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Longitudinal Clinical Debrief in an Undergraduate Medical Programme.

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Τίτλος: Longitudinal Clinical Debrief in an Undergraduate Medical Programme.
Συγγραφείς: Harris S; Division of Medical Education, School of Medical Sciences, University of Manchester, Manchester, UK., Drovandi A; Division of Medical Education, School of Medical Sciences, University of Manchester, Manchester, UK., Tahir S; Division of Medical Education, School of Medical Sciences, University of Manchester, Manchester, UK., Merrifield S; Division of Medical Education, School of Medical Sciences, University of Manchester, Manchester, UK.
Πηγή: The clinical teacher [Clin Teach] 2026 Oct; Vol. 23 (5), pp. e70494.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Blackwell Pub Country of Publication: England NLM ID: 101227511 Publication Model: Print Cited Medium: Internet ISSN: 1743-498X (Electronic) Linking ISSN: 17434971 NLM ISO Abbreviation: Clin Teach Subsets: MEDLINE
Imprint Name(s): Original Publication: Oxford, UK : Blackwell Pub., c2004-
Ιατρικοί όροι (MeSH): Education, Medical, Undergraduate*/organization & administration , Students, Medical*/psychology , Clinical Reasoning* , Formative Feedback*, Humans ; Curriculum ; United Kingdom ; Clinical Competence ; Communication
Περίληψη: Background: Explicit teaching of clinical reasoning to medical students can be difficult to achieve, though may be facilitated through structured clinical debrief sessions supporting student discussions of case studies and placement experiences. This study aimed to understand student perceptions of the value of clinical debrief throughout their curriculum.
Approach: A scaffolded series of clinical debrief sessions were incorporated into Years 1, 3 and 5 of a 5-year UK undergraduate medical programme. Sessions are increasingly complex across year-levels and continuously improved across academic years according to student feedback. Each session receives student feedback through Likert-scale and open-ended questions on the session and their facilitating tutor, which were consolidated and analysed using descriptive statistics and AI-assisted conceptual content analysis.
Evaluation: From over 8000 responses across the three year-levels and nine academic years, clinical debrief was positively viewed across all cohorts, with increasing perceived value for Year 3 students, though some decrease in perceptions for Year 5 students. Earlier year students emphasised the value for their communication and clinical reasoning skills, while later year students valued the ethical and medico-legal skill development and preparing for practice as a doctor. Tutors across all year levels were perceived highly for their contributions to an inclusive and effective learning environment and reducing professional isolation.
Implications: Scaffolded clinical debrief is positively viewed by undergraduate medical students across year levels, with perceived contributions to skill development influenced by year level. Development and implementation of clinical debrief require design aligning to student experiences and expectations, with effective tutor training.
(© 2026 The Author(s). The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.)
References: Acad Med. 2018 Jul;93(7):990-995. (PMID: 29369086)
BMC Med Educ. 2013 Sep 17;13:128. (PMID: 24044727)
Adv Health Sci Educ Theory Pract. 2016 Mar;21(1):63-77. (PMID: 25952645)
Perspect Med Educ. 2025 Dec 29;14(1):1021-1042. (PMID: 41488570)
Med Teach. 2021 Feb;43(2):152-159. (PMID: 33205693)
Diagnosis (Berl). 2021 Jul 14;9(2):184-194. (PMID: 34256424)
J Adv Nurs. 2008 Apr;62(1):107-15. (PMID: 18352969)
Acad Med. 2011 Apr;86(4):474-80. (PMID: 21346510)
J Med Internet Res. 2024 Jul 25;26:e59050. (PMID: 39052327)
Acad Med. 2023 Aug 1;98(8):958-965. (PMID: 36862627)
Clin Teach. 2019 Aug;16(4):329-334. (PMID: 31309726)
J Clin Nurs. 2021 Jun;30(11-12):1491-1501. (PMID: 33434382)
Med Educ. 2015 Oct;49(10):961-73. (PMID: 26383068)
J Intellect Dev Disabil. 2009 Sep;34(3):266-74. (PMID: 19681007)
Contributed Indexing: Keywords: clinical reasoning; community of practice; mixed‐methods; safe space
Entry Date(s): Date Created: 20260810 Date Completed: 20260811 Latest Revision: 20260813
Update Code: 20260814
PubMed Central ID: PMC13457512
DOI: 10.1111/tct.70494
PMID: 42576138
Βάση Δεδομένων: MEDLINE
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  Data: Background: Explicit teaching of clinical reasoning to medical students can be difficult to achieve, though may be facilitated through structured clinical debrief sessions supporting student discussions of case studies and placement experiences. This study aimed to understand student perceptions of the value of clinical debrief throughout their curriculum.<br />Approach: A scaffolded series of clinical debrief sessions were incorporated into Years 1, 3 and 5 of a 5-year UK undergraduate medical programme. Sessions are increasingly complex across year-levels and continuously improved across academic years according to student feedback. Each session receives student feedback through Likert-scale and open-ended questions on the session and their facilitating tutor, which were consolidated and analysed using descriptive statistics and AI-assisted conceptual content analysis.<br />Evaluation: From over 8000 responses across the three year-levels and nine academic years, clinical debrief was positively viewed across all cohorts, with increasing perceived value for Year 3 students, though some decrease in perceptions for Year 5 students. Earlier year students emphasised the value for their communication and clinical reasoning skills, while later year students valued the ethical and medico-legal skill development and preparing for practice as a doctor. Tutors across all year levels were perceived highly for their contributions to an inclusive and effective learning environment and reducing professional isolation.<br />Implications: Scaffolded clinical debrief is positively viewed by undergraduate medical students across year levels, with perceived contributions to skill development influenced by year level. Development and implementation of clinical debrief require design aligning to student experiences and expectations, with effective tutor training.<br /> (© 2026 The Author(s). The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.)
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  Data: Acad Med. 2018 Jul;93(7):990-995. (PMID: <searchLink fieldCode="PM" term="%2229369086%22">29369086)</searchLink><br />BMC Med Educ. 2013 Sep 17;13:128. (PMID: <searchLink fieldCode="PM" term="%2224044727%22">24044727)</searchLink><br />Adv Health Sci Educ Theory Pract. 2016 Mar;21(1):63-77. (PMID: <searchLink fieldCode="PM" term="%2225952645%22">25952645)</searchLink><br />Perspect Med Educ. 2025 Dec 29;14(1):1021-1042. (PMID: <searchLink fieldCode="PM" term="%2241488570%22">41488570)</searchLink><br />Med Teach. 2021 Feb;43(2):152-159. (PMID: <searchLink fieldCode="PM" term="%2233205693%22">33205693)</searchLink><br />Diagnosis (Berl). 2021 Jul 14;9(2):184-194. (PMID: <searchLink fieldCode="PM" term="%2234256424%22">34256424)</searchLink><br />J Adv Nurs. 2008 Apr;62(1):107-15. (PMID: <searchLink fieldCode="PM" term="%2218352969%22">18352969)</searchLink><br />Acad Med. 2011 Apr;86(4):474-80. (PMID: <searchLink fieldCode="PM" term="%2221346510%22">21346510)</searchLink><br />J Med Internet Res. 2024 Jul 25;26:e59050. (PMID: <searchLink fieldCode="PM" term="%2239052327%22">39052327)</searchLink><br />Acad Med. 2023 Aug 1;98(8):958-965. (PMID: <searchLink fieldCode="PM" term="%2236862627%22">36862627)</searchLink><br />Clin Teach. 2019 Aug;16(4):329-334. (PMID: <searchLink fieldCode="PM" term="%2231309726%22">31309726)</searchLink><br />J Clin Nurs. 2021 Jun;30(11-12):1491-1501. (PMID: <searchLink fieldCode="PM" term="%2233434382%22">33434382)</searchLink><br />Med Educ. 2015 Oct;49(10):961-73. (PMID: <searchLink fieldCode="PM" term="%2226383068%22">26383068)</searchLink><br />J Intellect Dev Disabil. 2009 Sep;34(3):266-74. (PMID: <searchLink fieldCode="PM" term="%2219681007%22">19681007)</searchLink>
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