journal article
LitStream Collection
Home
Kongala, Brittani P.; Watson, Abigail E.; Hogans-Mathews, Shermeeka
doi: 10.1007/s40670-025-02413-9pmid: 41555893
The evolving role of modern physicians requires leadership skills beyond clinical expertise. Despite the growing need, leadership training in undergraduate medical education (UME) in the United States remains inconsistent and lacks standardization. This commentary reviews current leadership programs, highlights disparities in curriculum structure, and evaluates two proposed models – the Medical Leadership Competency Framework (MLCF) and emotional intelligence (EI)- as potential national frameworks. It also discusses barriers to curriculum implementation, such as, delivery format and student accessibility. To prepare future physicians to successfully lead in their roles, a standardized leadership competency must be developed and integrated into UME.
Dikgomo, Kagiso; Ackerdien, Raeesah
doi: 10.1007/s40670-025-02437-1pmid: 41555886
The pedagogical application of design thinking in higher education has increased in recent years. Many higher education institutions apply design thinking to acquaint students with user-centred approaches for problem-solving. We consider a problem identified in an evaluation of experiences in implementing design thinking in a master’s-level course, where it was discovered that student designers had limited experience in qualitative interviewing skills, which compromised the quality of user engagement. We provide a potential solution for design thinking courses to improve user interviewing. Accordingly, we make curriculum framework and faculty development suggestions. Lastly, we suggest a research agenda to coincide with this solution.
Johnston, Emily A.; Coyne, Leanne
doi: 10.1007/s40670-025-02433-5pmid: 41555867
Health professionals lack nutrition training. Food insecurity among trainees reduces performance. We aimed to support trainees in eating well on a budget and prepare them for patient encounters through “Shopping for Health,” gamified grocery shopping, via Virtual Reality or website. Future work could integrate gamified nutrition education into existing training.
doi: 10.1007/s40670-025-02485-7pmid: 41555871
Humanities Across Clerkships (HAC), a longitudinal course during third-year clerkships, is an innovative approach to promote reflection on professional identity formation and career development for medical students. This course was feasible and encouraged individual and group reflective practices, and it was positively received by medical students.
Daroowalla, Feroza; Ratliff, Meredith; Migriauli, Iuri; Hirumi, Atsusi
doi: 10.1007/s40670-025-02418-4pmid: 41555865
The evolution of health professions education has increased reliance on learning and development specialists for creating new instructional and curricular resources. To facilitate collaboration between health professions educators (HPE) and these instructional specialists, we present a transdisciplinary model called Agile eVidence-Informed Design (AVIDesign). Traditional systematic design processes can be cumbersome for HP educators, resulting in a need for more adaptable approaches. AVIDesign builds on established systematic and agile design principles to improve practical application in health professions education. AVIDesign steps correlate with the familiar steps used in the practice of evidence-based medicine (EBM) used for patient care. Three detailed design cases illustrate step-by-step applications of this model in health professions education, demonstrating how it supports real-world curriculum development in diverse instructional settings.
Gruss, Calvin L.; Walsh, Katherine J.; Cutrer, William B.; Fleming, Amy; Parekh, Kendra
doi: 10.1007/s40670-025-02427-3pmid: 41555892
Vanderbilt University School of Medicine (VUSM) aims to catalyze the advancement of impactful discovery, servant leadership, and lifelong learning. During a curriculum revision, VUSM fostered lifelong learning by intentionally integrating a portfolio coaching program into a competency-based curriculum. At matriculation, each student is paired with a faculty coach, and the dyads meet at regularly scheduled intervals until graduation. The program is designed to inspire and support students in reaching their full potential, assist students in creating and meeting academic goals, and support informed self-assessment to facilitate self-regulation and lifelong learning. With over 10 years of continuous refinement and extensive student participation data, this stands as one of the most mature and comprehensive undergraduate medical education coaching programs. This manuscript describes the implementation, institutional experience, and outcomes of the VUSM Portfolio Coaching Program.
Showing 1 to 10 of 49 Articles