Milit S Patel,Edward Christopher Dee,Samarra Toby et al.
Milit S Patel et al.
Current medical education is caught in a paradox: it aims to train compassionate patient advocates yet its structure often fosters compliance and burnout, ill-equipping physicians to challenge the systemic drivers of poor health. The rapid ...
Navigating the paradox of the student-doctor status: Perceptions of general practice residents [0.03%]
Isabelle Ettori,Mary Lebleu,Clémence Cueff et al.
Isabelle Ettori et al.
Purpose: Residency places trainees in a liminal position between student and doctor that generates learning opportunities and identity tensions. While liminality is often seen as a transitional phase, this study explored ...
Francisco Carlos Specian Junior,Silvia Mamede,Lígia Maria Cayres Ribeiro et al.
Francisco Carlos Specian Junior et al.
Introduction: Clinical reasoning is essential for patient safety but challenging to teach. Deliberate reflection (DR), which involves systematically contrasting diagnostic hypotheses during case practice, improves diagnos...
Co-creating patient safety education: Bridging learning, practice, and policy in emergency care [0.03%]
Chiao-Ni Wen,Shu-Yu Peng,Chueh-Feng Wu et al.
Chiao-Ni Wen et al.
Background: Pre-analytical errors persist as the leading cause of laboratory errors despite technological advances, reflecting translational failures in continuing professional development (CPD). Traditional patient safet...
Fostering connections, psychological safety and meaningful relationships: The role of preclerkship learning communities in professional identity formation [0.03%]
Elizabeth Ann Yakes,Thuy L Ngo,Marjorie D Wenrich et al.
Elizabeth Ann Yakes et al.
Introduction: Professional identity formation (PIF) in medicine is a developmental process of integrating personal and professional values, attributes, and practices into one's character. This process may be advanced thro...
Sustaining competency-based medical education in resource-constrained contexts: Reflections from the Philippines [0.03%]
Danilo V Rogayan Jr
Danilo V Rogayan Jr
Ronilo P Antonio,Kenneth Ian T Batac
Ronilo P Antonio
Shafeena Anas,Joanne Selway,Pauldy Otermans
Shafeena Anas
Background: Team-Based Learning (TBL) is widely used in medical education to promote active engagement, yet its structured format raises questions about how power, voice, and cultural inclusion are negotiated. Using a cri...
Evaluating the performance of simulated patients: Development and validation of the Lisbon Assessment of Simulated Patients (LASP) scale [0.03%]
模拟病人表现评估：利斯本模拟病人评估量表的制定和验证
Paulo Oom,Sandra Oliveira,Leonor Bacelar-Nicolau et al.
Paulo Oom et al.
Background: Effective communication between doctors and patients is crucial for positive health outcomes and patient satisfaction. In medical education, simulated patients (SPs) play a pivotal role in developing these ski...
Adapting to clinical responsibility: Challenges and learning environment in early practice-a longitudinal study [0.03%]
适应临床责任：早期实践中的挑战和学习环境-一项纵向研究
Shou-De Ma,Sin Yee Patty Kwong,Grace Sambo et al.
Shou-De Ma et al.
Introduction: The transition from medical student to doctor is widely recognized as a challenging period, yet most studies capture this transition at single time points and provide limited guidance on how educational envi...