The Clinical Teacher[JOURNAL]
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200 papers
Generative Artificial Intelligence and Risk of Premature Expertise: Why Human Judgement Remains Essential in Medical Education.
Hegde TD
Clin Teach · 2026 Apr · PMID 41711015 · Publisher ↗
Abstract loading — click title to view on PubMed.
Structure and Utility of e-Portfolios for Reflection and Learning in Healthcare Professional Education: A Narrative Review.
Claudia M, Claudia M, Caterina G
Clin Teach · 2026 Apr · PMID 41706441 · Publisher ↗
BACKGROUND: Electronic portfolios (e-portfolios) are increasingly used in healthcare professional education (HPE) to support learning, reflection and professional development. Despite their broad adoption, there is limit...
BACKGROUND: Electronic portfolios (e-portfolios) are increasingly used in healthcare professional education (HPE) to support learning, reflection and professional development. Despite their broad adoption, there is limited synthesis on how e-portfolios are structurally designed and pedagogically implemented across healthcare programmes and on the implications for clinical teachers. METHODS: A narrative review was conducted following the Scale for the Assessment of Narrative Review Articles (SANRA). Literature search was conducted in PubMed, Web of Science, Scopus and CINAHL between January and February 2025. Twelve studies published between 2012 and 2024 were included. Data were analysed to explore e-portfolio structures, educational uses and reported effects on reflection and learning. RESULTS: E-portfolios were implemented in various educational and clinical settings, showing considerable variation in platform design, structural components and curricular integration. Common features included reflective writing, documentation of clinical experiences, feedback mechanisms and assessment rubrics. Studies reported that e-portfolios integrated into structured pedagogical frameworks and supported by training and mentoring promote reflective practice, student engagement and professional identity development. Conversely, inconsistent implementation, technological barriers or checklist-oriented designs were associated with superficial engagement and limited educational value. CONCLUSIONS: The educational value of e-portfolios in HPE lies less in the technology itself and more in how these tools are pedagogically designed, supported and contextualised within clinical education. For clinical educators, attention to flexibility, relevance to practice and ongoing guidance may be key to promoting meaningful reflection rather than procedural completion. Further research is needed to identify best practices and improve adaptability in different healthcare education contexts.
Health Professions' Educators' Preparedness for Inclusive Education: The HEPIE Study.
Gallego G, Forlin C, Mogensen L … +5 more , Gray L, Ng C, Bulkeley K, Moore A, Palipana D
Clin Teach · 2026 Apr · PMID 41700877 · Full text
BACKGROUND: To achieve a healthcare workforce that reflects the diversity of the communities it serves, we need to ensure that students with disability have access to safe, effective educational experiences in health pro...
BACKGROUND: To achieve a healthcare workforce that reflects the diversity of the communities it serves, we need to ensure that students with disability have access to safe, effective educational experiences in health professions education. This study aimed to explore health professions' educators (HPEs) views on inclusive education, acceptance of students with different needs and comfort levels when engaging with students with disability. METHODS: An online survey of Australian HPEs was conducted between June and November 2024. Two scales were used to measure preparedness and concerns regarding teaching students with disability. Analyses of variance were performed to compare the mean difference in both scales. The relationship was assessed using a linear regression model. RESULTS: A total of 148 HPEs completed the survey; of these, 72% were females, 64% were employed in a part-time capacity and on average had been teaching for 12.6 years. They perceived that they had some confidence, knowledge and resources for teaching students with disability, but reported that they had received limited training. HPEs were most concerned about students not being accepted by healthcare or clinical educators and the difficulty of providing appropriate support. DISCUSSION: HPEs had limited training and were concerned that students would not be accepted by healthcare or clinical educators. These findings suggest that reshaping the culture and practices of HPE with regards to disability inclusion may be required to provide HPEs with the skills they need to support students, to dispel misconceptions and to provide students with disability learning environments where they can safely and equitably thrive.
Education in the Era of Teleneurology: Development and Evaluation of a Curriculum for Internal Medicine Residents.
Sotiropoulos MG, Cho JH, Akash M … +3 more , Urma D, Kaplan TB, Matiello M
Clin Teach · 2026 Apr · PMID 41700574 · Publisher ↗
INTRODUCTION: Teleneurology has been increasingly implemented where in-person consultations are not feasible. However, the neurology education of internal medicine residents using teleneurology has not been studied. Our...
INTRODUCTION: Teleneurology has been increasingly implemented where in-person consultations are not feasible. However, the neurology education of internal medicine residents using teleneurology has not been studied. Our study assessed internal medicine residents' experience and comfort with teleneurology and the effect of a simulation-based curriculum on their neurology skills and confidence. METHODS: Our 2023-2024 curricular intervention included a workshop with neurologic exam teaching and simulated patient sessions as well as case discussions and lectures. Participants completed validated questionnaires evaluating perceptions on neurology, neurology education and teleneurology, and participated in a focus group. Teleneurology utilisation data was obtained. RESULTS: Nineteen residents (90%) completed questionnaires before and after the workshop and 8 (42%) completed questionnaires at the end of the intervention. All felt neurology is important; 94% considered it difficult and 31.6% reported being afraid of neurology. The workshop led to an increase in their confidence performing a neurological exam and recognising, diagnosing and working up acute stroke and seizure. Their comfort practicing without in-house neurologists increased, and their perception that neurology is difficult decreased. Residents identified barriers, including a lack of systematic examination and infrequent exposure to neurologic diagnoses, valued an in-person neurology rotation and recommended structured in-person and asynchronous neurology learning. DISCUSSION: We identified an educational gap among residents training in centres that use teleneurology. An in-person session with exam teaching and simulated patient sessions on acute stroke and seizure recognition and management may improve residents' confidence in their neurologic skills.
Promoting Accurate Information Narratives: Using Simulation to Enhance Students' Skills in Addressing Pain Misinformation.
McClymont D, Dinsdale A, Kwok HY … +4 more , Ng YF, Pottananikal A, Costa N, Forbes R
Clin Teach · 2026 Apr · PMID 41689356 · Publisher ↗
BACKGROUND: Patients increasingly encounter pain-related misinformation, requiring health professionals to effectively navigate the effects of misinformation to ensure appropriate patient care. This paper describes the i...
BACKGROUND: Patients increasingly encounter pain-related misinformation, requiring health professionals to effectively navigate the effects of misinformation to ensure appropriate patient care. This paper describes the implementation and evaluation of a simulation-based innovation to enhance physiotherapy students' self-efficacy to navigate pain misinformation in clinical settings, an integral concept of safe and effective practice. APPROACH: The Promoting Accurate Information Narratives (P.A.I.N) innovation was introduced as part of an undergraduate clinical simulation course and aimed to provide physiotherapy students with strategies for navigating pain misinformation during patient care. The innovation consisted of the following three key components: (1) a tutorial on identifying and addressing pain misinformation, (2) a simulated patient case and (3) postsimulation feedback and debriefing. EVALUATION: Students' (N = 68) self-efficacy in identifying, evaluating and addressing pain misinformation was assessed before and after innovation using surveys, while student satisfaction was explored through surveys and focus groups. Post-innovation, self-efficacy significantly improved across all items (p < 0.001). Students had high overall satisfaction with all aspects (median score = 4/5, IQR 1.0) but reported needing repeated practice and additional strategies to address more challenging clinical situations. IMPLICATIONS: The P.A.I.N innovation provided an experiential simulation-based approach to improving physiotherapy students' self-efficacy to identify and address pain misinformation in clinical settings. Future applications should consider expanding the innovation to increase the number and complexity of clinical case scenarios and enabling and supporting students to integrate these skills into clinical practice.
AI in the Classroom: Observing Preclinical Students' Use of ChatGPT During Case-Based Learning at a UK Medical School.
Taylor AWR, Patel FY, Smyth EK … +2 more , Gay S, Bird T
Clin Teach · 2026 Apr · PMID 41688097 · Full text
BACKGROUND: This article explores how preclinical students in a UK medical school utilise ChatGPT during their case-based learning (CBL) curriculum. MATERIALS AND METHODS: Focused ethnography was used to study 42 medical...
BACKGROUND: This article explores how preclinical students in a UK medical school utilise ChatGPT during their case-based learning (CBL) curriculum. MATERIALS AND METHODS: Focused ethnography was used to study 42 medical students and three clinical sciences students as they undertook seven CBL sessions over 4 weeks. In situ observations, screenshots of ChatGPT conversations and focus group data were collected and analysed using reflexive thematic analysis. RESULTS: ChatGPT was used to automate concept retrieval, problem-solving and applying theory to clinical context. This occurred because students were motivated by the efficient completion of workbook questions, which could be achieved by entering them into ChatGPT. Collaborative groups were less likely to automate cognitive effort because they placed greater value on being engaged during learning and perceived socially constructing answers as more efficient than ChatGPT use. Although ChatGPT sometimes gave partial or false-but-plausible answers, students were rarely observed cross-checking it. CONCLUSIONS: AI chatbot use during conventional curricular activities can result in students automating cognitive effort. This is more likely during tasks scaffolded by guiding materials and when students are motivated by external pressures rather than a desire for engaging learning. Educators should specify how and when AI chatbots should be used, promote autonomy and collaboration in student cultures and teach students about the value of cognitive effort to learning.
Continuing Coaching Through the Clerkship Year: Reflections From Students and Coaches.
Marmor A, Mundada M, Anderson N … +3 more , Hauer KE, Richie M, Lai CJ
Clin Teach · 2026 Apr · PMID 41664891 · Publisher ↗
BACKGROUND: Medical students transitioning to clerkships face new academic, social and emotional challenges in an unfamiliar learning environment. Medical student coaching has benefits for students' personal and professi...
BACKGROUND: Medical students transitioning to clerkships face new academic, social and emotional challenges in an unfamiliar learning environment. Medical student coaching has benefits for students' personal and professional development during the preclinical years, but there is limited literature studying its role in the clerkship year. Previous studies indicate that students have difficulty accessing coaching during clerkships, suggesting a missed opportunity to facilitate ongoing personal and professional development. APPROACH: We expanded coaching in the clerkship year by facilitating additional student-coach meetings covering topics such as feedback, wellness and career decision-making. Seven coaches and 31 students participated in this pilot. EVALUATION: We assessed effectiveness using a survey with Likert-scale and open-ended questions. Both students and coaches reported benefits related to support and reflection, the longitudinal relationship and professional development. Students found coaching added a unique and valuable perspective to their clerkship experience, stemming from the strong pre-existing coaching relationship. Both groups identified scheduling meetings as the biggest challenge. An unexpected finding was the early identification of challenges students may be facing, with the potential for early support and mitigation. IMPLICATIONS: Our students and coaches find coaching during the clerkship year to be valuable and feasible, especially if coordinated with clerkships to reduce scheduling concerns. Results align with Gruppen's conceptual framework for learning environments: the benefits fall into the social and personal domains, with the challenge of scheduling highlighting the need for organizational support.
Reflections on Identity and Role Navigation of Continuous Medical Education Tutors in General Practice.
Keenan I, Barrett A, Duffy I … +4 more , Byrne L, McNicholas C, Doran G, Dowling S
Clin Teach · 2026 Apr · PMID 41649106 · Full text
BACKGROUND: General practitioners (GPs) who take on the role of continuous medical education (CME) tutors play a vital part in facilitating small group learning among their peers. Despite the importance of this role, the...
BACKGROUND: General practitioners (GPs) who take on the role of continuous medical education (CME) tutors play a vital part in facilitating small group learning among their peers. Despite the importance of this role, the personal experiences, motivations and unique challenges of CME tutors remain largely unknown. This study aimed to provide further insight into CME tutors' reflections on their role and professional identity formation. METHODS: A qualitative research approach, supported by two theoretical frameworks-identity and role theory-was employed. Thirteen CME tutors across Ireland participated in semi-structured interviews conducted via Zoom. The interviews were analysed thematically. FINDINGS: Participants primarily identified themselves as GPs, but enthusiasm for peer learning and education led them to become CME tutors. They viewed their CME tutor role as deeply rewarding and enriching their clinical practice, reflective skills and identity as both doctors and educators. As CME tutors, they also embraced the role of 'go-to' person: being perceived as someone reliable and consistently supportive. The overlap between internal and external expectations often led to role strain, which was intensified by the informal expansion of role into areas beyond their remit, including helping with personal or practical issues of peers. Yet, our participants felt that the role of CME tutor embraced their personal and professional development, strengthening their commitment to medicine and education. CONCLUSION: The career of CME tutors in Ireland was highly valued among participants; yet, additional support is needed to address role-related challenges and ensure the long-term attractiveness and sustainability of this vital professional path.
Enhancing Dermatology Residents' Self-Assessment Accuracy Through Training: An Interventional Study Using the Mini-CEX.
Azizpour A, Jalili M, Mortaz-Hejri S … +4 more , Nasimi M, Lajevardi V, Ghiasi M, Babaie H
Clin Teach · 2026 Apr · PMID 41641604 · Publisher ↗
BACKGROUND: Self-assessment is a key component of the formation and maintenance of clinical skills as well as a powerful type of formative assessment. The purpose of this study was to determine whether the mini-clinical...
BACKGROUND: Self-assessment is a key component of the formation and maintenance of clinical skills as well as a powerful type of formative assessment. The purpose of this study was to determine whether the mini-clinical evaluation exercise (mini-CEX) improved the accuracy of dermatology residents' self-assessments and their overall clinical performance. METHODS: Fifty-eight first- to fourth-year dermatology residents participated in this study in the outpatient clinic and during inpatient visits from 2021 to 2022. At the beginning of the study, each resident was assessed by two faculty members at the same time but independently and also filled out a self-evaluation test using the mini-CEX examination. After the intervention and feedback on the result of the assessment, the participants were reassessed. FINDINGS: After feedback and self-assessment training, the mean scores that the evaluators gave to the residents improved significantly in interview skills, examination and the mean score across all assessed domains (all p < 0.05). The score of self-assessment after the intervention had a significant increase in all seven categories of the mini-CEX test (all p < 0.05). Following the intervention, there was a greater correlation between the ratings of professors and residents, suggesting improved alignment in performance evaluation. CONCLUSION: Training in self-assessment and providing feedback appear to significantly enhance dermatology residents' ability to assess their own performance. These improvements not only reflect skill acquisition but also show the importance of incorporating structured self-evaluation into residency programmes to promote clinical insight, lifelong learning and professional development across diverse medical specialties.
Behind the Screen: Exploring Trainee Experiences With Consultant-Involved Conflicts Through Reddit Narratives.
Preti BTB, Shih B, Merrick M … +2 more , Sanatani MS, Moniz T
Clin Teach · 2026 Apr · PMID 41635202 · Full text
INTRODUCTION: Reddit is an anonymous social media platform where users often share candid experiences, including in medical education. Conflict in medical education, particularly involving consultants, has been shown to...
INTRODUCTION: Reddit is an anonymous social media platform where users often share candid experiences, including in medical education. Conflict in medical education, particularly involving consultants, has been shown to have an impact on the learner experience and the learning environment. METHODS: In order to gain insight into the trainee experience with consultant-involved conflicts, we collected Reddit narratives written by trainees over a one-year period. The use of Reddit narratives allowed a candid view into this sensitive aspect of medical training unaffected by an interviewer's presence. We performed narrative and content analyses to understand the experience of conflict, including conflict types, drivers and management strategies. RESULTS: Analysis of 208 posts revealed five types of conflict: communication challenges; conflicts relating to medical culture; disagreements about medical practice; dissonance in mindset, perspective or perception; and moral conflicts. Four drivers of conflict were identified: the trainee's self-perception, interpretation of professionalism, desire to learn and moral values. Five strategies for conflict management were identified: anger, awareness, asking for help, communication and avoidance. CONCLUSION: These findings illuminate the need for safe spaces to debrief about trainee experiences of consultant-involved conflict. In the increasingly diverse, high-stakes, high-stress clinical environments where training occurs, medical learners may not have access to the conflict management and dialogue skills needed to artfully and sustainably navigate hierarchy-laden disagreements. We encourage educators to build real-world examples into curricula and incorporate conflict resolution training.
Personalised Pathways (PP) in the Medical Curriculum: How Does It Influence Students?
Burgess A, Staples N, Gild M … +5 more , Scott K, Clark T, Lane S, Bleasel J, Girgis CM
Clin Teach · 2026 Apr · PMID 41635011 · Publisher ↗
BACKGROUND: In 2020, the Sydney Medical School introduced the 'Personalised Pathways' (PP) program in Year 2 of the medical curriculum. The PP aimed to provide students with access to specific specialty areas and an oppo...
BACKGROUND: In 2020, the Sydney Medical School introduced the 'Personalised Pathways' (PP) program in Year 2 of the medical curriculum. The PP aimed to provide students with access to specific specialty areas and an opportunity to individualise their educational experience at an early stage. The role this program plays in student career preference is not well understood. We sought to explore students' engagement and experience of the placement and gain an understanding of how it may influence their views of specialities, the role of the consultant and career intentions. APPROACH: In 2023, 220 PP placements were offered to Year 2 students (n = 254) across six teaching hospitals as an optional activity. In total, 122/254 (48%) students applied for a PP; of these, 103/122 (84%) gained a placement. Students attended an individualised PP for 4 h each week across 12 weeks. EVALUATION: Qualitative data were collected by survey, reflecting on students' perception of the placement, the role of the consultant and potential influence on career choice. Data were coded and categorised into themes. In total, 24/103 (23%) students responded to the survey, reporting an increased awareness of specialty career pathways, lifelong learning requirements and work-life balance. The PP also provided insight into the breadth of the consultants' leadership role and teaching responsibilities. IMPLICATIONS: Implementation of the personalised pathway provided valuable opportunities that students appreciated being afforded early on. Notably, it gave some students a reason to rethink their career choice, while others found the experience reinforced their initial plans regarding career pathway intentions.
Artificial Intelligence Augmented Competence Committees: A Collaborative Path Forward in Competency-Based Medical Education.
Yasin N, Bilgic E, Zubairi MS
Clin Teach · 2026 · PMID 41631742 · Publisher ↗
Abstract loading — click title to view on PubMed.
Risk Governance in Clinical Education for Healthcare Students: A Scoping Review.
Tong RR, Suh JM, Cheshire L … +1 more , Naccarella L
Clin Teach · 2026 Apr · PMID 41631538 · Full text
BACKGROUND: Clinical education is essential for the training and accreditation of healthcare students. It facilitates hands-on application and prepares students for their future roles in a dynamic and complex workforce....
BACKGROUND: Clinical education is essential for the training and accreditation of healthcare students. It facilitates hands-on application and prepares students for their future roles in a dynamic and complex workforce. However, such clinical exposure comes with inherent risk, not least due to the delicate balance between patient safety and student learning. Understanding risk is particularly crucial now as we confront new technologies that will undoubtedly transform clinical education. This scoping review aims to map current practices of tertiary institutions in managing risks and incidents in healthcare students' clinical education. METHODS: This scoping review adhered to the Joanna Briggs Institute's methodology and was reported in accordance with PRISMA-ScR guidelines. The search strategy considered key terms of 'risk', 'clinical' and 'students' in MEDLINE, Embase, CINAHL and grey literature. An inductive-deductive approach was used for thematic data analysis. RESULTS: We included 21 studies, which addressed risks in patient safety, student safety and incident response. Twelve studies reported on existing local practices, whereas nine evaluated new interventions. Ten studies intervened at the student level with education programmes, and 11 intervened at the faculty level with protocols and policies. Included studies involved students from medicine, nursing, dentistry, physiotherapy and psychology, with one study involving multiple disciplines. CONCLUSIONS: Risk governance in clinical education is an emerging field, with faculties at various stages of establishing a risk governance framework. Key requisites for risk governance are robust and streamlined processes for incident reporting, incident response and policy change. Further research is needed to understand the impact of centralised multidisciplinary governance.
Emotions on Call: Making a Hidden Curriculum Visible.
Phillips EC, Hughes J, Tallentire VR
Clin Teach · 2026 Apr · PMID 41630618 · Publisher ↗
Abstract loading — click title to view on PubMed.
Structured Team Training to Improve Resuscitation Performance and Communication in Nursing Students: A Nonrandomized Intervention Study.
Jang K, Kim SH
Clin Teach · 2026 Apr · PMID 41629122 · Publisher ↗
AIM: This study aimed to evaluate the impact of structured team training on teamwork, communication and resuscitation performance among undergraduate nursing students in simulated cardiac arrest scenarios. DESIGN: A nonr...
AIM: This study aimed to evaluate the impact of structured team training on teamwork, communication and resuscitation performance among undergraduate nursing students in simulated cardiac arrest scenarios. DESIGN: A nonrandomized pretest-posttest intervention study with a control group. METHODS: Sixty-seven third-year nursing students from two accredited nursing programmes were assigned to either an intervention group (n = 34), which received advanced life support training integrated with five structured team training sessions based on the TeamSTEPPS framework, or a control group (n = 33), which received life support training alone. Teamwork and communication were measured before and after training using validated tools. Resuscitation performance was assessed posttraining through standardized simulation scenarios rated by trained evaluators. RESULTS: The intervention group demonstrated significant improvements in teamwork and communication scores compared to the control group. Posttraining resuscitation performance was also higher in the intervention group. These findings indicate that the integration of structured team training enhances both technical and nontechnical competencies in high-pressure clinical situations. CONCLUSION: Structured team training is an effective educational strategy to improve communication, collaboration and resuscitation performance among nursing students.
Medical Student Perceptions of Psychological Safety in the Clinical Learning Environment.
Lappé K, O'Donohoe J, Bonnett R … +6 more , Colbert-Getz J, Campbell H, Hastings K, Brownson KE, Lamb S, Chow C
Clin Teach · 2026 Apr · PMID 41611255 · Full text
INTRODUCTION: Psychological safety in the learning environment allows students to take risks without fear of humiliation or negative consequences. The psychological safety of healthcare teams has been studied at three le...
INTRODUCTION: Psychological safety in the learning environment allows students to take risks without fear of humiliation or negative consequences. The psychological safety of healthcare teams has been studied at three levels: organizational, team and individual. Prior work has shown how leadership behaviours contribute to student perceptions of psychological safety in the clinical learning environment, but less is known about the impact of organizational and individual factors. The present study explored student perceptions of facilitators and barriers of psychological safety in the clinical learning environment. METHODS: We conducted a qualitative case study in Academic Year 2022-2023. We held four focus groups with 23 third- and fourth-year medical students at Spencer Fox Eccles School of Medicine. Focus groups were recorded and transcribed verbatim; transcripts were analysed using thematic analysis. RESULTS: Thematic analysis revealed that there were organizational supports and barriers, inclusive and exclusive leadership behaviours and individual student characteristics that affected psychological safety in the learning environment. Psychological safety exists when high levels of organizational support and inclusive behaviour are present. However, it is also possible for an organizational support or an inclusive leader behaviour to overcome an exclusive leader behaviour or an organizational barrier, respectively. CONCLUSIONS: Organizational support and inclusive leadership behaviours foster psychological safety. Furthermore, it appears that psychological safety factors do not exist in isolation, but rather in tandem with one another. This makes it possible for an individual medical educator or organizational support to foster psychological safety even when organizational barriers or exclusionary behaviours from other supervisors exist.
Moving From Entrustability to Expertise Through Personalised Coaching and Productive Struggle.
Nyanavoli H, Lai JSY, Ng IKS
Clin Teach · 2026 Apr · PMID 41606424 · Publisher ↗
Abstract loading — click title to view on PubMed.
The Effectiveness of Spaced Repetition in Medical Education: A Systematic Review and Meta-Analysis.
Maye JA, Hurley F
Clin Teach · 2026 Apr · PMID 41601436 · Publisher ↗
INTRODUCTION: Spaced repetition studying techniques such as Anki are increasingly prevalent in undergraduate and postgraduate medical education. However, the evidence base for the effectiveness of these techniques in a m...
INTRODUCTION: Spaced repetition studying techniques such as Anki are increasingly prevalent in undergraduate and postgraduate medical education. However, the evidence base for the effectiveness of these techniques in a medical education setting is unclear. This meta-analysis investigates the effect of spaced repetition use in medical education on learner performance in objective tests. METHODS: The systematic review and meta-analysis was performed in accordance with PRISMA guidelines. Electronic databases were searched in February 2025 for relevant articles, assessed using predefined eligibility criteria. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity and publication bias estimates were calculated using the R programming language. RESULTS: Of the 542 records identified, 14 studies were included in the systematic review, of which 13 were included in the meta-analysis. A meta-analysis including 21,415 learners showed an overall significant effect in favour of spaced repetition study compared to standard studying techniques (standardised mean difference = 0.78; 95% CI 0.56-0.99; p < 0.0001). Spaced repetition interventions included faculty-created or third-party flash cards, MCQs delivered via email or as part of a continuing medical education framework, and spaced classroom quizzes. CONCLUSION: Spaced repetition is an effective study method in medical education. Further work is required to investigate the optimal design and delivery of spaced repetition interventions, as well as to assess the impact of spaced repetition on longer term performance and continuing medical education.
Bridging the AI Policy Gap in Medical Education: Assessing the Lack of Standardised Guidelines in US Medical Schools.
Knopf E, Mohamed AA, Leidy L … +2 more , Perumareddi P, Luck GR
Clin Teach · 2026 Apr · PMID 41592545 · Publisher ↗
PURPOSE: The purpose of this study is to analyse the AI policies enacted by US medical schools for medical students. METHODS: A cross-sectional document analysis was conducted in July 2024 of publicly available AI-relate...
PURPOSE: The purpose of this study is to analyse the AI policies enacted by US medical schools for medical students. METHODS: A cross-sectional document analysis was conducted in July 2024 of publicly available AI-related policies for all 199 accredited US medical schools and their affiliated larger university systems (LUS). Using institutional search tools, we identified student handbooks and policy webpages. Documents that set behavioural expectations for student AI use were coded by two reviewers for policy source, student specificity, content scope and enforcement. Descriptive statistics and chi-square or Fisher's exact tests compared policy presence by programme type and geographic region. RESULTS: Of 199 US medical schools, 121 (61%) had an AI policy. Thirty-one policies originated from medical schools and 90 from a LUS with some overlap. Medical school level policies were more often targeted to medical students and addressed AI use in coursework, assessments, research and clinical documentation, emphasising academic integrity, ethical use and data privacy. LUS policies were typically generic, applying to all university students. Allopathic (MD) schools (83%) and schools in the South (34%) were more likely to have AI policies (p < 0.001). CONCLUSIONS: Many schools rely on generic LUS policies rather than medical student-specific AI guidance. This gap may leave learners without clear expectations for appropriate AI use in coursework and clinical training. Our descriptive findings offer a baseline foundation for strengthening AI governance. Tailored, student-specific and regularly updated policies are essential to support responsible AI use while preserving academic and professional standards.
Scoping Reviews in Health Professions Education.
Church HR, Sandars J
Clin Teach · 2026 Apr · PMID 41592534 · Publisher ↗
Scoping reviews are becoming increasingly popular in Health Professions Education (HPE), offering a flexible and systematic way to explore broad questions, map the literature, and identify knowledge gaps. Unlike systemat...
Scoping reviews are becoming increasingly popular in Health Professions Education (HPE), offering a flexible and systematic way to explore broad questions, map the literature, and identify knowledge gaps. Unlike systematic reviews, which aim to answer focused questions, scoping reviews are ideal for topics that are complex, emerging or poorly defined. They allow educators to explore what is known about a topic, highlight areas needing further research and inform curriculum design, policy or funding decisions. This Clinical Teacher's Toolbox article introduces the purpose and defining features of scoping reviews and compares them with other common review types. We offer practical advice based on our experience of conducting scoping reviews in HPE, with step-by-step guidance on how to plan, conduct and report. Topics include choosing a suitable research question, assembling a team (including the key role of librarians), managing the review process using software tools and following established methodological frameworks (e.g., the Joanna Briggs Institute). Common challenges, such as justifying the use of scoping reviews and ensuring quality, are discussed, along with tools like the PRISMA-ScR checklist to enhance transparency. By following this guide, all involved in HPE can confidently use scoping reviews as a rigorous and adaptable method of evidence synthesis, supporting both educational research and informed decision-making for best educational practices.
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