Clinical Teacher最新文献

{"title":"Creating Medical Education Enhancement Training for Medical Students","authors":"Betty S. Chan,&nbsp;Marian Lee,&nbsp;Lucy S. R. Jo,&nbsp;Boaz Shulruf,&nbsp;Adrienne Torda","doi":"10.1111/tct.70300","DOIUrl":"https://doi.org/10.1111/tct.70300","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Competency-based assessment is essential for evaluating final-year medical students' clinical proficiency. Early identification and structured remediation for at-risk students can enhance self-reflection, familiarise them with examination formats and provide constructive feedback. This study evaluates the effectiveness of the Medical Education Enhancement Training (MEET) programme in supporting Phase 3 medical students at risk of underperformance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>At-risk students were identified during the Phase 3 Critical Care term using the management viva assessment. Those flagged as at risk were invited to participate in MEET, which included structured interviews to explore academic challenges, student-led self-assessments and tailored learning plans. Participants underwent pre- and post-intervention Objective Structured Clinical Examinations (OSCEs) to assess progress.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Of 214 students, 20 were invited to join MEET, with 16 responding and 10 completing the programme. The median OSCE score significantly improved from 44 (IQR: 33.3–69.4) pre-intervention to 67 (IQR: 70.5–77.8) post-intervention (<i>p</i> = 0.008). All 16 students passed the critical care component, and 15 passed the final Integrated Clinical Examination. Student feedback was collected through a Likert scale survey, with 1 indicating <i>strongly disagree</i> and 5 indicating <i>strongly agree</i>; five out of six students rated the programme 5/5.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The MEET programme demonstrated effectiveness in improving the clinical performance of at-risk students, as evidenced by significant OSCE score improvements and high final exam pass rates. Structured remediation, combining self-reflection, targeted learning plans and early intervention, can support struggling students in achieving clinical competency. These findings highlight the importance of formalised support programmes in medical education to ensure student success and patient safety.</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":"145750571","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":"Curriculum Development for Postgraduate UK Veterinary General Practice Training: A Rapid Review and Documentary Analysis","authors":"Paul E. S. Crampton,&nbsp;Usmaan Omer,&nbsp;Amaya Ellawala,&nbsp;Zivarna Murphy,&nbsp;Caitriona Dennis,&nbsp;Paul A. Tiffin,&nbsp;Jenny Soreskog-Turp,&nbsp;Linda Prescott-Clements,&nbsp;Millie Kehoe","doi":"10.1111/tct.70272","DOIUrl":"https://doi.org/10.1111/tct.70272","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is currently a shortage of United Kingdom (UK) veterinary practitioners. Retention issues may be worsened by the lack of career development. Worldwide, veterinary general practice at the specialty postgraduate level lacks a clear education pathway. The overall aim of this review is to establish what is known on specialty training and postgraduate education in primary healthcare to help identify ways to develop UK veterinary general practice training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A rapid literature review and documentary analysis was completed. Relevant electronic sources were searched for studies including: Scopus, MEDLINE, EMBASE and PSYCInfo. Documents were reviewed from relevant websites plus additional resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>A total of 2583 papers were identified and screened for the literature review. Subsequently, 14 papers were included. For the documentary analysis, 18 documents were reviewed: nine veterinary postgraduate programmes and nine medical postgraduate and general practice programme documents. Collectively, the findings identified effective approaches to learning and teaching, assessment, trainee satisfaction and self-efficacy, career and professional development. There was limited data regarding selection and entry requirements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>To our knowledge, this is the first study to review what is known in relation to veterinary general practice specialty training. Whilst the medical profession provides many useful examples, there is a lack of specific guidance for the veterinary profession in regard to identifying student support, aligning learning to individual needs and clearly defining learning outcomes. The implications of the work may help develop further research and training to facilitate veterinary general practice specialty training.</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":"145750517","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":"Medical Finals as a Driving Test","authors":"Derek Gallen,&nbsp;John Cookson","doi":"10.1111/tct.70318","DOIUrl":"10.1111/tct.70318","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":"145709129","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":"The Hidden Educational Value of Clinical Documentation","authors":"Gabriela Bodero Jimenez,&nbsp;Stephen Ho,&nbsp;Jordan Byrne","doi":"10.1111/tct.70287","DOIUrl":"10.1111/tct.70287","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":"145710226","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":"Not Seen, Not Heard? Representation of Skin of Colour in Ophthalmology Educational Texts","authors":"Samuel Cooper,&nbsp;Danning Li,&nbsp;Lauren Passby","doi":"10.1111/tct.70293","DOIUrl":"10.1111/tct.70293","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The underrepresentation of skin of colour in medical educational textbooks has been demonstrated in a variety of specialties. The representation of skin colour in UK ophthalmology textbooks remains unquantified. Without adequate racially diverse educational resources for medical trainees, there is a risk to patient outcomes and diagnostic delays. In this paper, we aim to analyse the representation of skin colour to inform the development of future textbooks on the importance of racial inclusivity and diversity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Four bestselling UK ophthalmology textbooks were reviewed using the Fitzpatrick's skin phototype scale to categorise images into Caucasian (Fitz I–III), medium (Fitz IV) and richly pigmented (Fitz V and VI). To assess reliability, a second observer reclassified a 10% sample. Images where skin colour was not representable were excluded. A total of 1644 images were reviewed, of which 460 were included for analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Across the 460 images, 86.5% demonstrated Fitz I–III skin, and only 7.60% and 5.87% demonstrated Fitz IV and Fitz V and VI skin, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The proportion of richly pigmented images was statistically significantly lower than the national demographic data suggesting an inadequacy in the representation of those from non-Caucasian backgrounds. Addressing this gap is essential to ensure equitable care for patients of all backgrounds.</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":"145709122","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":"Teaching the Male Genitourinary Examination to Internal Medicine Residents: Urology-Led Didactics Improve Confidence in Skills and Likelihood of Examination","authors":"Alex Silberzweig,&nbsp;Andrea Moyer,&nbsp;Leah Beland,&nbsp;Jessica Kreshover","doi":"10.1111/tct.70294","DOIUrl":"10.1111/tct.70294","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study aimed to evaluate the impact of urology-led male genitourinary (GU) exam training on internal medicine residents' proficiency and confidence in conducting and interpreting GU exams. The study addresses a critical gap in formal GU education, which is essential for improving care for male patients with GU complaints in primary care settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In this single-institution prospective study, a 45-min hands-on course was conducted over six weekly sessions for all internal medicine residents using simulated models with normal and abnormal pathologies. Didactics were created and facilitated by one urology attending and two residents. Pre- and post-course surveys assessing prior GU exam education, likelihood and comfort performing GU exams and confidence in interpreting findings were distributed. Levels of comfort/confidence were interpreted using a 5-point scale (<i>very uncomfortable</i> = 0, <i>uncomfortable</i> = 1, <i>neither/nor</i> = 2, <i>comfortable</i> = 3, <i>very comfortable</i> = 4).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Fifty-five participants completed the pre-course and 74 completed the post-course survey. Over half of the participants (56%) had no prior formal GU exam education. After course completion, participants felt significantly more comfortable performing a testicular/scrotal exam (2 ± 0.82 vs. 2.96 ± 0.47; <i>p</i> &lt; 0.0001) and DRE (2.04 ± 0.86 vs. 2.89 ± 0.50; <i>p</i> &lt; 0.0001) and were significantly more confident interpreting findings of the testicular/scrotal exam (1.85 ± 0.83 vs. 2.93 ± 0.51; <i>p</i> &lt; 0.0001) and DRE (1.70 ± 0.86 vs. 2.74 ± 0.62; <i>p</i> &lt; 0.0001). Overall, 89% reported they were more likely to perform a male GU examination after course completion.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Formal GU exam education improves internal medicine residents' comfort and confidence in performing and interpreting GU exams, potentially leading to better diagnostic outcomes and access to care for male patients.</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":"145710142","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":"A Novel Approach to Interprofessional Training: Lessons Learned From a Pilot Study of Virtual Student-Centred, Student-Led Interest Groups in the Urban Service Track/Area Health Education Center Program","authors":"Elizabeth Silver,&nbsp;Nathalia Hernandez,&nbsp;Iqra Qureshi,&nbsp;Shanthi Rao,&nbsp;Kate Schiff,&nbsp;Petra Clark-Dufner,&nbsp;Robin H. Pugh Yi,&nbsp;Zhao Helen Wu","doi":"10.1111/tct.70279","DOIUrl":"10.1111/tct.70279","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engagement in training is a key predictor of identifying as a health professional, satisfaction with the learning process, academic persistence and success and social commitment. Student interest groups are a promising approach to engaging learners and teaching core values and skills associated with quality care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>An interprofessional program to train health professions students to deliver primary care to high-need communities developed a virtual student-centred, student-led curriculum delivered through interprofessional student interest groups, formed on the basis of shared interest in current priority healthcare topics. The authors surveyed trainees to assess their engagement, perceptions and recommendations for program development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Quantitative analysis indicated that, overall, students were satisfied with the interest group program. Several factors were correlated with student satisfaction, including support from leadership and experiencing influence in the group through engagement and input. Students agreed that interest groups effectively explored the subject matter and taught interprofessional care skills. Group organization, roles and responsibilities, communication about objectives, leadership support and the virtual platform are key areas for improvement in the future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Student interest groups show potential as an effective, low-cost approach for engaging students, teaching the value of serving populations with greatest need and teaching Interprofessional Education Collaborative (IPEC) competency. Implementation may be enhanced by combining virtual and in-person interest group training with community-based training in team-based care to vulnerable communities.</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":"145710526","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":"Closing the Ward Round Skills Gap: Embedding Competencies in UK Medical Education","authors":"Mohammed Azib Zahid","doi":"10.1111/tct.70292","DOIUrl":"10.1111/tct.70292","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":"145710533","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":"Response to: ‘Learning Through Oral Case Presentations and Impact on Medical Students' Clinical Training and Career Development: A Mixed-Method Study’","authors":"Kennagh Marsh","doi":"10.1111/tct.70291","DOIUrl":"10.1111/tct.70291","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":"145710080","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":"Inside Out: The Influence of Identity, Context and Time on Faculty Motivation and Engagement","authors":"Kerri Shaffer,&nbsp;Sara M. Lamb,&nbsp;Candace J. Chow","doi":"10.1111/tct.70280","DOIUrl":"10.1111/tct.70280","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Understanding why faculty engage in medical education is critical because it illuminates how to sustain faculty motivation and engagement. This study uses self-determination theory (SDT) and practice theory to examine how faculty perceptions of their own competence, autonomy and relatedness evolve as external perceptions of skills, meaning and practice also change.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used longitudinal qualitative research to conduct a case study of nine faculty at one institution in the United States from AY2019–2020 through AY2023–24. Each faculty member was interviewed annually. Eight completed all interviews; one faculty left the study after the second year. After using reflexive thematic analysis to inductively code transcripts, we used theory to deductively code data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>As societal and institutional perceptions of competence, autonomy and relatedness changed over the 4 years of the study, faculty perspectives of these factors changed. As expertise in social determinants of health gained importance, faculty with this experience grew more confident about their teaching skills, while those with less lost confidence. All faculty experienced greater autonomy over drawing boundaries around personal lives with the advent of the COVID-19 pandemic, but only the women faculty reflected on this during interviews. All experienced a loss of relatedness but found ways to connect virtually with each other and with students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Examining faculty engagement and motivation through SDT and practice theory with a longitudinal approach allowed us to understand how faculty perspectives about their roles as educators change over time and in relation to evolving contexts.</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":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12686749/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710473","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}