Sholem Hack, Lilia Ann Crew, Armin Farzad, Dana Elazar, Bertha Sena Ladzekpo, Sarah Alshamery, Shmuel Silverstein, Eran E. Alon, Rebecca Attal, Eran Glikson
Background
Artificial Intelligence (AI) is increasingly relevant to medical training, yet formal AI instruction remains limited. This study examined medical students' awareness, perceived access to AI-integrated learning tools, and views on institutional readiness.
Methods
A cross-sectional survey of 391 medical students from > 30 countries (January–February 2025) measured AI awareness, proficiency, access to AI-enabled tools, institutional preparedness and perceived barriers. ANOVA, t-tests and χ2 tests examined differences by training stage, institution type and World Bank country classification.
Results
Awareness was high (91.6%, 358/391), yet only 58.1% (227/391) reported access to AI-integrated tools. Proficiency increased by training stage (F(2,388) = 5.6, p = 0.004), but did not differ by institution type (t = −0.86, p = 0.39) or World Bank classification (t = −1.16, p = 0.25). Although 82.1% (321/391) expressed interest in structured AI training, only 34.5% (135/391) believed their institution was prepared. Reported barriers included lack of training, cost and concerns about reliability.
Conclusions
Findings indicate a need for structured AI education emphasizing applied skills, ethics and critical appraisal to align student demand with institutional readiness.
背景：人工智能（AI）与医学培训的关系越来越密切，但正式的人工智能教学仍然有限。这项研究调查了医学生的意识、对人工智能集成学习工具的感知获取以及对机构准备情况的看法。方法：对来自bb30个国家（2025年1月至2月）的391名医学生进行横断面调查，测量人工智能的意识、熟练程度、使用人工智能工具的情况、机构准备和感知障碍。方差分析、t检验和χ2检验检验了培训阶段、机构类型和世界银行国家分类的差异。结果：知晓率为91.6%(358/391)，但仅有58.1%（227/391）报告使用了人工智能集成工具。培训阶段提高了熟练程度（F(2,388) = 5.6, p = 0.004），但机构类型（t = -0.86, p = 0.39）或世界银行分类（t = -1.16, p = 0.25）没有差异。尽管82.1%（321/391）的受访者表示对结构化人工智能培训感兴趣，但只有34.5%（135/391）的受访者认为他们的机构已经做好了准备。报告的障碍包括缺乏培训、成本和对可靠性的担忧。结论：研究结果表明，需要结构化的人工智能教育，强调应用技能、道德和批判性评估，以使学生的需求与机构的准备程度保持一致。
{"title":"Students Are Ready for AI—But Is Medical Education?","authors":"Sholem Hack, Lilia Ann Crew, Armin Farzad, Dana Elazar, Bertha Sena Ladzekpo, Sarah Alshamery, Shmuel Silverstein, Eran E. Alon, Rebecca Attal, Eran Glikson","doi":"10.1111/tct.70313","DOIUrl":"10.1111/tct.70313","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial Intelligence (AI) is increasingly relevant to medical training, yet formal AI instruction remains limited. This study examined medical students' awareness, perceived access to AI-integrated learning tools, and views on institutional readiness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional survey of 391 medical students from > 30 countries (January–February 2025) measured AI awareness, proficiency, access to AI-enabled tools, institutional preparedness and perceived barriers. ANOVA, <i>t</i>-tests and χ<sup>2</sup> tests examined differences by training stage, institution type and World Bank country classification.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Awareness was high (91.6%, 358/391), yet only 58.1% (227/391) reported access to AI-integrated tools. Proficiency increased by training stage (F(2,388) = 5.6, <i>p</i> = 0.004), but did not differ by institution type (<i>t</i> = −0.86, <i>p</i> = 0.39) or World Bank classification (<i>t</i> = −1.16, <i>p</i> = 0.25). Although 82.1% (321/391) expressed interest in structured AI training, only 34.5% (135/391) believed their institution was prepared. Reported barriers included lack of training, cost and concerns about reliability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings indicate a need for structured AI education emphasizing applied skills, ethics and critical appraisal to align student demand with institutional readiness.</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":"145703149","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}
Gabriela Bodero Jimenez, Jordan Byrne, Muskan Sharma
{"title":"It Is the Best I Can Do—Challenges to Mentorship in UK Hospitals","authors":"Gabriela Bodero Jimenez, Jordan Byrne, Muskan Sharma","doi":"10.1111/tct.70306","DOIUrl":"10.1111/tct.70306","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":"145709156","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}
The challenge persists of engaging students in anatomy education, especially neuroanatomy. Conventional lectures often fail to accommodate the diverse learning preferences of students, leading to disinterest and stress. Innovative teaching methods, such as gamification and interactive learning, have shown promise. Recent advances, like 3D printing, card games and basic materials, have created more tactile models that enhance student engagement. Leipzig's anatomy department has developed a method called ‘Acting-out’ to teach and understand the spinal tracts, autonomic nervous and limbic systems. The ‘Acting-out’ method involves the collaborative creation of an enlarged neurological complex symbolising a particular aspect of structure, within which participants immerse themselves through role-playing scenarios, embodying and personifying a specific part or nerve structure. This method employs immersive 3D models, enhancing spatial understanding, encouraging collaboration and critical thinking. Students physically embody anatomical structures. Our ‘Acting-out’ method aligns with modern pedagogical principles. Physical activity enhances learning, while role play fosters deeper comprehension. Assigning roles and becoming structures provides unique perspectives, aiding memory retention. Peer teaching encourages reinforcement and cultivates a supportive environment. The ‘Acting-out’ method's unconventional approach has succeeded in engaging students. By stepping outside of traditional bounds, educators can offer students enriching, transformative educational experiences that prepare them for the dynamic demands of their career.
{"title":"Innovative Approach to Understanding Complex Neuroanatomy Through ‘Acting-Out’, Immersive 3D Modelling","authors":"Charlotte Kulow, Mara Sandrock","doi":"10.1111/tct.70276","DOIUrl":"10.1111/tct.70276","url":null,"abstract":"<p>The challenge persists of engaging students in anatomy education, especially neuroanatomy. Conventional lectures often fail to accommodate the diverse learning preferences of students, leading to disinterest and stress. Innovative teaching methods, such as gamification and interactive learning, have shown promise. Recent advances, like 3D printing, card games and basic materials, have created more tactile models that enhance student engagement. Leipzig's anatomy department has developed a method called ‘Acting-out’ to teach and understand the spinal tracts, autonomic nervous and limbic systems. The ‘Acting-out’ method involves the collaborative creation of an enlarged neurological complex symbolising a particular aspect of structure, within which participants immerse themselves through role-playing scenarios, embodying and personifying a specific part or nerve structure. This method employs immersive 3D models, enhancing spatial understanding, encouraging collaboration and critical thinking. Students physically embody anatomical structures. Our ‘Acting-out’ method aligns with modern pedagogical principles. Physical activity enhances learning, while role play fosters deeper comprehension. Assigning roles and becoming structures provides unique perspectives, aiding memory retention. Peer teaching encourages reinforcement and cultivates a supportive environment. The ‘Acting-out’ method's unconventional approach has succeeded in engaging students. By stepping outside of traditional bounds, educators can offer students enriching, transformative educational experiences that prepare them for the dynamic demands of their career.</p>","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/PMC12686600/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710536","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":"The Cost of Caring: Finding Balance in Medical Training","authors":"Priyanka Pancholi","doi":"10.1111/tct.70304","DOIUrl":"10.1111/tct.70304","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":"145710084","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}
Laura Spinnewijn, Esmee N. de Jong, Anne M. van Altena, Jeroen van Dillen, Lia C. R. M. G. Fluit, Akosua de Groot
Background
Clinical clerkships are essential for Dutch medical students to gain practical experience, but the learning environment in these rotations is often suboptimal. Hierarchical structures and cultural resistance to feedback can discourage students from voicing their concerns, limiting opportunities for mutual growth. To address this, we developed the Feedback and Feedforward Conversations (FFCs), inspired by healthcare ‘mirror meetings’, to foster bidirectional feedback in a psychologically safe setting.
Approach
The FFCs consist of three phases: (1) Students share their experiences, while faculty listen silently with their backs turned; (2) students and faculty reflect separately, identifying key topics; and (3) a structured dialogue explores solutions and opportunities for improvement. Meetings were held quarterly in 2022 with small groups of students and faculty, facilitated in offsite, informal settings to ensure openness.
Evaluation
Reflections from post-meeting focus groups informed refinements, including structuring discussions around care delivery, collaboration and personal experiences. The evaluation highlighted the FFCs' strengths in fostering psychological safety, enhancing educational value and promoting meaningful relationships. Faculty found emotionally delivered feedback particularly impactful.
Implications
The FFCs highlight the value of authentic student-faculty dialogue, emphasizing reciprocal feedback as a catalyst for professional growth and system improvement. The FFC tool shows potential for improving educational environments and fostering a culture of continuous learning. Future research should explore FFCs' broader applicability and long-term impact on clinical training and healthcare quality.
{"title":"Turning Chairs, Opening Minds: Redesigning Feedback in Medical Clerkships","authors":"Laura Spinnewijn, Esmee N. de Jong, Anne M. van Altena, Jeroen van Dillen, Lia C. R. M. G. Fluit, Akosua de Groot","doi":"10.1111/tct.70237","DOIUrl":"10.1111/tct.70237","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical clerkships are essential for Dutch medical students to gain practical experience, but the learning environment in these rotations is often suboptimal. Hierarchical structures and cultural resistance to feedback can discourage students from voicing their concerns, limiting opportunities for mutual growth. To address this, we developed the Feedback and Feedforward Conversations (FFCs), inspired by healthcare ‘mirror meetings’, to foster bidirectional feedback in a psychologically safe setting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The FFCs consist of three phases: (1) Students share their experiences, while faculty listen silently with their backs turned; (2) students and faculty reflect separately, identifying key topics; and (3) a structured dialogue explores solutions and opportunities for improvement. Meetings were held quarterly in 2022 with small groups of students and faculty, facilitated in offsite, informal settings to ensure openness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Reflections from post-meeting focus groups informed refinements, including structuring discussions around care delivery, collaboration and personal experiences. The evaluation highlighted the FFCs' strengths in fostering psychological safety, enhancing educational value and promoting meaningful relationships. Faculty found emotionally delivered feedback particularly impactful.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The FFCs highlight the value of authentic student-faculty dialogue, emphasizing reciprocal feedback as a catalyst for professional growth and system improvement. The FFC tool shows potential for improving educational environments and fostering a culture of continuous learning. Future research should explore FFCs' broader applicability and long-term impact on clinical training and healthcare quality.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145552239","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}
Saurabh K. Bansal, Manajyoti Yadav, Jianing Zhou, Rebecca A. Ebert-Allen, Ryan M. Klute, William F. Bond, Suma Bhat
Background
Grading medical student patient notes (PNs) is resource-intensive. Natural language processing (NLP) offers a promising solution to automatically grade PNs. We deployed an automated grading system that uses NLP and explored the perceived value of PN feedback.
Approach
The automated system graded written notes after two standardized patient encounters by third-year medical students. The system generated an individualized report on ‘items found’ and ‘items not found’ in the history, physical examination, and diagnosis sections, which was shared with students for feedback via a web-based interface. By rotation, block students received either the automated case feedback first or the faculty-written model note feedback first (the pre-intervention baseline).
Evaluation
After reviewing feedback, students completed surveys for both automated feedback and model note feedback and participated in follow-up focus groups. In total, 44 students received feedback, 37 completed surveys, and 28 participated in focus groups. Qualitative themes that emerged suggested the automated feedback was visually appealing and allowed for easy comparison of items found vs. missing, which would help improve students' documentation skills. Model note appeared trustworthy.
Implications
We found automated systems can be a potential tool for formative feedback on note writing activity although in terms of quality it does not surpass the pre-existing feedback methods, such as model note feedback used in our study. Order effects may have influenced these perceptions and the small sample size limits generalizability. Tested software had occasional errors in recognizing a phrase or showing a false positive.
{"title":"Medical Students' Perception of Automated Note Feedback After Simulated Encounters","authors":"Saurabh K. Bansal, Manajyoti Yadav, Jianing Zhou, Rebecca A. Ebert-Allen, Ryan M. Klute, William F. Bond, Suma Bhat","doi":"10.1111/tct.70273","DOIUrl":"10.1111/tct.70273","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Grading medical student patient notes (PNs) is resource-intensive. Natural language processing (NLP) offers a promising solution to automatically grade PNs. We deployed an automated grading system that uses NLP and explored the perceived value of PN feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>The automated system graded written notes after two standardized patient encounters by third-year medical students. The system generated an individualized report on ‘items found’ and ‘items not found’ in the history, physical examination, and diagnosis sections, which was shared with students for feedback via a web-based interface. By rotation, block students received either the automated case feedback first or the faculty-written model note feedback first (the pre-intervention baseline).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>After reviewing feedback, students completed surveys for both automated feedback and model note feedback and participated in follow-up focus groups. In total, 44 students received feedback, 37 completed surveys, and 28 participated in focus groups. Qualitative themes that emerged suggested the automated feedback was visually appealing and allowed for easy comparison of items found vs. missing, which would help improve students' documentation skills. Model note appeared trustworthy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>We found automated systems can be a potential tool for formative feedback on note writing activity although in terms of quality it does not surpass the pre-existing feedback methods, such as model note feedback used in our study. Order effects may have influenced these perceptions and the small sample size limits generalizability. Tested software had occasional errors in recognizing a phrase or showing a false positive.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145544202","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}
Teachers in the health professions increasingly see the benefits of involving patients in their educational activities and are looking for good practice guidelines on how best to do this, especially when they lack experience. Patient partners say that they often do not get the information they need in order to understand expectations and prepare effectively for their teaching role. In collaboration with patient partners, we developed a checklist in the form of a parallel document, one side for instructors and one side for patient partners. The checklist is in four parts and covers the things for teachers and patients to do before, during and after an educational activity. The checklist has been used by patient partners and instructors in a wide range of health professions at two institutions. It provides a concise and comprehensive reminder for instructors, empowers patients to ask for the information they need and is a template that can be customised for different contexts.
{"title":"A Checklist for Involving Patients in Educational Activities","authors":"Mandy Young, Cathy Kline, Angela Towle","doi":"10.1111/tct.70282","DOIUrl":"10.1111/tct.70282","url":null,"abstract":"<p>Teachers in the health professions increasingly see the benefits of involving patients in their educational activities and are looking for good practice guidelines on how best to do this, especially when they lack experience. Patient partners say that they often do not get the information they need in order to understand expectations and prepare effectively for their teaching role. In collaboration with patient partners, we developed a checklist in the form of a parallel document, one side for instructors and one side for patient partners. The checklist is in four parts and covers the things for teachers and patients to do before, during and after an educational activity. The checklist has been used by patient partners and instructors in a wide range of health professions at two institutions. It provides a concise and comprehensive reminder for instructors, empowers patients to ask for the information they need and is a template that can be customised for different contexts.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12620038/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145535210","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}
Karishma Sriram, Angela Zhu, Kathleen Timme, Jonathan G. Sawicki
Background
Resident-as-teacher (RaT) curricula are often time-limited experiences without opportunities to practice real-world teaching. We implemented a longitudinal RaT programme with self-study resources and opportunities for residents to engage in real-world teaching experiences.
Approach
We incorporated RaT curricula guidelines and grounded the programme in the theories of experiential learning and deliberate practice. We asked medical students and interns to evaluate residents' teaching skills using the teaching effectiveness instrument (TEI) on a monthly basis. We fit a repeated measures mixed linear model adjusting for residents' year of training to compare TEI scores over time for residents in the RaT programme and residents who were not enrolled. We stratified residents by year of training and used a Student's t-test to compare School of Medicine (SOM) evaluations across groups.
Evaluation
Twenty-eight residents took part in the study, 14 in each group. There was no significant increase in TEI scores of RaT residents (increase of 0.38 each quarter; 95% CI −1.41, 2.17; p = 0.42), and the change in TEI scores over time was no different than the comparison group (slope difference 0.26; 95% CI −2.34, 2.85; p = 0.85). PGY3 residents in the RaT group had higher SOM evaluation scores in the ‘Effectiveness’ and ‘Feedback’ domains.
Implication
RaT enrolment was not associated with a faster rate of change in TEI scores but was associated with higher SOM evaluations for PGY3 residents. The curricular and study design provides an example of how to implement and evaluate a longitudinal RaT programme centred on real-world teaching experiences with objective teaching measures.
{"title":"Impact of a Longitudinal Resident-as-Teacher Curriculum on Objective Measures of Teaching","authors":"Karishma Sriram, Angela Zhu, Kathleen Timme, Jonathan G. Sawicki","doi":"10.1111/tct.70283","DOIUrl":"10.1111/tct.70283","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Resident-as-teacher (RaT) curricula are often time-limited experiences without opportunities to practice real-world teaching. We implemented a longitudinal RaT programme with self-study resources and opportunities for residents to engage in real-world teaching experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We incorporated RaT curricula guidelines and grounded the programme in the theories of experiential learning and deliberate practice. We asked medical students and interns to evaluate residents' teaching skills using the teaching effectiveness instrument (TEI) on a monthly basis. We fit a repeated measures mixed linear model adjusting for residents' year of training to compare TEI scores over time for residents in the RaT programme and residents who were not enrolled. We stratified residents by year of training and used a Student's <i>t</i>-test to compare School of Medicine (SOM) evaluations across groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Twenty-eight residents took part in the study, 14 in each group. There was no significant increase in TEI scores of RaT residents (increase of 0.38 each quarter; 95% CI −1.41, 2.17; <i>p</i> = 0.42), and the change in TEI scores over time was no different than the comparison group (slope difference 0.26; 95% CI −2.34, 2.85; <i>p</i> = 0.85). PGY3 residents in the RaT group had higher SOM evaluation scores in the ‘Effectiveness’ and ‘Feedback’ domains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implication</h3>\u0000 \u0000 <p>RaT enrolment was not associated with a faster rate of change in TEI scores but was associated with higher SOM evaluations for PGY3 residents. The curricular and study design provides an example of how to implement and evaluate a longitudinal RaT programme centred on real-world teaching experiences with objective teaching measures.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521992","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}
<p>Just as visual artists use triptychs to offer new insights by exploring a theme in three parts, these authors offer new insights into qualitative inquiry by exploring a qualitative whole that is much greater than the sum of its three parts [<span>1</span>]. In this summative commentary, we reflect on this series and offer our own triptych of what the papers in this series suggest qualitative inquiry <i>can be</i>.</p><p>First, this series surfaces the <i>layers</i> of considerations contributing to qualitative inquiry. The series itself is many-layered, stimulating our thinking about: the data we collect [<span>10</span>] and from whom [<span>4</span>]; rigour, whether related to transferability [<span>11</span>], considering our positionality as researchers [<span>12</span>], or raising issues of power and oppression [<span>3</span>]; the topics [<span>13</span>] and theories [<span>2</span>] that ground our research; and iterating our research across multiple time points [<span>5</span>]. But these authors point to other layers as well. The manuscripts by Shaffer et al. and Blalock et al. interpret meaning through layers of data over <i>time</i> [<span>14, 15</span>]. They seek to understand trajectories—of meaning and of researcher-participant relationship—as the research team bends and adjusts to the unfolding experiences of participants over time [<span>16</span>].</p><p>We also see layers of <i>analysis</i> in this series: Kerins and colleagues use multiple levels of template analysis to develop a ‘Rubik's cube’ of professional identity [<span>17</span>], while Hoffman and colleagues layer philosophies, principles and techniques to evaluate how a new medical school pursued a social mission [<span>7</span>].</p><p>Finally, the authors of Triptych 3 discuss layers as <i>dimensions</i> of transferability: Applicability, resonance and theoretical engagement [<span>18</span>], noting, for instance, how Trisukhon and colleagues' analysis of workplace learning in a Thai PICU communicated the applicability of residency training in Thailand to readers across the globe, the resonance of their themes through metaphors, and theoretical engagement through a workplace-based framework [<span>6</span>]. The data collected, the participants involved, the positionality of the researchers, the topics addressed, the theories harnessed, the longitudinal aspect of experience, the analytical possibilities and the dimensions of transferability: These are all considerations that layer into a qualitative study, shaping the insights developed therein. These are all illuminated in the manuscripts in this series.</p><p>Second, these papers highlight the ways <i>reflexive practice</i>—‘questioning how power shapes one's knowledge, assumptions, experiences and position in the world’ [<span>12</span>]—can be imagined in qualitative inquiry. Field and colleagues, for instance, argue for <i>positionality</i>—the researcher's ‘disciplined articulation’ of their location i
{"title":"Layers, Reflective Practice and Creative Play: Qualitative Inquiry Through the Lens of the How To Triptych Series","authors":"Abigail Konopasky, Lara Varpio","doi":"10.1111/tct.70255","DOIUrl":"10.1111/tct.70255","url":null,"abstract":"<p>Just as visual artists use triptychs to offer new insights by exploring a theme in three parts, these authors offer new insights into qualitative inquiry by exploring a qualitative whole that is much greater than the sum of its three parts [<span>1</span>]. In this summative commentary, we reflect on this series and offer our own triptych of what the papers in this series suggest qualitative inquiry <i>can be</i>.</p><p>First, this series surfaces the <i>layers</i> of considerations contributing to qualitative inquiry. The series itself is many-layered, stimulating our thinking about: the data we collect [<span>10</span>] and from whom [<span>4</span>]; rigour, whether related to transferability [<span>11</span>], considering our positionality as researchers [<span>12</span>], or raising issues of power and oppression [<span>3</span>]; the topics [<span>13</span>] and theories [<span>2</span>] that ground our research; and iterating our research across multiple time points [<span>5</span>]. But these authors point to other layers as well. The manuscripts by Shaffer et al. and Blalock et al. interpret meaning through layers of data over <i>time</i> [<span>14, 15</span>]. They seek to understand trajectories—of meaning and of researcher-participant relationship—as the research team bends and adjusts to the unfolding experiences of participants over time [<span>16</span>].</p><p>We also see layers of <i>analysis</i> in this series: Kerins and colleagues use multiple levels of template analysis to develop a ‘Rubik's cube’ of professional identity [<span>17</span>], while Hoffman and colleagues layer philosophies, principles and techniques to evaluate how a new medical school pursued a social mission [<span>7</span>].</p><p>Finally, the authors of Triptych 3 discuss layers as <i>dimensions</i> of transferability: Applicability, resonance and theoretical engagement [<span>18</span>], noting, for instance, how Trisukhon and colleagues' analysis of workplace learning in a Thai PICU communicated the applicability of residency training in Thailand to readers across the globe, the resonance of their themes through metaphors, and theoretical engagement through a workplace-based framework [<span>6</span>]. The data collected, the participants involved, the positionality of the researchers, the topics addressed, the theories harnessed, the longitudinal aspect of experience, the analytical possibilities and the dimensions of transferability: These are all considerations that layer into a qualitative study, shaping the insights developed therein. These are all illuminated in the manuscripts in this series.</p><p>Second, these papers highlight the ways <i>reflexive practice</i>—‘questioning how power shapes one's knowledge, assumptions, experiences and position in the world’ [<span>12</span>]—can be imagined in qualitative inquiry. Field and colleagues, for instance, argue for <i>positionality</i>—the researcher's ‘disciplined articulation’ of their location i","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515154","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}
Daniel G. Young, Lisa E. Herrmann, Oloruntosin Adeyanju, Stacy B. Ellen, Shelby C. White, Andrea Meisman, Francis J. Real
Background
We implemented a virtual reality (VR) communication curriculum, delivered via video teleconferencing, to fourth-year medical students entering paediatric residency. We aimed to assess the impact of a VR curriculum on attitudes and confidence around motivational interviewing (MI) competencies and measure implementation outcomes related to this novel modality of training.
Approach
Participants included fourth-year medical students enrolled in a paediatric intern-readiness bootcamp at four US medical schools in spring 2022. The VR curriculum was a 2-h mixed didactic/virtual simulation experience focused on practicing MI competencies in the context of addressing vaccine hesitancy and behavioural health counselling.
Evaluation
A retrospective pre/post Likert-scale survey measured learners' confidence related to curricular communication skills (0 = not at all confident, 4 = very confident). Paired t-tests compared changes in confidence ratings. Descriptive statistics assessed implementation outcomes including feasibility, acceptability, and appropriateness related to the delivery of remote VR simulations (1 = completely disagree, 5 = completely agree). Forty of 53 students (75%) completed the survey. Students' self-reported confidence significantly increased across all communication skills, including using reflection statements, using a presumptive announcement to introduce the influenza vaccine and providing evidence-based behavioural management strategies (all p < 0.01). Students agreed that the VR curriculum was highly feasible, acceptable and appropriate.
Implications
VR patient simulations via video teleconferencing may provide a feasible distanced platform for teaching MI skills to medical students. Such remote training may support standardised and equitable high-quality training across institutions.
{"title":"Remote VR Supports Medical Students' Communication","authors":"Daniel G. Young, Lisa E. Herrmann, Oloruntosin Adeyanju, Stacy B. Ellen, Shelby C. White, Andrea Meisman, Francis J. Real","doi":"10.1111/tct.70251","DOIUrl":"10.1111/tct.70251","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>We implemented a virtual reality (VR) communication curriculum, delivered via video teleconferencing, to fourth-year medical students entering paediatric residency. We aimed to assess the impact of a VR curriculum on attitudes and confidence around motivational interviewing (MI) competencies and measure implementation outcomes related to this novel modality of training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>Participants included fourth-year medical students enrolled in a paediatric intern-readiness bootcamp at four US medical schools in spring 2022. The VR curriculum was a 2-h mixed didactic/virtual simulation experience focused on practicing MI competencies in the context of addressing vaccine hesitancy and behavioural health counselling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>A retrospective pre/post Likert-scale survey measured learners' confidence related to curricular communication skills (0 = <i>not at all confident</i>, 4 = <i>very confident</i>). Paired <i>t</i>-tests compared changes in confidence ratings. Descriptive statistics assessed implementation outcomes including feasibility, acceptability, and appropriateness related to the delivery of remote VR simulations (1 = <i>completely disagree</i>, 5 = <i>completely agree</i>). Forty of 53 students (75%) completed the survey. Students' self-reported confidence significantly increased across all communication skills, including using reflection statements, using a presumptive announcement to introduce the influenza vaccine and providing evidence-based behavioural management strategies (all <i>p</i> < 0.01). Students agreed that the VR curriculum was highly feasible, acceptable and appropriate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>VR patient simulations via video teleconferencing may provide a feasible distanced platform for teaching MI skills to medical students. Such remote training may support standardised and equitable high-quality training across institutions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515130","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}
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