Background Graduate training programs are tasked with preparing trainees to lead clinical teams. Currently, there is little consensus on how to develop their interpersonal leadership skills, and pediatric programs tend to focus on senior residents. Targeting pediatric interns with strategies for developing interpersonal leadership skills provides more opportunity to consolidate and apply these skills during training. Objective We aimed to understand how simulation facilitates the development of interpersonal leadership skills among pediatric interns. Methods Pediatric interns participated in an outdoor wilderness simulation repeated 4 times between July–November 2022. The simulation and debrief focused on consensus decision-making and communication. To explore if and how simulation outside of clinical teams and devoid of clinical content fostered interpersonal leadership skills, we conducted semi-structured focus groups after each debrief. We conducted thematic analysis of the recorded debriefs and focus groups. Results Forty nine of 53 eligible interns participated. Participants demonstrated learning about interpersonal leadership skills and began to build a leadership identity. Simulation facilitated this development through 3 core elements. Detaching the simulation from clinical content and settings leveled the playing field and engendered experimentation and examination. Despite this separation, the simulation prompted participants to link to clinical spaces through reflection on translating interpersonal leadership skills to clinical settings. Conclusion Simulation outside of clinical teams and free of clinical content creates safe spaces for pediatric interns to develop interpersonal leadership skills. Earlier acquisition of these skills may facilitate leadership development over the course of pediatric training.
Background Cardiovascular disease remains a leading cause of mortality worldwide, yet medical students may have limited confidence in recognizing cardiac conditions. This study evaluated whether prior real-world cardiovascular exposure, a brief educational intervention, and completion of a cardiology block were associated with medical students’ confidence and cardiovascular knowledge. Methods A longitudinal survey-based study was conducted among second-year osteopathic medical students at a college of osteopathic medicine in the southeastern United States. Sixty-five students completed a pre-survey before the cardiology block. Thirty-four participants received a brief cardiovascular educational module, while 31 completed a control survey without the module. Fifty-one participants completed a common post-survey following the cardiology block. Confidence was measured using 5-point Likert-scale items, and cardiovascular knowledge was assessed using multiple-choice and case-based questions. Relationships between prior cardiovascular exposure, confidence, and knowledge were also evaluated. Results Before the cardiology block, students receiving the educational module reported higher confidence across measured domains than controls, with differences of approximately 0.6–0.7 points and large effect sizes. Students with prior clinical cardiovascular exposure also demonstrated higher baseline confidence than students with family or media exposure alone. Following completion of the cardiology block, both groups demonstrated high confidence across domains, and most between-group differences were no longer statistically significant. Confidence was not consistently associated with knowledge accuracy. Conclusions Brief educational interventions and prior clinical exposure may improve early cardiovascular confidence; however, comprehensive longitudinal cardiology instruction appears to have a greater influence on sustained confidence. These findings also demonstrate the importance of evaluating objective knowledge alongside self-reported confidence.
Background While the electronic health records (EHR) is a critical tool for clinical care in academic medical centers, there is a gap in the literature regarding utilization of EHRs for teaching and learning in residency training, outside of descriptions on EHR training or use for quality improvement projects. The research question for this scoping review is: How is the EHR purposefully used in educational interventions for teaching and learning in graduate medical education? Methods We searched all publications in PubMed, SCOPUS, CINAHL, ERIC, Cochrane and MedEdPORTAL databases from 2010 to 2022 that met our search criteria and MeSH terms. Using Arksey and O'Malley's framework, the abstracts were reviewed by three team members, and the full text was reviewed by all authors using a standardized data extraction sheet. Results Of the 2431 records, 19 met inclusion criteria and were reviewed in full. All studies were set in North America, 79% at teaching hospitals, and 42% in Internal Medicine programs. The EHR was used purposefully to improve learning in sepsis, diabetes, asthma, critical care, post- and peri-operative care, and it was used to provide feedback about clinical performance, test utilization, costs of care, and errors. The educational interventions included simulation, direct feedback using EHR data, and workshops with pre-post knowledge and skills testing. Conclusions This scoping review identifies how the EHR is being used as a teaching and learning tool for trainees. There is a need for more purposeful use of the EHR in designing educational interventions for residents.
Background Teaching communication skills in healthcare is challenging, particularly when preparing students for emotionally complex clinical encounters. Role-play is widely used but can be resource-intensive to organise, especially when professional actors are required. Effective communication underpins quality healthcare and patient safety by supporting meaningful patient participation, better clinical outcomes, and patient satisfaction. Generative artificial intelligence (AI) simulations can reproduce human response and offer a flexible, safe environment for practice; however, their effectiveness in communication skills teaching remains underexplored. This study aims to explore students’ perceptions of using AI role-play conversations in communication skills teaching. Methods In this exploratory qualitative study informed by an interpretivist approach, Physician Associate students engaged in three structured AI role-play conversations: smoking cessation counselling, breaking bad news, and telephone consultation. These exercises were introduced via Blackboard, following clinical skills sessions. Afterwards, students reflected and provided qualitative feedback. Debriefing by a facilitator was held at the end of each session to share insights, discuss communication choices, explore emotional responses to challenging scenarios, and identify both strengths and areas for growth. Reflections were analysed through a process of qualitative thematic analysis. Results Students appreciated the opportunity to practice independently and without judgment, they reported finding it easier than practising with a peer and enjoyed the opportunity to practice in their own space and own time. They valued the usefulness of this tool to develop empathy, although some found it challenging to maintain empathy in the virtual environment. It also helped them reflect on their individual learning and how to structure and refine their communication skills. Overall, students found these exercises beneficial. Conclusion AI role-play conversations may reduce anxiety and build confidence by revisiting challenging conversations. They represent a promising, scalable, accessible platform for developing communication skills. Successful implementation should consider contextual factors including technological infrastructure and facilitator support.
Background The Medical Licensing Assessment (MLA) is the new National Licensing Examination (NLE) for medical schools in the United Kingdom (UK), regulated by the General Medical Council (GMC). It comprises two written single-best answer papers known as the Applied Knowledge Test (AKT) and a Clinical and Professional Skills Assessment. This study focused on how medical students prepare for the AKT only. The aims of this research were to understand usage and evaluation of official MLA resources and external study resources by medical students in the UK when in preparing for the AKT. Methods This was a cross-sectional study conducted at six UK medical schools. Data were collected using an online questionnaire. The questionnaire explored student demographics, the MLA Content Map and use of the MSC practice papers, reasons for utilising external study resources and their financial impact. Results In total, 100 responses were included in the study. The MLA Content Map was used by 79% of students, with 92% using MSC practice papers. Resources outside of their medical school materials were used by 97% of students; chiefly external online question banks, used by 99% of students. All students who participated purchased additional external resources. Conclusions In this pilot study, UK medical students universally used external resources to prepare for the AKT first sitting in June 2024. A significant number of students did not identify official MSC practice exam questions as sufficient preparation for the AKT. Further data are required to further inform UK Medical Schools, the GMC and MSC regarding optimising resource provision for students. This pilot research forms the foundation of a larger, more comprehensive study which has been expanded to all UK medical schools for the 2024–25 exam cycle, which is enriched by collecting qualitative insights.
