BACKGROUND: Telephone triage services are widely used in many countries, reflecting a broader shift towards remote patient consultations. Acknowledging this trend, we introduced a programme that placed medical students w...BACKGROUND: Telephone triage services are widely used in many countries, reflecting a broader shift towards remote patient consultations. Acknowledging this trend, we introduced a programme that placed medical students within a telephone triage service. We present this novel teaching intervention alongside an evaluation of student experiences. APPROACH: Attendance at the 111 call centre was mandated for Year 5 medical students and was offered as an optional experience for Year 2 students. Students who had attended a call centre visit were invited to contribute to in-person focus groups. Three focus groups were conducted, involving 14 students. A semi-structured interview guide was employed and developed iteratively between focus groups. Data were analysed using thematic analysis. Findings were interpreted through the lens of cultural historical activity theory (CHAT). EVALUATION: Students developed an understanding of how uncertainty and risk are managed in information-sparse environments. Applying CHAT helped identify tensions within the activity system. These tensions were linked to the tools mediating their learning-specifically, decision-making algorithms and telephone consultations. Additional tension emerged around the underlying rules of the educational experience and the division of labour within the call-centre community, which often conflicted with final-year students' expectations and hindered their learning. IMPLICATIONS: Students valued the opportunity to gain first-hand insight into telephone triage and its role within the health system. This setting may offer a useful perspective on managing uncertainty and risk in information-sparse environments. However, further research is needed to better understand how such placements can be optimised before wider educational adoption is recommended.
BACKGROUND: Medical education is often perceived as a highly competitive environment, with competition influencing both student motivation and graduate outcomes. Previous research has reported mixed findings on the impac...BACKGROUND: Medical education is often perceived as a highly competitive environment, with competition influencing both student motivation and graduate outcomes. Previous research has reported mixed findings on the impact of competitive teaching methods, particularly on academic performance and broader graduate outcomes, such as student well-being and teamwork. A greater understanding of how students perceive competition, including the role of collaborative competition, is needed to inform teaching practices that support both learning and professional development. This study aimed to explore how medical students perceive competition in the learning environment, focusing on the contrast between individual and collaborative competition and their perceived effects on professional development. METHODS: In 2020, a questionnaire incorporating both closed-ended and open-ended questions was distributed to all 1384 registered medical students at the University of Sheffield. Quantitative data were collected via Likert scales and analysed statistically, while qualitative free-text responses underwent thematic analysis. A convergent parallel design was used to integrate quantitative and qualitative findings, allowing a comprehensive understanding of student perspectives. RESULTS: Eighty-five students responded, with 38 providing free-text comments. Students reported similar levels of competitiveness across sex and year of study, and perceived themselves as less competitive than their peers. Collaborative competition was preferred over individual competition and was perceived to support key graduate outcomes by maintaining the benefits of individual competition while mitigating its negative aspects. CONCLUSION: These findings reinforce the perceived competitive nature of medical education and highlight the importance of considering student perceptions in shaping teaching practices.
BACKGROUND: Misgendering transgender people in healthcare contributes to fear of discrimination and stigmatisation, and transgender health inequality. Much of the language used to describe biology is discussed in a cisno...BACKGROUND: Misgendering transgender people in healthcare contributes to fear of discrimination and stigmatisation, and transgender health inequality. Much of the language used to describe biology is discussed in a cisnormative manner. We explored the language used in a clinical skills laboratory, where pelvic mannequins with external genitalia were used. APPROACH: Urethral catheterisation practical sessions were organised for 4th and 5th-year medical students at a UK undergraduate medical department. Students and facilitators were blinded to the research nature initially. Sessions were directly observed by clinical educators who wrote reflections based on the language used in the classroom. Following the observation, the research details were presented to students. A questionnaire was used to establish students' previous learning experiences of transgender health and the students' awareness of their own language to describe medical mannequins. EVALUATION: Twenty-one reflections were generated by seven observers across 14 sessions. Fifty-five students completed the questionnaire. Three main themes were identified from the observer reflections: heavily utilised gendered language, linguistic mirroring between facilitators and students and one-dimensional task-focus. Fifty-two out of fifty-five (94.5%) of participants responded that they had not previously considered the appropriateness of using pronouns when referring to mannequins. IMPLICATIONS: We identified the need for systemic changes including relabelling mannequins and procedures from 'male' and 'female' to using anatomical terms such as 'penile' or 'vulval' catheterisation. The finding of significant linguistic mirroring shows that better faculty training is necessary. There are also opportunities to introduce transformative learning in clinical skills practice, challenging unhealthy and unhelpful behaviours without compromising skill acquisition.
BACKGROUND: Child abuse represents a critical public health challenge requiring medical professionals to possess both theoretical knowledge and practical communication skills. Traditional flipped classrooms, while effect...BACKGROUND: Child abuse represents a critical public health challenge requiring medical professionals to possess both theoretical knowledge and practical communication skills. Traditional flipped classrooms, while effective for knowledge acquisition, may inadequately prepare students for emotionally charged clinical encounters. This study evaluated the impact of integrating peer role-play into a flipped classroom approach for teaching child abuse management. METHODS: A quasi-experimental study was conducted among fifth-year medical students during their paediatric rotation. Two cohorts were compared: the 2022 cohort (n = 112) receiving traditional flipped classroom instruction and the 2023 cohort (n = 100) experiencing a flipped classroom with integrated peer role-play. Clinical reasoning and knowledge application were assessed using a Modified Essay Question (MEQ) examination. Student satisfaction was evaluated using a standardised questionnaire. Independent t-tests were used to compare outcomes between cohorts. RESULTS: Students in the peer role-play group achieved significantly higher MEQ scores (75.54 ± 13.06) compared to the traditional group (58.09 ± 13.58), representing a 30% improvement (p < 0.001; Cohen's d = 1.28, 95% CI: 0.74-1.82). Satisfaction ratings were higher across all dimensions (all p < 0.05), particularly engagement (4.84 ± 0.39 vs. 4.21 ± 0.52) and perceived learning effectiveness (4.82 ± 0.41 vs. 4.18 ± 0.48). CONCLUSION: Integrating peer role-play into a flipped classroom model was associated with improved clinical reasoning and knowledge application in child abuse management. This approach represents a feasible and scalable strategy to support active learning in sensitive clinical topics. Further research using performance-based assessments is warranted.
Medical students often struggle with understanding renal pathology due to its histological complexity and abstract clinical correlations. Traditional teaching approaches that rely on didactic lectures and static microsco...Medical students often struggle with understanding renal pathology due to its histological complexity and abstract clinical correlations. Traditional teaching approaches that rely on didactic lectures and static microscopy images frequently fail to engage learners or promote deep understanding. The emergence of digital pathology (DP) and artificial intelligence (AI) tools has opened new possibilities in medical education, especially in visual disciplines like pathology. Concurrently, case-based learning (CBL) and flipped classroom strategies are gaining traction for fostering active, clinically relevant learning. This perspective article proposes an integrated educational model that combines AI-powered DP with case-based teaching to enhance renal disease education for medical students. We discuss how AI-assisted whole slide imaging (WSI) platforms can support interactive exploration of renal lesions and simulate diagnostic reasoning. We also present a conceptual framework for a case-based flipped classroom (CBFC) approach that leverages annotated slides, clinical cases and active discussions. This hybrid model has the potential to improve student engagement, diagnostic accuracy and readiness for modern DP practice while also aligning with competency-based medical education principles. We outline benefits, implementation considerations and future directions for research and curriculum design.
BACKGROUND: Violence and aggression in healthcare is a growing concern. Whilst the experiences of healthcare workers are well understood, less is known about the impact on medical students. Often among the most junior me...BACKGROUND: Violence and aggression in healthcare is a growing concern. Whilst the experiences of healthcare workers are well understood, less is known about the impact on medical students. Often among the most junior members of clinical teams, they may be particularly vulnerable facing unique academic and career-related consequences. We explored the prevalence, impact of and interventions for violence towards medical students. METHODS: A comprehensive literature search was conducted. Studies were eligible if they involved medical students exposed to violence or aggression from patients or their families and reported on prevalence, impact or interventions. Screening, data extraction and quality assessments were completed independently by two reviewers in line with PRISMA guidance. A narrative synthesis was used to describe results. FINDINGS: Fifteen studies were included. Published between 2005 and 2024, studies spanned 10 countries and included sample sizes from 24 to 4505 students. Reported prevalence ranged from 12% to 68%. Impacts were psychological including suicidal ideation, depressive and anxiety symptoms alongside other health-related issues, namely, sleep disturbance and alcohol misuse. Academic and career-related implications were identified. Studies reported very low rates of incident reporting, citing fear of consequences and limited awareness of reporting processes. Evaluated interventions were exclusively educational and findings relied heavily on self-reported data. Implications Medical students experience violence at a concerning rate, with wide-ranging consequences. Underreporting is significant and existing interventions are limited in scope. There is a clear need for institutional policy development and further research to better protect medical students and support their professional development.
BACKGROUND: Medical ethics instruction is required across health professions education, but it is unclear how to structure this teaching to optimise engagement. Asynchronous teaching has become common for ethics, yet str...BACKGROUND: Medical ethics instruction is required across health professions education, but it is unclear how to structure this teaching to optimise engagement. Asynchronous teaching has become common for ethics, yet strategies to foster deep reflection and interaction remain underdeveloped. Our purpose was to describe the deployment of a novel asynchronous teaching delivery method for medical ethics. APPROACH: We developed a novel asynchronous module for preclerkship medical students using branching-logic, scenario-based cases designed to promote interactivity, autonomy and reflection. Built in Google Slides and integrated into the school's learning management system, the module incorporated videos and readings, progressive cases with tailored feedback and reflective prompts. Outcomes were compared with those from a traditional recorded-lecture module. EVALUATION: One hundred seventy-seven students completed the novel module in 2024. Compared to the traditional module, learners reported significantly higher engagement, perceived learning and autonomy (p < 0.01). Knowledge scores were also higher compared to the prior year's cohort, who completed a traditional module composed of identical educational content (p = 0.02). Feedback from participants emphasised interactivity, relevance and opportunities for peer discussion, while some noted interest in additional synchronous discussions. IMPLICATIONS: Branching-logic, scenario-based modules may enhance learner engagement, autonomy and knowledge acquisition in medical ethics education, even without altering core content. This approach is feasible with widely available tools, scalable across institutions and adaptable to resource-limited contexts. Learner feedback supports the potential value of blended approaches combining independent exploration of such modules with real-time discussion. This design holds promise for ethics and other areas requiring critical thinking and decision-making.
BACKGROUND: Selecting and prescribing antibiotics are essential skills for paediatric residents, yet many report low confidence and variability in education on this topic. Traditional reference tools are often comprehens...BACKGROUND: Selecting and prescribing antibiotics are essential skills for paediatric residents, yet many report low confidence and variability in education on this topic. Traditional reference tools are often comprehensive but not optimised for rapid, point-of-care consultation or easy customisation. To address these challenges, we developed a digital educational resource tailored to common antibiotic prescribing needs in residency. APPROACH: A multidisciplinary team of paediatric hospitalists, pharmacists and residents created a website featuring concise guidance for 13 commonly used antibiotics. Antibiotic selection was informed by a needs assessment survey and institutional data on pharmacist-led interventions for resident antibiotic orders. The tool emphasised clarity and usability rather than comprehensiveness. Users could access dosing, contraindications and institutional guidance without logging in, on either mobile or desktop platforms. EVALUATION: Over 6 months, the website received 1100 visits, including 734 from self-identified paediatric residents. The three most frequently visited antibiotic pages aligned with the three antibiotics that most often required pharmacist modification (cefazolin, amoxicillin and amoxicillin-clavulanate). In a follow-up survey (response rate: 42%), residents rated the site's usability as above average using the System Usability Scale (mean score, 77.3, n = 22). Free-text feedback highlighted ease of use, relevance and utility for teaching peers. IMPLICATIONS: This learner-informed digital tool demonstrated strong early engagement and usability. The alignment between prescribing challenges and site usage suggests feasibility to assist clinical practice. Future directions include integrating the tool into the electronic health record (EHR) and assessing effects on prescribing accuracy, user knowledge, and patient safety across contexts.
INTRODUCTION: Death is a universal phenomenon influenced by cultural, social and religious factors. Despite its relevance to medical practice, geriatric residents often lack formal education on how to support patients in...INTRODUCTION: Death is a universal phenomenon influenced by cultural, social and religious factors. Despite its relevance to medical practice, geriatric residents often lack formal education on how to support patients in the dying process. METHODS: A qualitative case study design was conducted at a tertiary care hospital in Bogotá, Colombia. Twelve first and final-year medical residents were interviewed. The interviews were recorded, transcribed and analysed through triangulation with theoretical references and curricular documents from the geriatric residency programme. RESULTS: Training in 'good dying' was found to be variable, encompassing four core components (symptom control, communication, bioethics and psychosocial support). Key learning strategies identified included theoretical review, artistic representation, role-playing and reflection spaces. Teaching was strongly influenced by modulating factors such as the role models provided by faculty and senior residents and the deficiency of an explicit curriculum. Near-peer learning and faculty role modelling emerged as central influences shaping residents' approaches to death and good dying, often outweighing formal curricular content. CONCLUSIONS: Training in good dying within geriatric residency was characterised by reliance on experiential and relational learning, with senior residents acting as key mediators of the hidden curriculum. Making these educational mechanisms explicit may support more coherent and intentional approaches to end-of-life training. The explicit inclusion of promoting good dying in the academic curriculum is recommended. This would improve student training, optimise learning outcomes and ensure more comprehensive and humane care for patients at the end of life.
INTRODUCTION: Multimedia, including TikTok, is increasingly predominant for asynchronous and synchronous learning. This scoping review aimed to determine the role of TikTok for clinical education, including assessment of...INTRODUCTION: Multimedia, including TikTok, is increasingly predominant for asynchronous and synchronous learning. This scoping review aimed to determine the role of TikTok for clinical education, including assessment of learning benefits, limitations, accessibility, acceptability and feasibility. METHODS: We conducted a scoping review following Joanna Briggs Institute's (JBI) guidelines. Literature eligibility criteria included any literature discussing TikTok for clinical education. Findings were narratively synthesised on a bespoke data collection tool and analysed. RESULTS: This review highlighted both strengths and risks relating to TikTok for clinical education. Identified strengths included benefits for student engagement and enjoyment from learning, improving accessibility and acceptability of learning content and opportunities for advocacy and outreach. The scope of educational opportunities included direct learning of clinical information, academic discourse and dissemination and professional networking. Learning benefits related to integrative multimedia pedagody and reduction of learner cognitive load, which optimised the learning potential from content viewed. Benefits detailed were predominantly conceptual, with a lack of studies analysing TikTok educational use and risk of bias from studies high. Risks and challenges relating to TikTok were notable, including cybersecurity, misinformation, addiction and exploitation risks from social media use, as well as a lack of professional guidance and legislation. CONCLUSIONS: While TikTok has potential, its integration into clinical education remains limited by risks. Ethical considerations limit the feasibility and justifiability of learner and educator use. Without formal legislation, governance, resource provision and training, the use of TikTok by clinical educators is practically unrealistic and offers unacceptable educational, academic, personal and professional risks to both learners and educators.
Generative artificial intelligence (AI) refers to computational systems capable of analysing data, recognising patterns and generating outputs that may support decisions. In healthcare, AI has the potential to improve di...Generative artificial intelligence (AI) refers to computational systems capable of analysing data, recognising patterns and generating outputs that may support decisions. In healthcare, AI has the potential to improve diagnostic accuracy and provide clinical decision support. As AI becomes ubiquitous in clinical workflows, clinical teachers must be prepared not only to use AI tools but also to interpret, appraise and oversee their outputs safely and effectively. However, evidence indicates that medical curricula have not kept pace with technological adoption; structured AI education remains sparse or inconsistent across institutions. To address this gap, educators must define what medical students should learn about AI and how to teach it. Whereas existing literature defines what learners should know about AI, our work provides a pragmatic framework for how they should learn to use it in practice. By integrating verification, critical appraisal and ethical reflection into everyday clinical teaching, our workflow offers a scalable and adaptable model for preparing future clinicians to engage safely and responsibly with generative AI.