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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Transition to residency (TTR) courses, aimed at preparing graduating medical students for residency, are increasing in prevalence. Although specialty-specific just-in-time training is nationally recommended, many courses still deliver generalised, non-specialty-specific content. The learning benefits of a specialty-specific teaching approach remain unclear.
Guided by the communities of practice framework, we developed a 4-week TTR course with specialty-specific context for seven medical specialties: anaesthesiology, emergency medicine, family medicine, internal medicine, obstetrics and gynaecology, paediatrics and surgery. The course used identical topics contextualised to each specialty. Students self-selected cohorts aligned with their planned residency and learned from specialty-specific instructors. To explore students' educational experiences, we conducted five semi-structured focus groups with 33 of 183 graduating students selected via block randomisation. Interviews explored two domains: (1) overall learning experience and (2) influences of specialty-specific instruction, context and cohort structure. Transcripts were analysed using an inductive, thematic approach.
Specialty-specific content, context and instructors enhanced learner engagement through authentic, meaningful experiences. The post-match timing and cohort structure fostered psychological safety. Specialty-aligned social environments supported interpersonal connection and emerging professional identity. Our findings suggest that increasing specialty-specific content and structuring learning in specialty-specific cohorts may enhance engagement, emotional safety and professional identity development.
Lecturers in higher education commonly use slide software like Microsoft PowerPoint. Mayer's cognitive theory of multimedia learning (CTML) describes 15 principles for helping people learn better with words and images and is supported by a large number of empirical studies. Medical school curricula are intensive so teaching should be as effective as possible. Though there is existing research into lectures, this does not specifically determine whether CTML principles are being adopted. This study investigated to what extent lecturers incorporated the principles of CTML into lecture slide design at a single UK medical school.
Lectures were observed both live and recorded. Based on CTML principles, this included the time students were exposed to text-heavy (> 10 words) versus text-light (≤ 10 words) slides; whether images were used; the use of outlines, highlighting and pointing; extraneous images; and the labelling and timing of images. Word counts for slide sets were also recorded.
Students were exposed to text-heavy slides 84.4% of the time. Forty percent of lectures used outlines at the beginning. Slide sets contained a median of 1531 words and a mean of 38.3 words per slide.
Slide design appeared to consistently violate CTML principles; therefore, lecturers should receive training in adhering to these principles. Future research should examine what barriers exist to adopting CTML principles and how such training for teachers on these principles could be delivered.
Extreme health inequities are experienced by Inclusion Health groups (including people experiencing homelessness, problem substance use, Gypsy, Roma and Traveller communities, vulnerable migrants, sex workers, people in contact with the justice system and victims of modern slavery). There is evidence that undergraduate medical education is failing to prepare students to work effectively with these socially excluded groups. This research explores challenges and opportunities in teaching Inclusion Health to medical students.
Twenty-three educators involved in teaching Inclusion Health at medical schools in the United Kingdom and Ireland were recruited purposively through known contacts and snowball sampling. Semistructured interviews were conducted, and the interview transcripts were analysed using reflexive thematic analysis. An inductive approach was taken, and the analysis was underpinned by a critical realist ontology.
Inclusion Health groups, who face intersecting forms of exclusion such as poverty, violence and trauma are at risk of being further excluded by undergraduate medical curricula. This paper enhances understanding of the challenges that are limiting Inclusion Health education. Most importantly, the paper presents solutions for how Inclusion Health can be incorporated into undergraduate medical teaching and assessment.
Faculty development programs often focus on high-achieving academics, overlooking those with less ambitious academic goals. To address this gap, we launched a comprehensive faculty development initiative in January 2022, aiming to support all faculty through structured mentoring and individualized professional development.
The program includes three main components: (1) new faculty orientation; (2) biannual, individualized mentoring sessions; and (3) department-wide initiatives such as webinars. Faculty participation and program impact were evaluated through surveys and tracking academic and clinical achievements.
In 3 years, participation grew from 13 to 26 mentees and 6 to 15 mentors, with 67% of faculty engaging in formal mentoring sessions. A survey conducted 2 years post-launch had a 70% response rate (41/59), including 11 mentees and 8 mentors. All new faculty reported that the orientation met their needs. Among mentees, 90% agreed or strongly agreed that mentoring enhanced promotion readiness and engagement in teaching and research. Outcomes included three internal grant recipients who launched new clinical programs, and 10 departmental award recipients.
This faculty development model supports diverse academic goals, strengthens mentoring culture and enhances institutional success. Its flexible design can be tailored to meet the unique infrastructure and needs of other academic programs.
Realistic simulation, including standardized patients, virtual reality and hybrid modalities, offers immersive and risk-free environments for psychiatric training, yet its impact on learner outcomes remains unclear. This systematic review assesses how realistic simulation influences knowledge, skills and confidence in psychiatric education for healthcare students and professionals in medicine and nursing.
We followed PRISMA 2020 guidelines to search, screen and analyse articles in BVS, Embase, PUBMED and Scopus databases through 15 April 2025. We included quantitative studies with control groups that evaluated active, realistic simulation interventions in psychiatry. Four reviewers independently screened, extracted data and applied the JBI's critical appraisal tools, according to each study design to assess the trustworthiness, relevance and results of the published papers.
Of 7690 records, eight studies met the inclusion criteria. Interventions spanned standardized patient encounters, video-based mental status exams, 360° lived-experience immersions, virtual-reality self-harm scenarios and cross-professional OSCEs. Most studies reported significant improvements versus traditional methods in diagnostic reasoning, clinical assessment, communication, empathy and self-reported confidence; one pilot found no between-group differences despite positive learner feedback. All studies clearly described instruments and objectives, 50% employed randomized or matched controls, 100% targeted student learning, 88% discussed limitations and 75% detailed applicability to medical curricula.
Realistic simulation enhances multiple competencies in psychiatric education but is hampered by methodological heterogeneity and limited controlled designs. Standardized outcome measures, longitudinal follow-up and exploration of emerging modalities are needed to optimize and validate their role in mental health training.
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