Clinical Teacher最新文献

{"title":"Advancing Medical Education: Impact of Primary Care Pursuit and Career Stage on Perceptions of the Longitudinal Integrated Clerkship","authors":"Kanika Malani,&nbsp;Andres Amaya,&nbsp;Ella van Deventer,&nbsp;Nicole Comella,&nbsp;Sarita Warrier","doi":"10.1111/tct.70274","DOIUrl":"10.1111/tct.70274","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Despite research on how Longitudinal Integrated Clerkships (LICs) influence career choice, few studies have examined how graduates' career paths shaped their LIC experiences, a key gap in guiding LIC development that meets diverse learner needs. This study examined perspectives on the LIC among graduates pursuing primary care (PC) versus non-PC, with career stage as a secondary aim.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This sequential mixed-methods quality improvement study examined the LIC at the Warren Alpert Medical School of Brown University, which trains students in PC and population medicine. A survey evaluating the LIC was sent to all its graduates. Interested survey respondents participated in interviews exploring LIC factors that supported success, required improvement and shaped career direction. Survey data were analysed using descriptive statistics and nonparametric tests and interview data with theoretical thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among 87 survey respondents, 51% (<i>n</i> = 44/87) were pursuing PC and 46% were not (<i>n</i> = 40/87). PC respondents rated the LIC more positively than non-PC respondents. Differences by career stage were minimal. Interviews with both PC (<i>n</i> = 12) and non-PC (<i>n</i> = 14) LIC graduates identified similar themes. Continuity and autonomy supported success, whereas preceptorship variability, lack of programme standardisation and limited inpatient exposure required improvement. Many described the LIC as instrumental in clarifying career direction and broadening their physician identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>PC graduates reported more positive LIC perspectives in surveys, though interviews identified shared experiences across PC and non-PC paths. Perceptions varied little by career stage. Findings suggest practical strategies, including strengthening faculty development and operational infrastructure for developing and enhancing LICs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145717124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing for Practice: Evaluating a 3-Week Longitudinal Ward Simulation","authors":"Philip White,&nbsp;Jocelyn Amer,&nbsp;Adam Moxley","doi":"10.1111/tct.70270","DOIUrl":"10.1111/tct.70270","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Final-year assistantships are a common feature of undergraduate curriculae, both in the United Kingdom and internationally. However, they often fail to adequately prepare students for practice, with task complexity and low confidence as common barriers to engagement. In the face of increasing burnout amongst newly qualified doctors, and recent studies showing lack of preparedness upon qualification, interventions to improve the efficacy and utilisation of assistantships are urgently required.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>A 3-week longitudinal narrative simulation, framed within a virtual inpatient ward, was used to prepare final-year medical students for assistantship. The simulation used persistent patient narratives that could be affected by student actions across a range of learning activities. Students had the opportunity to practice autonomously taking greater responsibility for meaningful decisions in handovers, patient admissions and discharges, on-call and routine clinical tasks, emergencies and patient/family discussions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>The module was evaluated with semi-structured interviews and focus groups. Three main themes were identified: acting like a doctor, feelings of safety and feelings of legitimacy. Participants described the virtual ward as a stepping stone to participating on real wards during their assistantships by providing a safe but realistic environment to practice as an FY1, increasing self-efficacy and self-perceived professional identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>A longitudinal simulation using continuous patient narratives offered students realistic, consequence-driven engagement with doctor-level tasks, bridging the gap between classroom and clinical practice. Despite resource demands, this model may be a valuable tool to enhance assistantships, particularly in preparing students for roles typically inaccessible during training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12688705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716665","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}

{"title":"Correction to ‘How to Codesign Infographics to Teach Clinical Skills’","authors":"","doi":"10.1111/tct.70288","DOIUrl":"10.1111/tct.70288","url":null,"abstract":"<p>\u0000 <span>V. Otti</span>, <span>N. Clough</span>, <span>F. Gishen</span>, <span>M. Russell</span>, and <span>R. Mathew</span>, “ <span>How to Codesign Infographics to Teach Clinical Skills</span>,” <i>Clinical Teacher</i> <span>22</span>, no. <span>5</span> (<span>2025</span>): e70180, https://doi.org/10.1111/tct.70180.\u0000 </p><p>Photograph 6. Visual Acuity Infographic.</p><p>We apologise for this error.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145717055","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}

{"title":"Engaging Students in Large-Scale Interprofessional Learning Activities: Team-Based Learning (TBL) as a Pedagogical Solution","authors":"Christie van Diggele,&nbsp;Antonia J Clarke,&nbsp;Annette Burgess","doi":"10.1111/tct.70284","DOIUrl":"10.1111/tct.70284","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Interprofessional education (IPE) helps to prepare health professional students to deliver patient-centred care within collaborative team environments. However, large-scale delivery of IPE is challenging. Using team-based learning (TBL) as a teaching and learning strategy, we sought to develop, implement and evaluate a large-scale learning activity on ‘understanding, and learning from errors’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In 2023, 769 senior students from pharmacy (<i>n</i> = 145), nursing (<i>n</i> = 158), dentistry (<i>n</i> = 109), oral health (<i>n</i> = 46) and medicine (<i>n</i> = 311) were timetabled to participate in one of nine 2 h interprofessional sessions structured in TBL format, as a mandatory component of their unit of study. At least five facilitators from multiple disciplines were present at each session.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>In total, 752/769 (98%) students attended their assigned TBL session. Following the TBL session, students were invited to complete a questionnaire using closed and open-ended items. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using thematic analysis. Students reported that the TBL structure enabled interdisciplinary collaboration on a clinical scenario, immediate feedback, and the opportunity to better understand patient safety and the roles of different disciplines. However, some students felt the clinical scenario lacked relevance to their disciplines.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Our study provided a scalable and effective model for interprofessional learning using the TBL framework. In future iterations, consideration should be given to the number of disciplines per team, and the relevance of the clinical scenario.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145717119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Trial and Error’—How Do Interns Learn Their Role-Specific Workplace Skills?","authors":"Karishma Patel,&nbsp;Gurpreet Dhaliwal","doi":"10.1111/tct.70278","DOIUrl":"10.1111/tct.70278","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Many of the essential workplace skills interns (graduates of US medical schools who are in their first year of supervised practice as physicians) need to function in their roles are taught briefly (e.g., a single didactic session) or are not formally taught at all. These role-specific skills—for example, managing a task list, constructing a patient handoff and calling a consultant—are not addressed like core medical knowledge subjects (e.g., diabetes) or clinical skills (e.g., procedures), which are reinforced through patient interactions, colleague discussions, supervisor feedback and didactics throughout residency. Understanding how interns learn their role-specific skills could empower them to manage their workplace learning opportunities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a qualitative study to examine how interns acquire role-specific workplace skills. We conducted semistructured interviews of 16 interns in an internal medicine residency programme. Interview transcripts were analysed using template analysis. Codes were identified, refined and grouped into overarching themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Interns described an iterative learning process (‘trial and error’) informed by peers and supervisors, reflection on the outcomes of completed tasks and technology. Participants identified time and workload pressures as positive influences on their learning. Planning, formal goal setting and direct feedback were not described; instead, interns recognised their progress retrospectively and subjectively, rather than using predefined benchmarks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Interns learn many role-specific skills through an iterative and unstructured approach that aligns with workplace learning literature. Targeted reflection and teaching and feedback from supervisors may enhance skill acquisition.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Policy Without Process: The Problem of the WFME 2025 Declaration","authors":"Mohammed Ahmed Rashid,&nbsp;Janet Grant","doi":"10.1111/tct.70317","DOIUrl":"10.1111/tct.70317","url":null,"abstract":"<div>\u0000 \u0000 <p>Medical education policy is increasingly tasked with addressing complex ethical, social, and institutional demands. The 2025 Declaration by the World Federation for Medical Education (WFME) calls on institutions to support the well-being of medical students, postgraduate trainees and practising physicians. While positioned as a progressive move toward systemic accountability, this paper argues that the Declaration raises significant concerns of legitimacy, authority, and coherence. Drawing on critical policy analysis, we interrogate the Declaration's authorship, scope, language and evidentiary base to examine how it constructs and performs authority. Our analysis reveals four key tensions: (1) the absence of transparent authorship and consultation, undermining representational legitimacy; (2) ambiguous definitions producing jurisdictional and operational uncertainty; (3) inconsistent normative language that performs obligation without enforcement; and (4) reliance on epistemically narrow frameworks without contextual adaptation. These ambiguities risk overstating WFME's remit and diminishing the Declaration's practical utility. We argue that for policy texts to advance global medical education meaningfully, they must be grounded in transparent authorship, plural epistemologies, contextual relevance and actionable mechanisms. Without these, declarations may reproduce symbolic authority rather than foster substantive institutional change.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145709114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relational Supervision and Intellectual Candour: How to Create Trust?","authors":"Daniel Anderson","doi":"10.1111/tct.70302","DOIUrl":"10.1111/tct.70302","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145709993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotion Regulation in Procedural Medicine: From Suppression to Integration","authors":"Brian M. Moloney","doi":"10.1111/tct.70305","DOIUrl":"10.1111/tct.70305","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design and Implementation of an Internal Medicine Point-of-Care Ultrasound Curriculum for Undergraduate Medical Education","authors":"Béla H. Cseri,&nbsp;Benjamin M. Stieren,&nbsp;Kene A. Chukwuanu,&nbsp;Woo J. Moon","doi":"10.1111/tct.70271","DOIUrl":"10.1111/tct.70271","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Point-of-care ultrasound (POCUS) is increasingly used by internal medicine physicians to improve diagnostic accuracy and clinical outcomes. Despite its value, POCUS is not widely integrated into undergraduate medical education, particularly during the core internal medicine clerkship, due to barriers such as limited faculty expertise and institutional resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We evaluated a 2-week internal medicine POCUS elective for fourth-year medical students, offered from 2020 to 2023 at Saint Louis University School of Medicine, as a potential model for integration into the internal medicine clerkship. Designed and facilitated by a single faculty member, the elective included formal didactic sessions, faculty-led scanning using ultrasound simulators and standardised patients, as well as self-directed reading and online modules. Student outcomes were assessed through pre- and post-course knowledge assessments and self-reported confidence surveys.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Between 2020 and 2023, 23 students completed the elective. Average knowledge assessment scores increased from 58.8% pre-course to 91.8% post-course, representing a 33% improvement (<i>p</i> &lt; 0.0001). All 12 students who completed the confidence survey reported that the elective increased their knowledge and understanding of POCUS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Although initially designed for fourth-year medical students, this POCUS elective provided knowledge and hands-on skills relevant to internal medicine. Its flexible format and low faculty burden suggest it may serve as a scalable model for incorporation into core internal medicine clerkships, including at institutions with limited POCUS-trained faculty or resources.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Stoicism: Cultivating Emotional Integration in Medical Training","authors":"Muskan Sharma,&nbsp;Jordan Byrne,&nbsp;Stephen Ho,&nbsp;Gabriela Bodero Jimenez","doi":"10.1111/tct.70303","DOIUrl":"10.1111/tct.70303","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"23 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710467","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}