Varpio and Gabrielle Finn [3]) and to hear about and discuss the ‘A's of ASME’—AI, assessment, and agency—across a stunning variety of contexts and approaches. We wove what Seyla Benhabib called a ‘web of stories’ (cited in Lucas [4, p.128]), using our narrative agency—‘the capacity to say ‘I' over time and with relation to others’ [4, p.125]—to collectively create meaning. And like my grandfather's captive audience (never underestimate the power of ginger ale and pretzels to captivate), our collective

我从小就被培养成一个语言学家——或者至少是一个痴迷于人类语言的排列和组合的人。我记得我玩的第一个游戏是我祖父创造的：“鸡尾酒会”。在这个游戏中，我的兄弟姐妹、堂兄弟姐妹和我都会扮演成年人的角色（这是70年代的优越环境，涉及到鸡尾酒和零食——对我们来说是姜汁汽水和椒盐脆饼），我的祖父会用一个我们都不知道的词开始谈话。如果你错误地使用了这个词，你就出局了，如果你在一个句子中正确地使用了这个词，你就赢了。剧透：爷爷总是赢。大约40年后，我的兄弟姐妹、堂兄弟姐妹和我仍然在玩语言游戏：造新词，互相分享有趣的语言解释(例如，每当我们看到“前方道路施工”的标志时，我的女儿总是大喊，“我希望道路施工”！（歇斯底里地大笑），并列出一长串脱口而出的单词和名字。我是唯一一个试图以此谋生的人（断断续续地成功），不仅拿到了语言学的学位，还拿到了斯拉夫语语言学的学位——正如我父亲所预测的那样，这并不是最具市场价值的技能组合。从那以后，我成为了一名医学教育研究者和教师，但那些早期的鸡尾酒会游戏体验仍然是语言力量及其与代理（广义上被解释为产生效果的能力）联系的典型例子。我们每个人都有创造自己意义的能力（即能动性的个体维度），但我们的能动性来自于我们通过“共同语言”（即关系维度）对这种能力的部署[2，第40页]。此外，这种语言出现在鸡尾酒会及其很大程度上隐含的规则的背景下（例如，当时在那个空间里，你不能简单地说，“我不知道那个词”，因为害怕看起来很傻，这是一个主要的禁止，即文化层面），这些规则使一些人（我爷爷）比其他人（我们其他人，即结构层面）享有更多的特权。我参加了今年在爱丁堡举行的ASME会议，这是一次与其他教育工作者和学者一起学习语言的非凡经历。我有机会分享我对代理的一些想法(来自另一个共同语言的例子——与令人惊叹的dr。劳拉·瓦尔皮奥和加布里埃尔·芬恩（Gabrielle Finn），并听取和讨论ASME的“A”——人工智能（ai）、评估（assessment）和代理（agent）——在各种各样的背景和方法中。我们编织了Seyla Benhabib所说的“故事之网”（引自Lucas [4， p.128]），利用我们的叙事代理——“随着时间的推移和与他人的关系说‘我’的能力”[4,p.125]——共同创造意义。就像我祖父被俘虏的观众一样（永远不要低估姜汁汽水和椒盐脆饼的吸引力），我们的集体编织发生在文化背景和权力结构中。这些口头语言一起让我思考我们有机会利用我们的叙事机构通过我们的学术写作来创建书面文本的叙事网络以及如何使用文本网络来抵制和改变我们的学术实践。下面，我简要地回顾一下医学教育文献中的两个叙事网络，它们利用了我们作为学者的叙事机构。首先，我看到学者们编织作者身份的故事，挑战隐藏的作者身份实践，比如“白牛效应”，即更资深的作者不公平地分享资历更浅的作者的作品。我看到，在某种程度上，方法学家促使作者讲述关于他们是谁和他们所处的位置（位置性）的情境故事，以及这些身份和位置如何塑造他们所创造的知识（反身性）bbb。我希望，在我们的研究实践中要求这些情境故事，可以反对将那些知识对研究没有影响的人纳入研究。然而，即使有这些故事，Kwok所说的“出版物寄生”的暴力仍然存在，因此，医学教育期刊开始采用CRediT（贡献者角色分类法）也是有希望的。例如，要提交给The Clinical Teacher或任何Wiley期刊，作者必须详细说明每位作者对文章的贡献，从概念化和资金获取到调查和正式分析，再到书面文章的起草和编辑。然而，鉴于出版物在学术界作为“领域的硬币”的重要性，这些不道德的作者行为可能会继续下去。因此，我很欣赏研究人员集体编织的关于这些做法的故事，要求读者反思和改变有害的做法[9,10]。其次，我们这个领域的许多人正在使用他们的叙事代理来理解和讲述他们的调查故事，这与我们过去的方式不同。例如，汉娜·安德森（Hannah Anderson）及其同事打破了课程开发的既定故事，转而利用设计正义框架，与儿科住院医生共同创建了一种以他们的声音和经历为中心的评估方法。卡门·布莱克对我们通常用来描述参与者身份的人口分类提出了挑战，她使用社会历史正义的视角，让“黑人/非裔美国人”个体之间的关键种族差异变得清晰可见。通过以历史血统为中心，她讲述了一个在我们的研究（以及其他研究）中反对种族本质主义的故事。梅根·布朗和加布里埃尔·芬恩用诗意的探究来理解和叙述残疾卫生专业教育学生的经历，不仅打破了传统的分析方法，也打破了传统的散文写作惯例。Emiko Blalock和同事们编织了一个与参与者和数据亲密的故事；她们用叙事探究探究女医学生如何利用选择的亲属来应对她们在医学院所经历的边缘化，抵制将客观性作为科学探究的决定性因素。这些只是我们这个领域的学者们通过他们的叙事代理能力来抵制和改变研究实践的一小部分。莎拉·德鲁斯·卢卡斯（Sarah Drews Lucas）在发展Sayla Benhabib关于叙事代理的想法时指出：“我们出生时，就被扔进了别人的叙事网络中。”(4 p。[127]作为一个玩鸡尾酒会游戏的孩子，我试图弄清楚游戏规则的意义，以及我想怎么玩（或不玩）。作为一个已经玩了一段时间的研究、出版、资助和推广“游戏”的成年人，我现在处于一个更好的位置，可以策略性地进入“故事网络”。我可以找出我们领域研究故事中的差距，并通过关系网络、文化规范和结构障碍来阐明这些差距，拓宽我们的网络。我呼吁其他有幸处于这种地位的人寻求抵抗和变革的机会。加入ASME的对话网络是一件令人振奋的事情，尤其是在我们许多人对学术研究的未来感到不确定的时候。我们可以从卢卡斯的信念中汲取力量，即我们作为叙事代理人，即使在不确定性和混乱中，也有一种核心能力来讲述我们的生活，共同语言：阿比盖尔·科诺帕斯基：概念化，写作-原始草稿，写作-审查和编辑。作者无利益冲突需要报告。作者没有资金来源可报告。

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引用次数: 0

Highlights From JASME at ASM2025 JASME在ASM2025上的亮点

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-15 DOI: 10.1111/tct.70263

Natasha Singhal

JASME was pleased to attend ASM 2025 in Edinburgh this year and meet many passionate educators and researchers. We were particularly delighted with the turnout of medical students and resident doctors who attended the conference. It gave students and resident doctors a valuable opportunity to engage with those established in the field of medical education.

The JASME intraconference session ‘First Step towards a Career in MedEd’ was very well received. We ran an interactive session covering the various opportunities medical education has to offer, with some tips on how to navigate this wonderful field. We emphasised the multifaceted nature of the field and encouraged attendees to take the first step in carving their niche within the field. Our open-floor discussion with the audience focusing on ‘Reflections from MedEd projects’ was a key highlight of the session. We received verbal feedback from our audience who felt they were in a safe space and were able to share hurdles they have faced, seeking advice on how to overcome it. The collective energy in the room was inspiring, empowering and sparked meaningful conversation.

Another highlight of the conference was the joint social event run by JASME and TASME. This year, we organised a private tour of the Edinburgh University Anatomical Museum, followed by dinner at a local restaurant. The museum was fascinating—we were in awe of the extensive display of anatomical and pathological specimens that the university housed. Our aim was to make this event inclusive and welcoming. This was an excellent opportunity for everyone to network, share ideas and foster relationships.

The ASM gave us an opportunity to reach out to anyone who wanted to know more about JASME and the work we do. We shared opportunities with attendees such as becoming a local representative for their medical school, attending and presenting at our upcoming conference and engaging with the Training in Teaching course or applying for one of our many awards.

JASME was impressed by the high quality of work that was presented at the conference covering various topics. We will soon be sharing a short series of mini-interviews to highlight some of the key sessions from the conference. The ASM also gave JASME an exciting chance to collaborate with several other ASME committees such as TASME, EDI and Policy & Development on upcoming initiatives. Stay tuned for what is to come!

We truly hope our presence at the ASME ASM 2025 ignites interest and continued engagement.

JASME很高兴参加今年在爱丁堡举行的ASM 2025，并会见了许多充满激情的教育工作者和研究人员。我们特别高兴医科学生和住院医生踊跃参加会议。它为学生和住院医生提供了与医学教育领域的知名人士接触的宝贵机会。JASME内部会议“迈向医疗事业的第一步”非常受欢迎。我们举办了一个互动会议，内容涉及医学教育提供的各种机会，以及如何在这个美妙的领域中导航的一些建议。我们强调了该领域的多面性，并鼓励与会者在该领域开辟自己的利基的第一步。我们与观众围绕“MedEd项目的思考”展开了开放式讨论，这是会议的一大亮点。我们收到了观众的口头反馈，他们觉得自己处于一个安全的空间，能够分享他们所面临的障碍，并就如何克服这些障碍寻求建议。房间里的集体能量鼓舞人心，赋予力量，引发了有意义的对话。会议的另一个亮点是JASME和TASME联合举办的社交活动。今年，我们组织了一次爱丁堡大学解剖博物馆的私人之旅，然后在当地一家餐馆吃晚餐。博物馆很迷人——我们对大学里大量陈列的解剖和病理标本感到敬畏。我们的目标是使这次活动具有包容性和欢迎性。这对每个人来说都是一个绝佳的交流、分享想法和培养关系的机会。ASM给了我们一个机会去接触任何想要了解更多关于JASME和我们所做的工作的人。我们与与会者分享机会，例如成为当地医学院的代表，参加我们即将举行的会议并在会议上发言，参与教学培训课程或申请我们的众多奖项之一。JASME对会议上展示的涵盖各种主题的高质量工作印象深刻。我们将很快分享一系列简短的小型采访，以突出会议的一些关键会议。ASM还为JASME提供了一个令人兴奋的机会，与其他几个ASME委员会（如TASME、EDI和政策与发展委员会）就即将推出的计划进行合作。敬请期待接下来的内容！我们真诚地希望我们参加2025年美国机械工程师协会（ASME ASM）能够激发人们的兴趣并继续参与。

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引用次数: 0

Symposium 研讨会

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-15 DOI: 10.1111/tct.70265

Clinical Placements No Longer Need a Place—What Does This Mean for Medical Education?Richard Darnton1, Richard Thomson2, Louise Younie3, Rofique Ali31University of Cambridge; 2Newcastle University; 3Queen Mary University of LondonSymposium‘On the Crest of a Wave’: Realising the Full Potential of Simulation in Health Professions EducationGerry Gormley1, Aileen Barrett2, Sam Smith3, Vicky Tallentire41Queen's University Belfast; 2Irish College of GPs; 3Dundee University; 4NHS Education for ScotlandSymposiumERC: Disruption and Adaptation in Higher Education: Impact and Challenges in Global Healthcare Education ResearchAnita Laidlaw1, Amaya Ellawala2, Rachel Falconer11University of Aberdeen; 2Hull York Medical SchoolSymposiumCreating Agency Through Education: Designing a Toolkit to Foster Collaborative Improvement in HealthcareAngela Flynn1, Jayne Stuart1, Phillip Walmsley1, Kirsty Alexander21University of St Andrews; 2University of DundeeSymposiumTASME TiME Live at ASM 2025Oliver Mercer1,2, Katherine Angwin1, Assim Javaid1, Salonee Shah1, Nazia Zahed1,3, Margaret Bearman4, Rachel Ellaway5, Rola Ajjawi6, Abigail Konopasky71TASME; 2King's College Hospital NHS FT; 3Guys and St Thomas NHS Foundation Trust; 4Centre for Research in Assessment and Digital Learning (CRADLE), Melbourne, Victoria, Australia; 5Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Alberta, Canada; 6Department of Surgery and Centre for Health Education Scholarship (CHES) at the University of British Columbia, Vancouver, Canada; 7Department of Psychiatry, Northwell Health, New Hyde Park, New York, USASymposiumIt Is Those Little Basic Things for People Which Make a Big Difference: How Can We Make This Happen?Peter Johnston1, Kim Walker2, Lindsey Pope3, Ellie Ferguson21NHS Education for Scotland; 2University of Aberdeen; 3University of GlasgowSymposiumFrom Algorithms to Artistry: Nurturing Agency Through Practical Wisdom in Medical EducationSabena Jameel1, Camille Gajria2, Jeremy Reid31University of Birmingham; 2Queen Mary University of London; 3Walsall Healthcare NHS TrustSymposiumWho Killed Medical Professionalism? A Mock Courtroom Trial by The Changi

临床实习不再需要地方——这对医学教育意味着什么？理查德·达恩顿1、理查德·汤姆森2、路易斯·尤尼3、罗菲克·阿里31；2纽卡斯尔大学;3伦敦玛丽女王大学研讨会“在浪潮的顶峰”：在卫生专业教育中实现模拟的全部潜力gerry Gormley1， Aileen Barrett2, Sam Smith3， Vicky tall整个41贝尔法斯特女王大学；2爱尔兰全科医生学院；3邓迪大学;4苏格兰nhs教育专题讨论会：高等教育的中断和适应：全球医疗保健教育的影响和挑战研究anita Laidlaw1， Amaya ellawal2， Rachel falconer 11阿伯丁大学；赫尔约克医学院专题讨论会通过教育创建机构：设计一个工具包来促进医疗保健的协作改进安吉拉·弗林1，杰恩·斯图尔特1，菲利普·沃姆斯利1，科斯蒂·亚历山大21圣安德鲁斯大学；2邓迪大学asme时间现场直播：oliver mercer1,2, Katherine Angwin1, Assim javai1, Salonee Shah1, Nazia zahed1,3, Margaret Bearman4, Rachel Ellaway5, Rola Ajjawi6, Abigail Konopasky71TASME；2国王学院医院NHS FT；3Guys和圣托马斯NHS基金会信托；4澳大利亚维多利亚州墨尔本评估与数字化学习研究中心（CRADLE）；5加拿大阿尔伯塔省卡尔加里大学卡明医学院社区卫生科学系；6 .加拿大温哥华英属哥伦比亚大学外科学系和健康教育奖学金中心；美国纽约新海德公园，诺斯韦尔健康中心精神病学中心：对人们来说，这些基本的小事会产生很大的影响：我们如何才能做到这一点？Peter Johnston1, Kim Walker2, Lindsey pop3， Ellie ferguson21苏格兰nhs教育；2英国阿伯丁大学；3格拉斯哥大学专题研讨会：从算法到艺术：通过医学教育中的实践智慧培养代理sabena Jameel1， Camille Gajria2， Jeremy reid31伯明翰大学；2伦敦大学玛丽女王学院；谁扼杀了医疗专业？模拟法庭审判——医学的变脸菲利普·怀特2Barts和伦敦研讨会：研究论文奖danita Laidlaw1， Stephanie Bull2, Helen R Church31Aberdeen University；2伦敦帝国理工学院和埃克塞特大学；3诺丁汉大学

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引用次数: 0

Highlights From TASME at ASM2025 TASME在ASM2025的亮点

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-15 DOI: 10.1111/tct.70264

Oliver Mercer

This year's ASM was a real highlight for TASME. It was fantastic to see so many early career educators in attendance, and we were thrilled by the strong turnout across all our events. The TASME committee threw themselves into the conference—chairing sessions, marking awards and of course, hosting our ever-popular social.

We were especially delighted to bring back another live recording of the TASME TiME podcast. Our distinguished panel of Professor Rola Ajjawi, Professor Margaret Bearman and Dr. Abigail Konopasky engaged in a rich discussion exploring some of the conference's most thought-provoking themes. From learner agency and the rise of AI in clinical education to the ethical dilemmas these innovations bring, the conversation was as insightful as it was inspiring.

ASM workshops are always a highlight, and this year was no exception. TASME partnered with the Academy of Medical Educators' DMEG group to deliver a workshop focused on coaching and career development. It was a great opportunity to connect with new faces, share experiences and support each other's professional journeys.

A particular highlight was seeing the creativity and expertise of early career educators on display in oral presentations and poster sessions. TASME was proud to host the annual Teaching Innovation and Excellence (TIE) Prize final, which celebrates the ingenuity of those at the start of their medical education careers. This year's three finalists showcased an inspiring range of innovations, highlighting the future strength of our field.

今年的ASM是TASME的一大亮点。看到这么多的早期职业教育工作者出席会议真是太棒了，我们为所有活动的高投票率感到兴奋。TASME委员会全身心地投入到会议的主持环节中，颁发奖项，当然，还主持了我们一直受欢迎的社交活动。我们特别高兴地带回了TASME时间播客的另一段现场录音。由罗拉·阿贾维教授、玛格丽特·贝尔曼教授和阿比盖尔·科诺帕斯基博士组成的杰出小组就会议中一些最发人深省的主题进行了丰富的讨论。从学习者代理和人工智能在临床教育中的兴起，到这些创新带来的伦理困境，对话既深刻又鼓舞人心。ASM研讨会总是一个亮点，今年也不例外。TASME与医学教育家学会的DMEG小组合作，举办了一个以教练和职业发展为重点的研讨会。这是一个结识新面孔、分享经验和支持彼此职业生涯的绝佳机会。特别值得注意的是，在口头报告和海报会议上展示了早期职业教育工作者的创造力和专业知识。TASME很荣幸地举办了一年一度的教学创新与卓越奖（TIE）决赛，以表彰那些在医学教育生涯开始时的聪明才智。今年的三名决赛选手展示了一系列鼓舞人心的创新，突出了我们领域未来的实力。

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引用次数: 0

Intra-Conference Session Intra-Conference会话

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-15 DOI: 10.1111/tct.70266

‘CONNECT WITH AI’: Are We Ready for the Ethical Implementation of Artificial Intelligence in Healthcare?Russell D'Souza1, Krishna Mohan Surapaneni2, Mary Mathew31Health Professions and Bioethics Education, Melbourne, Australia; 2Panimalar, Medical College Hospital & Research Institute, Chennai, India; 3Kasturba Medical College, Manipal, Manipal Academy of Higher Education (MAHE), Manipal, IndiaIntra-Conference SessionDHEN: Disability in Health Professions Education: Improving the Future for Clinicians and Educators With DisabilitiesCaroline Bonner1, Anita Laidlaw2, Grainne Kearney3, Laura Smith21Disabled Doctors Network; 2University of Aberdeen; 3Queen's University BelfastTASME: Charting Your Path as a Developing EducatorOliver Mercer1,2, Neil Thakrar1, Jun Jie Lim3, Dominic Proctor41TASME; 2King's College Hospital NHS FT; 3DMEG/School of Medicine and Population Health, The University of Sheffield; 4Keele UniversityIntra-Conference SessionPerformance Pedagogies: Creating Kind Equitable Spaces to Enhance Agency, Belonging and Community Among Medical StudentsJane Valentine1, Maame Atuah21King's College London; 2GKT School of Medical Education, KCLIntra-Conference SessionEarly Clinical Experience: Counting First Impressions and Making First Impressions CountJames Fisher11Newcastle UniversityIntra-Conference SessionTurning Innovation Into Everyday Practice: A Practical Guide to Artificial IntelligenceSamuel Jack1, Charu Palta11South Warwickshire University NHS Foundation TrustIntra-Conference SessionEDC: Empowering Educators: Faculty Development to Promote Learner Engagement and AgencyCatherine Bennett1, Helen Bintley21University of Warwick; 2Kent and Medway Medical SchoolIntra-Conference SessionProposing an Evidence-Based Approach to Effective Use of Asynchronous Discussion Boards for Health Professions EducationRania Alkhadragy1, Linda Jones11University of DundeeIntra-Conference SessionActive Bystander Training: Transferability and Scalability WorkshopCindy Chew1, Taz Goddard-Fuller2, Elaine Taylor31University of Glasgow; 2Liverpool University; 3NHS Education for ScotlandIntra-Conference SessionLearning Hacks for Undergraduate MedicineDawn Jackson1, Sabena Jameel1, Sanchayan Sivapalan1, John Woo

“与人工智能连接”：我们是否准备好在医疗保健中道德地实施人工智能？Russell D' souz1, Krishna Mohan surapanen2， Mary mathew31健康职业和生命伦理教育，墨尔本，澳大利亚；2Panimalar，印度金奈医学院附属医院及研究所；3马尼帕尔kasturba医学院，马尼帕尔高等教育学院（MAHE），马尼帕尔，印度，tra- conference sen：卫生专业教育中的残疾：改善残疾临床医生和教育工作者的未来caroline Bonner1， Anita Laidlaw2, Grainne Kearney3， Laura smith21残疾医生网络；2英国阿伯丁大学；3女王大学贝尔法斯特- tasme：规划你作为发展中的教育者的道路oliver mercer1,2, Neil Thakrar1, Jun Jie Lim3, Dominic Proctor41TASME；2国王学院医院NHS FT；3DMEG/谢菲尔德大学医学与人口健康学院；基尔大学会议内部会议：绩效教学法：创造公平的空间，增强医学生的能动性、归属感和社区性jane Valentine1， Maame atuah伦敦国王学院；2GKT医学教育学院，kclina -会议会议早期临床经验：计数第一印象和制造第一印象伯爵詹姆斯·费希尔11纽卡斯尔大学会议内部会议将创新转化为日常实践：人工智能实用指南塞缪尔·杰克1，查鲁·帕尔塔11南沃里克郡大学NHS基金会信任会议内部会议edc：赋予教育工作者权力：教师发展促进学习者参与和代理凯瑟琳·贝内特，海伦·宾特利21华威大学；2肯特和Medway医学院会议内部会议：提出有效利用卫生专业教育异步讨论板的循证方法rania Alkhadragy1， Linda jones 11邓迪大学会议内部会议：积极旁观者培训：可转移性和可扩展性研讨会cindy Chew1， Taz godard - fuller 2， Elaine taylor31格拉斯哥大学；2利物浦大学;3苏格兰nhs教育会议内部会议本科医学学习Hacks edawn Jackson1， Sabena Jameel1, Sanchayan Sivapalan1, John Woolmore1， Alicia De vidal11伯明翰大学会议内部会议leme：引导人工智能革命：纵向实习在真实评估发展中的作用sliza Kirtchuk1， Katie Webb2， Ravi parekh31伦敦国王学院；2卡迪夫大学;3帝国理工学院伦敦会议内部会议论文的终结？生成式人工智能时代的重新思考评估：对未来的辩论和愿景helen Oram1， James galloay1, Martin Compton1， Joanna marsden 11伦敦国王学院内部会议tasme：教学创新与卓越奖2025夏洛特·泰勒11曼彻斯特大学，曼彻斯特大学NHS基金会信托内部会议aspih：模拟的标准化方法：前进的道路marian Traynor1， Makani purva21贝尔法斯特女王大学；赫尔大学教学医院NHS信任会议内部会议有你的发言权：一个学习如何解决疫苗犹豫的工具包philip White1， Hugh alberti11纽卡斯尔大学会议内部会议asme颁奖会议michael page11 asme会议内部颁奖主任授权参与者的声音：“权力越大责任越大”gillian Scanlan1， Kirsty alexander 11邓迪大学会议内部会议临床护理中的种族分类：探索健康专业教育的危害、挑战、益处和影响ravi Parekh1， Stephanie bull11帝国理工学院伦敦会议内部会议跨专业教育（IPE）：复仇者联盟emma Darbyshire1， Abhilasha jones 11中央兰开夏大学会议内部会议nmswp：从学校到大学和从医学院到NHS过渡的共同主题：挑战是什么？ Nana Sartania1, Enam Haque2， Mandy hampshire格拉斯哥大学；2曼彻斯特大学；3诺丁汉大学学术会议：深入挖掘人工智能无法触及的意义：定性访谈中的启发技术会议gerry Gormley1， Sam Smith2， Vicky tall整个31贝尔法斯特女王大学2邓迪大学;英国国家医疗服务体系苏格兰教育：成为数字教育的先驱：在有效和有影响力的奖学金中发展你的职业战略蒂姆·文森特1，约翰·马拉瓦纳2，简·威廉姆斯31布莱顿和苏塞克斯医学院；2兰开夏（中央）大学医学学院创新医疗领导学院；3 .布里斯托尔医学院会议内部会议：引导医学中的人工智能革命：医学教育战略colin Greengrass1， Ray O' sullivan 21爱尔兰皇家外科医学院-巴林医科大学（RCSI-MUB）；2爱尔兰皇家外科学院（RCSI）会议内部会议jasme：迈向医学教育事业的第一步julia Alsop1， Natasha Singhal1,21JASME；国际医学教育工作者协会（IAMSE）会议期间：混合现实和生成式人工智能在提高学生参与度和教师发展中的应用社交媒体时代的EDI：医疗保健学生、教育工作者和机构如何在社交媒体传播中应对言论自由和EDI价值观之间的紧张关系？Nicoletta Fossati1, Ryan Clark2, Georgina Shajan3， Sam thenabad4伦敦大学圣乔治城；2格拉斯哥大学；3诺丁汉大学医学院；4伦敦国王学院内部会议：通过包容、真实的技术增强评估来实现学习者的潜力 Nadarajah2, Taz Goddard-Fuller3， Rola ajjawi41克里斯蒂癌症教育研究所；2马来西亚纽卡斯尔大学医学院；3利物浦大学；4 .加拿大温哥华英属哥伦比亚大学健康教育奖学金中心（CHES）的科学家a-会议会议火焰：推出ASME火焰SIG Zine和制作自己的迷你Zine安娜·Harvey bluemel11纽卡斯尔大学会议内部会议情绪过山车：认识风险和保护医疗保健专业教育研究人员gillian Scanlan1，凯瑟琳·吉布森·史密斯21邓迪大学；2阿伯丁大学会议内部会议重新想象巴林：一个基于实践和研究的指南，反思实践小组如何帮助留住卫生专业培训生丹尼尔·达比郡1，汉娜·卡普尔曼2，理查德·帕里斯31兰开斯特医学院；2博尔顿早期干预小组&英国国家医疗服务体系西北院长院；3英国国家医疗服务体系英格兰西北急诊医学院和皇家博尔顿医院会议内部自我调节学习研究：教育工作者需要知道的东西john sandar1， Robert Jay2, Nicola Cooper2， Farah yoosoo21边缘山大学；2 .诺丁汉大学-会议-社区团体在健康专业教育研究中的积极合作伙伴jo Horsburgh1， Simisola onanuga11帝国理工学院-会议-教学生活方式医学chris Harvey1， Richard pinder11帝国理工学院-会议-向编辑提出任何问题！Kevin ev1, Annette burgess, Paul cramp

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引用次数: 0

Educational Perspectives on Compassionate Concussion Care: A Scoping Review 富有同情心的脑震荡护理的教育观点：范围审查。

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-12 DOI: 10.1111/tct.70296

Alice Sau Han Kam, Farida Roy, David Wiljer, Nicolas Fernandez, Denyse Richardson

Background

Teaching compassionate concussion care, particularly by engaging patients and caregivers as partners in education, is a complex and evolving field. Clinician–educators are now expected to move beyond traditional methods and draw on diverse approaches to understand how people learn. Yet, many current teaching practices lack clear theoretical grounding, limiting their ability to prepare physicians to address patients' individual needs. Despite growing interest in compassion education, little is known about how paradigms shape postgraduate concussion-care training and assessment. This scoping review aimed to (1) explore the educational paradigms and learning theories underpinning postgraduate concussion-care education and (2) contrast the paradigms guiding assessment of and for learning.

Methods

Following Arksey and O'Malley's scoping review framework, we searched MEDLINE, Embase, ERIC, Cochrane, and CINAHL. Eligible articles described full-length postgraduate concussion-care educational interventions. Extracted data included intervention design, educational paradigm, learning theory and reported outcomes.

Findings

Of the 1574 articles screened, 9 met inclusion criteria. Identified paradigms included behaviourism, positivism, cognitivism and constructivism. Social–cultural learning theory (a form of Constructivism) appeared in six of nine studies. Most studies did not explicitly state their guiding paradigm or align assessment with compassionate outcomes.

Conclusion

This review highlights the implicit paradigms shaping concussion-care education and their limitations for cultivating compassion. Constructivism offers the most promise for advancing compassionate practice by fostering collaboration, reflection, and learner agency. Given the interpersonal, cognitive and contextual demands of concussion care, adopting a constructivist orientation may better prepare physicians to meet patient and caregiver needs.

背景：教学富有同情心的脑震荡护理，特别是通过让患者和护理人员作为教育的合作伙伴，是一个复杂而不断发展的领域。临床教育工作者现在被期望超越传统的方法，利用不同的方法来理解人们是如何学习的。然而，许多目前的教学实践缺乏明确的理论基础，限制了他们的能力，以准备医生解决病人的个人需求。尽管人们对同情教育越来越感兴趣，但人们对范式如何影响研究生脑震荡护理培训和评估知之甚少。本综述旨在(1)探索支持研究生脑震荡护理教育的教育范式和学习理论；(2)对比指导学习评估和学习的范式。方法：按照Arksey和O'Malley的范围综述框架，检索MEDLINE、Embase、ERIC、Cochrane和CINAHL。符合条件的文章描述了完整的研究生脑震荡护理教育干预措施。提取的数据包括干预设计、教育范式、学习理论和报告的结果。结果：在1574篇被筛选的文章中，9篇符合纳入标准。已识别的范式包括行为主义、实证主义、认知主义和建构主义。社会文化学习理论（建构主义的一种形式）出现在9项研究中的6项中。大多数研究没有明确说明他们的指导范式，也没有将评估与富有同情心的结果结合起来。结论：本综述强调了塑造脑震荡护理教育的内隐范式及其在培养同情心方面的局限性。建构主义通过促进合作、反思和学习者代理，为推进富有同情心的实践提供了最大的希望。考虑到脑震荡护理的人际、认知和情境需求，采用建构主义取向可以更好地为医生满足患者和护理者的需求做好准备。

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引用次数: 0

A Structured Ultrasound-Guided Cannulation Course to Prepare Medical Students for Foundation Training 结构化超声引导插管课程为医学生基础训练做准备。

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-12 DOI: 10.1111/tct.70320

Edward Finch, Jun Jie Lim, Samuel Birks, Ansaam El-Sherif, Stephen Cross, Jamie Sterland, Deborah Clark

Background

Ultrasound-guided peripheral intravenous cannulation (US-PIVC) is a critical skill for resident doctors, yet standardised ultrasound training remains inconsistent in undergraduate medical curricula. This gap may compromise patient care and safety.

Approach

A structured, competency-based US-PIVC simulation training was integrated into the final-year medical curriculum. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework, we conducted a convergent parallel mixed-method study. Quantitative data were collected through a validated rating scale in an end-of-session assessment, whereas qualitative insights were gathered via focus group discussions.

Evaluation

Ninety-eight students participated in the simulation training, with students (n = 25) and staff (n = 4) contributing to focus group discussions. The objective competency assessment demonstrated a 98% pass rate, with 84% achieving full procedural proficiency. Thematic analysis revealed that structured US-PIVC training significantly enhanced students' confidence and preparedness for their foundation doctor role. Participants reported a perceived reduction in dependence on senior staff and improvements in both patient safety and procedural efficacy. To ensure skill retention, key recommendations included providing ongoing practice opportunities, implementing logbook signoffs, appointing designated US skills leads, fostering collaborative partnerships and maintaining US equipment.

Implications

Our study highlights the need for structured, standardised US-PIVC training to reduce variability in clinical education. The programme improved confidence, proficiency and clinical efficiency while decreasing reliance on senior staff. Embedding mandatory training, logbook signoffs and simulation realism will enhance patient safety, procedural competency and preparedness for foundation roles.

背景：超声引导外周静脉插管（US-PIVC）是住院医生的一项关键技能，然而在本科医学课程中，标准化的超声培训仍然不一致。这一差距可能危及患者护理和安全。方法：将结构化的、基于能力的US-PIVC模拟训练整合到最后一年的医学课程中。利用Reach， Effectiveness, Adoption, Implementation and Maintenance （RE-AIM）框架，我们进行了一个收敛并行的混合方法研究。定量数据是在会议结束时通过有效的评分量表收集的，而定性的见解是通过焦点小组讨论收集的。评估：98名学生参加了模拟训练，学生（n = 25）和工作人员（n = 4）参与了焦点小组讨论。客观能力评估显示98%的通过率，84%达到完全的程序熟练程度。专题分析显示，结构化的US-PIVC培训显著提高了学生对基础医生角色的信心和准备。参与者报告说，对高级工作人员的依赖减少了，患者安全和手术效率都得到了改善。为了确保技能保留，主要建议包括提供持续的实践机会，实施日志签名，任命指定的美国技能主管，促进合作伙伴关系和维护美国设备。意义：我们的研究强调了结构化、标准化的US-PIVC培训的必要性，以减少临床教育的可变性。该方案提高了信心、熟练程度和临床效率，同时减少了对资深工作人员的依赖。嵌入强制性培训、日志签名和模拟现实性将加强患者安全、程序能力和基础角色准备。

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引用次数: 0

Time Well Spent: A Practical Toolkit for Clinical Teachers 时间花得好：临床教师的实用工具包。

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-12 DOI: 10.1111/tct.70326

Mary Beth Howard, Ashley M. Paul

Time is the invisible currency of academic medicine: highly valued, poorly distributed and often unmanaged at the institutional level. For clinical teachers, who balance patient care, teaching, research and administrative responsibilities, time management is both a professional competency and a safeguard against burnout. This Toolbox presents evidence-guided, practical strategies for optimizing time in the clinical teaching environment, drawn from organizational behaviour, behavioural economics and implementation science. Six tools form the core of this framework. The first tool, Values Alignment, encourages educators to define core values and ensure that time investments reflect both personal priorities and institutional missions. The Focus Block tool emphasizes reserving peak cognitive hours for complex tasks, such as curriculum design, manuscript preparation and learner feedback, by using calendar blocking to safeguard this time. Task Batching and Reframing addresses the ‘overhead tax’ of administrative work, advocating for containment strategies, batching and reframing. The Time-to-Thrive Matrix helps distinguish urgent but low-value tasks from high-value, meaningful work. The Boundaries and Options tool focuses on avoiding overcommitment by evaluating opportunities against bandwidth, values and strategic goals. Finally, the Workload Equity Audit emphasizes recognizing and redistributing invisible labour, ensuring protected time and fair workload allocation as both a matter of equity and faculty retention. Lessons learned emphasize aligning values with work, protecting focus, addressing administrative burden, prioritizing intentional boundary-setting and ensuring equity—strategies relevant to both clinical teachers and their institutions. A supplemental Time Well Spent Toolkit supports practical application in daily practice.

时间是学术医学的无形货币：被高度重视，分配不当，而且在机构层面往往得不到管理。对于临床教师来说，他们要平衡病人护理、教学、科研和行政责任，时间管理既是一种专业能力，也是防止职业倦怠的保障。本工具箱从组织行为学、行为经济学和实施科学的角度出发，为临床教学环境中优化时间提供了循证指导、实用的策略。六个工具构成了这个框架的核心。第一个工具，价值观校准，鼓励教育者定义核心价值观，并确保时间投资反映个人优先事项和机构使命。Focus Block工具强调为复杂的任务保留高峰认知时间，如课程设计、手稿准备和学习者反馈，通过使用日历块来保护这段时间。任务批处理和重构解决了行政工作的“间接税”，提倡遏制策略、批处理和重构。茁壮成长时间矩阵有助于区分紧急但低价值的任务和高价值，有意义的工作。边界和选项工具侧重于通过根据带宽、价值和战略目标评估机会来避免过度承诺。最后，工作量公平审计强调承认和重新分配无形劳动，确保受保护的时间和公平的工作量分配，作为公平和教员保留的问题。经验教训强调将价值观与工作结合起来，保护重点，解决行政负担，优先考虑有意设定的边界，并确保与临床教师及其机构相关的公平战略。补充的Time Well Spent Toolkit支持日常实践中的实际应用。

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引用次数: 0

Using a Cultural Humility Workshop to Improve Trainee Confidence 利用谦逊文化工作坊提高学员的自信心。

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher

Pub Date : 2025-12-11 DOI: 10.1111/tct.70331

Stacy A. Ogbeide, Bridget Murphy, Angel K. A. Ogbeide

Background

Avoidance of important cultural dialogues among behavioural health clinicians can lead to worse treatment outcomes. Additionally, the quality of training in cultural humility for doctoral psychology trainees is also inconsistent. This project examined the effectiveness of a cultural humility workshop for behavioural health consultant trainees in primary care on trainees' self-rated perceptions of cultural humility.

Approach

In this project, we compared pre- and postscores on self-perceived cultural humility after participants (n = 12) attended an in-person cultural humility in primary care workshop.

Evaluation

We found no significant differences in perceived ability to seize cultural opportunities or perceived ability to address microaggressions after the training, but perceived cultural humility was approaching significance. Though nonsignificant, all differences were in the expected direction, providing conditional support for our hypotheses.

Implications

These findings provide important implications for training current and future behavioral health consultant trainees on practical methods for engaging in antiracist clinical work in primary care settings.

背景：行为健康临床医生之间回避重要的文化对话可能导致更糟糕的治疗结果。此外，心理学博士学员的文化谦逊培训质量也不一致。该项目考察了为初级保健行为健康咨询学员举办的文化谦逊讲习班对学员自我评定的文化谦逊认知的效果。方法：在这个项目中，我们比较了参与者（n = 12）参加了一个面对面的初级保健文化谦逊研讨会后，自我感知的文化谦逊的前后得分。评估：我们发现，在培训后，抓住文化机遇的感知能力和处理微侵犯的感知能力没有显著差异，但感知到的文化谦逊性接近显著。虽然不显著，但所有的差异都在预期的方向上，为我们的假设提供了条件支持。意义：这些发现为培训当前和未来的行为健康咨询学员在初级保健环境中从事反种族主义临床工作的实用方法提供了重要意义。

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引用次数: 0