Clinical Teacher最新文献

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.

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.

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.

Introduction

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.

Methods

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.

Results

Conclusions

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.

Background

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.

Methods

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.

Results

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.

Conclusion

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.

Introduction

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.

Methods

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.

Results

Conclusion

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.

Background

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.

Approach

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.

Evaluation

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.

Implication

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.

Introduction

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.

Methods

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.

Results

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.

Conclusion

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.

Introduction

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.

Methods

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.

Results

Among 87 survey respondents, 51% (n = 44/87) were pursuing PC and 46% were not (n = 40/87). PC respondents rated the LIC more positively than non-PC respondents. Differences by career stage were minimal. Interviews with both PC (n = 12) and non-PC (n = 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.

Conclusions

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.