MEDICAL TEACHER医学教师
MEDICAL TEACHER(英文缩写 MED TEACH),ISSN 0142-159X,eISSN 1466-187X,中文译名:医学教师 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 4.277 | Q1 |
| 2022 | 4.700 | Q1 |
| 2023 | 3.300 | Q1 |
| 2024 | 4.400 | Q1 |
| 2025 | 4.000 | Q1 |
MEDICAL TEACHER 最新收录文献
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1. 'You stay quiet, you observe, and that's it': A qualitative study of clerkship students' experiences of debriefing patient deaths.
1. “你保持安静，你观察，就这样”：一项关于临床见习学生对患者死亡事后讨论体验的质性研究PMID:日期:2026-10-04Patient death is a complex and formative experience for medical students. Debriefing can be a powerful support for students during clerkship, when most students encounter patient death for the first time. However, medical educators require better understanding of student debriefing experiences amid patient death, to inform debriefing as a support. We conducted a focused secondary Reflexive Thematic Analysis (RTA) of longitudinal semi-structured interviews with twelve medical students during the clinical phase of a four-year Canadian undergraduate medical program ( = 48 interviews). Our iterative interpretive analysis explored student experiences of debriefing about patient death. Students described highly variable access to debriefing, with many encounters with patient death occurring without acknowledgement or support. When debriefing was absent, students expressed feelings of loneliness, emotional turmoil, and even disillusionment. However, when debriefing was practiced or even just offered, students described feeling connected, accepted, and safe. Student-identified barriers to debriefing included existing expectations, attitudes, and practices around patient death. Students emphasized the value of debriefing informally with preceptors and near peers. Participants desired skills and practices to help them to emotionally process the death of a patient during clinical placements. They perceived offers for debriefing as indications of a safe learning environment, whether students accepted or declined these offers. Missed opportunities for debriefing about death reinforced professional norms that diminish death and devalue emotional experiences in medicine. By introducing and normalizing debriefing as a practice early in medical education and encouraging its use during clinical placements, we can better prepare students to face the deeply impactful experience of patient death.
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2. Very-short-answer assessments: Beyond aggregate equivalence.
2. 极简答题评估：超越聚合等价性PMID:日期:2026-10-04该文献暂无摘要。
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3. Competing for clinician educators' time: A Bourdieuan perspective on faculty development participation.
PMID:日期:2026-10-01该文献暂无摘要。
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4. Twelve tips on how successfully fail at implementing Programmatic Assessment for Learning.
PMID:日期:2026-10-01Programmatic Assessment for Learning (PAL) has emerged as the conceptual evolution of programmatic assessment by explicitly positioning learning as the organizing principle of assessment design. Although its theoretical foundations are well established and international consensus statements have provided implementation guidance, many institutions continue to encounter substantial challenges when introducing PAL. These challenges often arise not from shortcomings of individual assessment methods, but from misalignment across curriculum, assessment, organizational culture, governance, leadership, and educational practices. This article adopts a deliberately ironic 'reverse-tips' approach to identify twelve common practices that inadvertently undermine successful implementation of PAL. Rather than presenting recommendations for what to do, each tip illustrates what organizations should avoid. In doing so, we expose the assumptions, structures, and organizational mechanisms that divert programs from the educational principles underpinning PAL. The tips emphasize that successful implementation depends on integrating assessment with curriculum design, longitudinal coaching, learner agency, meaningful interpretation of evidence, governance, faculty development, and intentional organizational culture change, while recognizing the tensions inherent in balancing learning with accountability. Collectively, these twelve (reverse) tips provide educators with a practical framework for recognizing implementation traps and critically examining whether their assessment systems remain aligned with the educational purposes of PAL.
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5. 'Part of my humanity left me the day I walked into medical school': Navigating medical students' identity dissonance through the medical humanities.
5. “我踏入医学院的那一天，我的一部分人性就离开了我”：通过医学人文学科引导医学生的身份失调PMID:日期:2026-10-01Medical humanities curricula offer a lens for understanding how medical learners construct meaning and professional identity. While intended to cultivate patient-centered physicians, this process can provoke identity dissonance rooted in the hidden curriculum, leading learners to suppress, compartmentalize, or defer emotional engagement. This study examines how a medical humanities exercise shaped learners' reflections on identity dissonance, affect, and professional identity formation. Through qualitative analysis of reflective narratives, we explored how students interpreted tensions between personal values, emotional experience, and professional expectations during the transition to residency. Within medical education, medical humanities function as a corrective to institutional cultures that sustain identity dissonance, offering space to reimagine what it means to be physicians. The research team conducted a qualitative cross-sectional analysis of medical humanities reflections in response to reading Anatole Broyard's 'Doctor, Talk to Me', submitted by 113 fourth-year medical students enrolled in the Transition to Residency course at Geisinger Commonwealth School of Medicine in 2024. Researchers employed a constructivist grounded theory methodology to independently code de-identified reflections and used triangulation to achieve consensus. Researchers identified 23 codes that were categorized into four themes: (1) modulating personal assumptions and professional expectations, (2) fragmented self, (3) situating affect, with a subtheme of deferred empathy, and (4) connectivity through shared humanity. Students frequently described identity dissonance and tensions between emotional engagement and prevailing professional norms. Many articulated forms of deferred empathy, postponing deeper emotional connection until they perceived greater professional autonomy. This study suggests that medical humanities encounters may help learners recognize and interpret identity dissonance while creating space to examine affective dimensions of professional identity formation. Medical humanities counter the tendency in medical training to manage difficult emotions through detachment by offering students tools to engage those emotions while remaining present with patients.
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6. Twelve tips for using image challenges to teach clinical reasoning.
PMID:日期:2026-09-29Clinical reasoning is fundamental to safe practice, yet teaching it effectively remains one of the persistent challenges of health-professions education. Image-based challenges-visual material paired with a short clinical vignette-offer an efficient, authentic, and low-cost way to make reasoning visible and to give learners repeated, guided practice. This article offers twelve practical tips for educators who wish to teach clinical reasoning through image challenges. The first tips start from learning objectives, ground the method in reasoning theory and the evidence on observation-based learning, and address the curation of authentic images and the organisation of small-group sessions. Four complementary formats follow, each described as a reproducible step-by-step activity: a multiple-choice challenge; assessment of general condition with dual-process thinking; comparative reasoning with progressive disclosure that exposes cognitive bias; and images that link diagnosis to management and social determinants of health. The final tips address active facilitation, structured point-of-care evidence searching, explicit naming of reasoning strategies, peer and vicarious learning, and structured reflection and evaluation. Each tip is evidence-informed and includes implementation steps and strategies for common barriers. In our own program, interns reported that image challenges were engaging and beneficial for reasoning, particularly when solved in groups. Incorporating these methods can strengthen clinical reasoning across diverse settings and better prepare learners for the complexity of clinical practice.
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7. What you legitimise is what you get: A case study of an undergraduate medical curriculum in South Africa.
7. 你所认可的即是你所得到的：南非本科医学课程案例研究PMID:日期:2026-09-23Many medical graduates are entering practice not ready in the ways that count. The prevailing explanation is a lack of opportunity for clinical experience, but this rationale is insufficient in resource constrained, high-volume clinical training contexts. What is legitimised will ultimately shape what is learned. This study aimed to explore what forms of knowledge, participation, and ways of being are legitimised within a medical curriculum in South Africa. We conducted explanatory, instrumental case study research using multiple sources of data from one medical school in South Africa. 21 Final-year medical students took part in four focus groups, 12 clinical training coordinators took part in semi-structured interviews and 20 documents conveying expectations to final-year medical students were collected from the online learning management system between March and August 2025. Data were analysed using thematic analysis, using Legitimation Code Theory (LCT) as a theoretical framework. Three key themes were identified: (1) medical school aspires to ready graduates with the holistic range of competencies required in practice (2) structural constraints privilege performance in assessments over participation and (3) both students and clinical teachers experience delegitimization in the clinical training environment. There is a misalignment between intended outcomes, where both knowledge and ways of being are valued, and an enacted and experienced legitimacy, where achievement is defined through performance in high-stakes assessments. This shift privileges 'what you know' while devaluing 'who you are,' resulting in the marginalisation of the competencies required for a successful transition to practice. Clinical exposure is not enough to ensure students gain the experience they need to be prepared for practice, what is legitimised will determine whether intended learning takes place. Curriculum innovation and culture change aimed towards legitimising student participation and professional development can allow for the potential of clinical training environments to be realised.
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8. Audio-podcasts as a teaching tool in undergraduate health professions education - a scoping review.
8. 音频播客作为本科健康专业教育中的教学工具——一项范围综述PMID:日期:2026-09-23Audio podcasts are increasingly popular, leading to increased use in health professions education (HPE), offering flexible, asynchronous learning. Their adoption accelerated during the COVID-19 pandemic, yet guidance on how to purposefully integrate podcasts into undergraduate curricula remains limited. This review aims to map the existing literature on the integration, design and evaluation of audio podcasts as instructor-delivered teaching tools for undergraduate students in HPE. We conducted a scoping review following PRISMA-ScR guidelines. Eligible studies included empirical research on instructor-delivered audio podcasts for undergraduate students in HPE programmes. Studies were excluded if they focused on video podcasts, if the creation of a podcast by students was the learning activity, or when the article lacked data evaluating the podcast. We searched 5 databases without date limits. Data were charted using a structured Excel form capturing study characteristics, podcast design, integration approach, and evaluation outcomes. All interventions were classified according to the PICRAT model to classify student interaction and pedagogical impact. Our search identified 3395 records, of which 54 studies met inclusion criteria, spanning 13 HPE disciplines, predominantly medicine and nursing. Podcast formats ranged from lecture recordings to radio documentaries. Integration was mainly Passive-Replaces ( = 24) or Passive-Amplify ( = 17), with fewer Interactive ( = 3) or Creative ( = 8) uses. We identified four categories of learning activities in which podcasts were used, with listening as a standalone learning activity and listing as part of an assignment being most common. Podcasts were able to amplify and transform teaching by creating insights into the lives and experiences of patients and their families or into clinical practice. Podcasts can supplement or replace traditional teaching and address challenges in HPE. Their greatest potential lies in providing learning experiences that are difficult to recreate through conventional teaching. Purposeful integration guided by educational theory is essential to maximize impact.
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9. Twelve tips for implementing deliberate reflection in clinical reasoning education.
PMID:日期:2026-09-22Diagnostic reasoning is fundamental to safe clinical practice, yet it is often taught through unstructured case discussions that provide limited support for the development of diagnostic expertise. Deliberate reflection is a structured educational strategy supported by more than 15 years of experimental research demonstrating its effectiveness in improving diagnostic reasoning by promoting the refinement of illness scripts, reducing cognitive biases, and supporting learning. However, despite this growing body of evidence, educators still lack concise, evidence informed guidance on how to implement deliberate reflection across different educational contexts. Drawing on the accumulated experimental evidence and recent advances in clinical reasoning education, this article provides twelve practical tips to support the implementation of deliberate reflection. Organised around key implementation decisions, including selecting appropriate learners, choosing reflection formats, matching case complexity to learner expertise, calibrating instructional guidance, promoting transfer, integrating deliberate reflection throughout the curriculum, and preserving its core cognitive principles, these recommendations translate current evidence into a practical guidance.
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10. One size does not fit all: How contextual factors shape learning needs in guideline development - a multiple case study.
10. 一种尺码并不适合所有情况：背景因素如何影响指南制定中的学习需求——一项多案例研究PMID:日期:2026-09-21Clinical guideline development is a complex, multidisciplinary process in which panels formulate recommendations. Many panel members have limited education before participating in a panel, even if this can enhance their competencies. There is variety in guidelines and healthcare contexts for which guidelines are developed. Currently, it is unclear how contextual factors shape guideline development processes and panel members' learning needs. This study examined how contextual factors affected guideline panel members during the guideline development process and influenced their learning needs. We conducted a qualitative multiple-case study of five Dutch multidisciplinary guideline projects supported by an educational programme. Panels were followed longitudinally from their first meeting to the final training session (March 2024-June 2025). Semi-structured interviews were conducted with eighteen panel members and ten project leads. Data were analysed using an iterative inductive-deductive reflexive thematic analysis approach, with the levels of Bronfenbrenner's social-ecological model as sensitising concepts. Three interrelated themes shaped learning needs. First, the guideline topic influenced panel composition, methodological choices, and the extent to which panels had to rely on expert judgment due to limited or low-certainty evidence. Second, participation dynamics, including individual characteristics (i.e. confidence and prior experiences), hierarchy, and psychological safety, affected engagement and whose expertise was integrated into the guideline. Third, task allocation varied substantially between projects, particularly regarding involvement in evidence appraisal and drafting recommendations, resulting in different competency requirements. Meeting formats (online versus in-person) further shaped interaction and learning. Importantly, the themes interacted; for example, topic-driven methodological demands shaped task allocation and participation, while participation dynamics influenced topic (key question) prioritisation. Methodological competence alone is insufficient for effective participation in guideline development. Learning needs arise from the combined influence of the guideline topic, participation dynamics, and task allocation. Educational initiatives should therefore adopt a flexible, context-sensitive, and role-specific approach.