Psychological safety and Safety-II paradigm for faculty development

The Physical and Psychosocial Stressors in Medical Education and Clinical Training, 1st Edition unveils the physical, psychological, and psychosocial challenges inherent to modern medical education and clinical practice. It examines the myriad of obstacles and challenges that medical students, interns, and residents endure. Among the topics discussed are burnout, compassion fatigue, and the challenges of maintaining a healthy work-life balance in an environment that frequently involves high stakes. Moreover, the book examines the development of resiliency, the improvement of mental well-being, and the promotion of professional success within the field of medicine. It is an essential resource for anyone seeking to understand and mitigate the stressors that shape the medical profession.

Mentorship: A Millennia-Old Remedy for Learner Success Amidst the COVID-19 Pandemic

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

Medical Education Reform in China: The Shanghai Medical Training Model.

Advances in artificial intelligence (AI), particularly generative AI, hold promise for transforming medical education and physician training in response to increasing health-care demands and shortages in the global health-care workforce. Meanwhile, challenges remain in the effective and equitable integration of AI technology into medical education and physician training worldwide. This Viewpoint explores the opportunities and challenges of such an integration. We study the evolving role of AI in medical education, its potential to enhance high-fidelity clinical training, and its contribution to research training using real-world examples. We also highlight ethical concerns, particularly the unclear boundaries of appropriate use of AI and call for clear guidelines to govern the integration of AI into medical education and physician training. Furthermore, this Viewpoint discusses practical constraints, including human, financial, and resource constraints, in AI integration, and emphasises the need for comprehensive cost evaluations and collaborative funding models to support the sustainable implementation of AI integration. A tight collaborative network between health-care institutions and systems, medical schools and universities, industry partners, and education and health-care regulatory agencies could lead to an AI-transformed medical education and physician training scheme that ultimately supports the adoption and integration of AI into clinical medicine and potentially brings about tangible improvements in global health-care delivery.

A healthy lifestyle is fundamental for the prevention and treatment of cardiovascular disease and other noncommunicable diseases (NCDs). Investment in primary prevention, including modification of health risk behaviors, could result in a 4-fold improvement in health outcomes compared with secondary prevention based on pharmacological treatment. The American Heart Association (AHA) emphasized the importance of lifestyle in its 2020 goals for cardiovascular health promotion and disease reduction. In addition to defining “cardiovascular health” based on criteria for blood pressure and biochemical markers (lipids and glycemia), the AHA Strategic Planning Committee further identified lifestyle characteristics of central importance: nutrition, physical activity, smoking, and maintenance of a healthy body weight.1 The World Health Organization estimated that ≈80% of NCDs could be prevented if 4 key lifestyle practices were followed: a healthy diet, being physically active, avoidance of tobacco, and alcohol intake in moderation.2 To support healthy lifestyle initiatives, major changes are necessary at the societal level to improve population health. Numerous strategies might help to create a culture that promotes and facilitates healthy behaviors, including creating laws and regulations, mounting large-scale public awareness and education campaigns, implementing local community programs, and providing individual counseling.3 Physicians are uniquely positioned to encourage individuals to adopt healthy lifestyle behaviors: Approximately 80% of Americans visit their primary care physician at least once a year. Physicians directly communicate with their patients during clinical encounters across numerous settings, and research indicates that patients highly value recommendations provided by their physicians.4,5 However, data further indicate that lifestyle counseling does not routinely occur in physicians’ offices, thereby representing a lost opportunity. Physicians report that they perform lifestyle counseling during ≈34% of clinic visits.4 Patients, in turn, report an even lower frequency of physician lifestyle counseling. For example, obese patients reported receiving physical activity and …

WKS 17: Developing and implementing diversity competence training in medical education – how to overcome the global challenges?, Auditório B1 (FCSH), September 4, 2025, 14:45 - 15:45Rationales and PurposeDiversity competence is understood as a concept and framework aimed at educating health professionals to interact with and deliver healthcare effectively and respectfully to diverse populations. Implementing diversity competence training is challenging due to unclear definitions and learning content, issues with organization, limited support and resources and shortage of qualified teachers. The workshop helps participants developing and implementing diversity competence training by presenting cases and discussing approaches and processes that facilitate implementation, overcome institutional barriers and support enduring change.Methods of WorkshopThe concept of diversity competence is introduced (Allan Krasnik) followed by three case presentations. Experience from USA is presented on a humanities program that promotes cultural respect and understanding, reduces bias, and empowers community advocacy among healthcare professional trainees (Ana Maria Lopez). A presentation from Cyprus demonstrates how challenging cases encountered by doctors can inform the diversity and cultural competence curriculum in medical training (Costas Constantinou). A Danish case illustrates use of a scenario-based didactic online game for preparing medical educators for teaching students from diverse backgrounds (Janne Sørensen). Based on Mentimeter responses by participants common challenges and solutions will be discussed.Projected Learning OutcomesThe participants will gain competences in recognizing and coping with barriers and facilitators in the process of integrating diversity competence training in medical education and thereby be better equipped for developing new and creative educational approaches to ensuring inclusive and diversity sensitive health care.

620 Creating a culture of clinical research in the clinic: Integrating clinical trials into the care of patients with lupus

Currently, the issue of the effectiveness of medical personnel training is a key issue for the healthcare sector. The target area of medical personnel training is the combination of theoretical studies and the development of practical skills in the educational process. The article provides a comparative analysis of the norms regulating the features of practical training in educational programs of different levels, the features of practical training in medical education programs. Network forms of practical training implementation, requirements for their resource provision, as well as existing provisions regulating practical training in medical education programs and directions for its improvement are considered.

This issue of Deutsches Arzteblatt International features two original articles that focus on the coming generation of physicians. Around 10 000 students, the majority of them women, graduate from German medical schools each year (1, 2). The number of graduates is stable, there are more applicants each year than can be accommodated, and nationwide the graduation rate is higher than for any other field of learning. The medical faculties play a central part in teaching and research. But what skills do medical graduates possess? How closely do their acquired knowledge and abilities match the requirements of health care and advanced clinical training? Medicine is a profession founded on science. The role and quality of the doctoral theses that most medical students write are hotly debated. How much experience in research is necessary for a medical student who will go on to work in clinical care? How much is desirable? Evidence from a number of sources indicates decreasing motivation to work in patient care, particularly in certain clinical specialties and in rural care settings. The reasons for this may include the expectations of a new generation of physicians who want a better balance between work and private life and attach less importance to academic titles than their elders (3). These findings are corroborated by the results of a survey of the career expectations of medical students conducted by Gibis et al. of the National Association of Statutory Health Insurance Physicians in cooperation with the University of Trier (4). Over 12 000 completed questionnaires, corresponding to 12.7% of medical students in Germany in 2010, were evaluated; 64% had been submitted by female students. Analysis showed a continued high degree of willingness to work in clinical care after qualification. The students predominantly intend to train as specialists and work in urban settings. It comes as no surprise that primary care in rural areas is seen as less attractive. The financial risks associated with establishing one’s own office also play a role, so that the overwhelming majority of the respondents state a preference for a salaried position. The most frequently cited obstacles to employment in a hospital are excessive administrative tasks and poor compatibility of work and family life. Interestingly, there is a distinct gender difference in what is regarded as an adequate income: The women have lower expectations. Surveys such as this highlight a complex constellation of educational and healthcare policy. What should the medical schools be teaching? What are the key skills that need to be acquired by a student who is just commencing her medical education and will be working as a specialist in clinical care 10 to 12 years from now? Apart from the problem of the low response rate, the question arises of what consequences can be drawn from the findings of Gibis et al. (4). To what extent are medical students’ expectations borne out in reality? Is it not urgently necessary to collect better data on what new physicians actually go on to do after graduation? Compulsory registration of specialist training by physicians’ professional organizations would be an important means to this end. Medical education and specialist training will in future be more closely oriented on the requirements of health care planning. Skills-oriented profiling of graduates will play a central part in the shaping of curricula for medical education and advanced training. In this way medical school courses could be more closely matched to the requirements of specialist training, under the aegis of the regional chambers of physicians, and thus create incentives for a career in patient care. The Society for Medical Education (Gesellschaft fur Medizinische Ausbildung) and the Medical Faculty Conference (Medizinischer Fakultatentag) are jointly developing a national skills-oriented catalog of learning goals for medicine, intended to define a medical core curriculum embedded in the legal framework of the Medical Licensure Act (Arztliche Approbationsordnung), thereby making it easier for medical schools to design their courses (5, 6). This catalog takes up a Canadian concept (CanMEDS) originally developed for specialist training (7) and is intended to prepare medical students for their future role as practicing physicians. In the role of medical expert, the future physician draws on a wide range of skills, medical knowledge, clinical competence, professional demeanor, and so on to realize the goal of patient-centered care. The medical role of the scientist is indispensable and provides a foundation for medical education and advanced training. Without these skills, it is inconceivable that one can work as a physician or critically assess the findings of new studies on diagnosis and treatment. It is thus vital that medical students learn how research is conducted, so that they can, for example, evaluate the literature. It is also desirable to offer as many students as possible the opportunity to engage in research themselves: On the one hand their own research activities will improve their understanding of new insights and innovation in medicine, and on the other hand they may be encouraged to embark on an academic career. The publication activity of doctoral candidates at the Charite in Berlin is analyzed in the article by Ziemann and Oestmann (8). The number of publications per candidate, and with it the impact factor, increased between 1998 and 2008. At all times throughout this period, however, the candidates were named as first author in only one quarter of the publications. The Charite underwent massive structural reorganization during the investigation period, making it a special case among German medical schools. Besides the fact that this was a single-center study, a point of criticism is that quantity—a high number of publications—does not imply quality. The impact factor applies to a journal rather than individual articles and is problematic as sole indicator of quality. Publications in peer-reviewed journals derived from doctoral theses, as considered by Ziemann and Oestmann, are certainly a better measure of quality than the simple number of theses. The findings constitute a valuable contribution to the debate on the value and future of the doctoral qualification in its present form. Many medical faculties are already striving to improve the supervision of their doctoral candidates and establish structured doctoral programs that offer a reliable framework and high-quality methods. Such structured programs could potentially increase the candidates’ intrinsic motivation and thus improve the quality of their theses (9). The fruits of these efforts should be made more visible. For this reason a comprehensive survey with uniform methods is needed to analyze the quality of doctoral theses in medicine. Against the backdrop of the Bologna debate about dividing courses into stages with a separate doctoral stage, it remains open in what direction the medical doctorate will go in the longer term. In the interests of best-evidence medical education, greater attention should be paid to the data and findings of education research, as exemplified in the two studies presented here, when discussing future developments in medical school courses and specialty training (10).

BackgroundDespite overwhelming evidence for work-related stress and burnout, health care clinicians receive little training in self-care.ObjectivesWe explored training and current self-care satisfaction of psychosocial and palliative care clinicians.DesignForty-one psychosocial and palliative care clinicians (18 physicians, 16 social workers, and 7 others [nurse practitioners, psychologists, pharmacists, and physician assistants]) who care for adult oncology patients at a large U.S. academic cancer center, completed an online survey about well-being, including their prior training, current satisfaction, and barriers to self-care.ResultsThis cross-sectional mixed-methods study found that clinicians felt that their graduate training did not prepare them very well to look after themselves in their professional roles (m = 1.71 [SD = 1.25]), where zero corresponded to "not well at all" and 4 to "extremely well." Open-ended responses highlighted potential gaps in self-care training: (1) Institutional support; (2) Information and education; (3) Self-care techniques and support; (4) Expectations; and (5) Managing boundaries. Clinicians rated their satisfaction with their current self-care practices as "moderately satisfied" (m = 2.10 [SD = 0.92]). Participants also noted barriers to self-care: (1) Time; (2) Competing demands and priorities between work and home; (3) Work culture, including pace and load; (4) Energy, motivation, and awareness; and (5) New methods and tools.ConclusionsThe findings highlight gaps in clinical education and training about self-care practices for health care clinicians, especially for those who care for seriously ill and dying patients. We discuss training implications and propose possible interventions, to strengthen the existing models of self-care for health care clinicians.

Scholarship on psychological safety (PS) in medicine has focused on improving patient safety on interprofessional teams. In medical education, PS literature has focused on the role of PS in simulation and on undergraduate medical education learners. However, less is written about the role of PS in shaping the learning of graduate medical education (GME) trainees. As a step toward better understanding the relationship between PS and the GME clinical learning environment (CLE), the authors conducted a scoping review exploring the phenomenon of PS in the CLE for GME learners. The authors used Arksey and O'Malley's 5-step framework: (1) identifying the research question; (2) identifying relevant studies; (3) selecting studies; (4) charting the data; and (5) collating, summarizing, and reporting results. The authors included Levac's sixth step-consulting with key informants. The authors searched PubMed, Scopus, Web of Science, Embase, and PsychInfo in November 2022 and again in February 2025 for peer-reviewed English-language articles published from database inception to the search date using broad search terms designed to include all works discussing PS in the CLE. They developed an extraction tool to catalog search results and used thematic analysis to code and thematically cluster findings. After screening 1,234 articles, 44 articles published from 2014 to 2025 met criteria for inclusion, of which 28 were original research. Findings clustered around 3 roles for PS: (1) a foundational component of trainee well-being and learning, (2) a proxy for residents' satisfaction with their CLE, and (3) a hallmark of successful teaching or supervisory behaviors. Works in this review correlate the presence of PS with trainee well-being, resident learning, and supervisory behaviors; however, significant gaps remain in the literature regarding the specifics of how PS can and should be created for GME trainees, particularly for marginalized individuals.

Integration of anatomy and clinical teaching is a theoretical ideal, yet there is a worldwide paucity of such amalgamation. These teaching models provide support for medical trainees, an important element in Germany where orthopedic intern numbers have declined and anecdotal evidence suggests disinterest in orthopedics. The aim of the study was to develop an integrated anatomy-surgical course for undergraduate medical training, assess the model developed, and explore how medical students perceive orthopedics as a career. The course was to deliver medical anatomy and clinical orthopedic training, focusing on interdisciplinary teaching and learning, vertical integration of clinical knowledge and skills, and professional interaction. Survey evaluation of the course and students' perceptions of orthopedic careers was performed, including Likert-type responses rating variables of interest. A phased-concept program of five courses, each optional and under one-week in duration, was developed parallel to the undergraduate medical program. Delivered by anatomists and surgeons, courses included biomechanics, advanced dissection, surgical approaches, casts and implants, and sports medicine. Course data indicate positive support for course format, stimulation of interest, and high clinical relevance. Students are generally interested in surgery, and identify hierarchy, lawsuits, bureaucracy and physical stress as barriers to orthopedic careers. This novel phased-concept successfully delivers combined anatomy and surgery training in a vertically-integrated format while addressing students' clinical and professional skills. The format facilitates an appreciation of potential career options in orthopedics, while fostering professional skills during medical training. Barriers to careers in orthopedics can now be addressed in future courses. Anat Sci Educ 10: 372-382. © 2016 American Association of Anatomists.

Considering the extensive use of mobile devices by medical teachers, undergraduate students, postgraduate residents, and patients, it becomes an indispensable need to deploy mobile technologies in various areas of the health professions education, medical training, and patient care. The purpose of the current review is to explore the scope and utility of mobile technology in ensuring the effective delivery of medical education and clinical teaching. An extensive search of all materials related to the topic was carried out in the PubMed search engine and a total of 15 articles were selected based on their suitability with the current review objectives and analyzed. The use of mobile technologies creates a gamut of educational experiences and learning opportunities for medical students and thereby enhances the efficiency and effectiveness of the learning process. The adoption of mobile technology in medical training is more of a student-centered approach and ensures active engagement of the students with an ultimate goal to become a competent health-care professional. In conclusion, in the best interest of the medical students, it is high time to employ mobile-based applications and technologies in the period of medical training as it is expected to play an important role in the accomplishment of learning outcomes and patient care.

Educational Curriculum, Assessment, Research and Outcomes: Past, Present and Future Directions