{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,3]],"date-time":"2026-06-03T14:58:44Z","timestamp":1780498724052,"version":"3.54.1"},"reference-count":54,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2021,1,6]],"date-time":"2021-01-06T00:00:00Z","timestamp":1609891200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2021,1,6]],"date-time":"2021-01-06T00:00:00Z","timestamp":1609891200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["BMC Med Educ"],"published-print":{"date-parts":[[2021,12]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec>\n                <jats:title>Background<\/jats:title>\n                <jats:p>Over the last decade, the use of technology-enhanced learning (TEL) has rapidly expanded and diversified. Since the COVID-19 pandemic, there is a growing demand for distance and online learning strategies to support and even replace learning experiences previously afforded by clinical placements and clerkships. An intriguing but under-researched modality is the use of medical reality television to provide authentic experiences of patient care. This strategy does not feature in published medical educational literature, though promising research is emerging from other disciplines.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Methodology<\/jats:title>\n                <jats:p>A programme of learning using medical reality television clips to facilitate case-based learning was developed according to the principles of \u2018anchored instruction\u2019, a technology-based educational theory. Clips were taken from the UK television show \u201924 hours in A&amp;E\u2019. Medical students\u2019 learning experiences were investigated using a qualitative approach addressing the following research questions:<\/jats:p>\n                <jats:p>- What is the perceived emotional experience of medical students when watching reality television in an educational context?<\/jats:p>\n                <jats:p>- How do medical students relate their experience of watching reality television in a formal educational setting to their perceived learning needs in the clinical environment?<\/jats:p>\n                <jats:p>A case study research methodology was adopted within the interpretivist paradigm<jats:sub>.<\/jats:sub> Data were triangulated from semi-structured interviews with students and non-participant observation of the teaching session. Field notes and transcripts were analysed through an inductive thematic analysis.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Results<\/jats:title>\n                <jats:p>In response to the medical reality television, a diverse range of emotions were expressed including: excitement, amusement, concern, nervousness, sadness and joy. Students identified gaps in their clinical knowledge such as interpreting results, practical aspects of prescribing and end of life care. Key themes were increased student engagement and a promotion of holistic care practices.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Discussion<\/jats:title>\n                <jats:p>Students perceived reality television as a highly realistic and relatable medium and an enjoyable, memorable way to contextualise learning from the classroom to real life, a finding mirrored in previous studies in other fields. The high degree of emotion expressed may explain the improved subjective memorability of the cases.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Conclusion<\/jats:title>\n                <jats:p>Medical reality television offers a unique means of engaging students by providing authentic experiences of patient care and should be valued alongside other technology-enhanced learning strategies.<\/jats:p>\n              <\/jats:sec>","DOI":"10.1186\/s12909-020-02432-7","type":"journal-article","created":{"date-parts":[[2021,1,6]],"date-time":"2021-01-06T14:08:54Z","timestamp":1609942134000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":10,"title":["Using medical reality television as a technology-enhanced learning strategy to provide authentic patient care experiences during clinical placements: a case study research investigation"],"prefix":"10.1186","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3779-2182","authenticated-orcid":false,"given":"Fiona","family":"Osborne","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Miles","family":"Harrison","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"James","family":"Fisher","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Belinda","family":"Bateman","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2021,1,6]]},"reference":[{"issue":"8","key":"2432_CR1","doi-asserted-by":"publisher","first-page":"746","DOI":"10.1111\/j.1365-2923.2010.03758.x","volume":"44","author":"H Dexter","year":"2010","unstructured":"Dexter H, Dornan T. Technology-enhanced learning: appraising the evidence. Med Educ. 2010;44(8):746\u20138.","journal-title":"Med Educ"},{"key":"2432_CR2","first-page":"355","volume-title":"Routledge International Handbook of Medical Education","author":"S Mennin","year":"2015","unstructured":"Mennin S. Looking toward the future of medical education: Fit for purpose. In: Bin Abdulrahman KA, Mennin S, Harden R, Kennedy C, editors. Routledge International Handbook of Medical Education. London: Taylor and Francis; 2015. p. 355\u201360."},{"issue":"2","key":"2432_CR3","doi-asserted-by":"publisher","first-page":"193","DOI":"10.1080\/10401330801991931","volume":"20","author":"EC Lim","year":"2008","unstructured":"Lim EC, Seet RC. In-house medical education: redefining tele-education. Teach Learn Med. 2008;20(2):193\u20135.","journal-title":"Teach Learn Med"},{"issue":"2","key":"2432_CR4","doi-asserted-by":"publisher","first-page":"188","DOI":"10.1016\/j.ajog.2017.06.001","volume":"218","author":"L Hopkins","year":"2018","unstructured":"Hopkins L, Hampton BS, Abbott JF, Buery-Joyner SD, Craig LB, Dalrymple JL, Forstein DA, Graziano SC, McKenzie ML, Pradham A, et al. To the point: medical education, technology, and the millennial learner. Am J Obstet Gynecol. 2018;218(2):188\u201392.","journal-title":"Am J Obstet Gynecol"},{"key":"2432_CR5","doi-asserted-by":"publisher","first-page":"990","DOI":"10.1111\/j.1365-2923.2001.01023.x","volume":"35","author":"V Slotte","year":"2001","unstructured":"Slotte V, Wangel M, Lonka K. Information technology in medical education: a nationwide project on the opportunities of new technology. Med Educ. 2001;35:990\u20135.","journal-title":"Med Educ"},{"key":"2432_CR6","doi-asserted-by":"crossref","unstructured":"Ahmed H, Allaf M, Elghazaly H. COVID-19 and medical education. Lancet Infect Dis. 2020.","DOI":"10.1016\/S1473-3099(20)30226-7"},{"issue":"1","key":"2432_CR7","doi-asserted-by":"publisher","first-page":"56","DOI":"10.1080\/02660830.2002.11661461","volume":"34","author":"S Billett","year":"2016","unstructured":"Billett S. Critiquing workplace learning discourses: participation and continuity at work. Stud Educ Adults. 2016;34(1):56\u201367.","journal-title":"Stud Educ Adults"},{"issue":"11","key":"2432_CR8","doi-asserted-by":"publisher","first-page":"1036","DOI":"10.1111\/j.1365-2923.2009.03508.x","volume":"43","author":"K Bell","year":"2009","unstructured":"Bell K, Boshuizen HP, Scherpbier A, Dornan T. When only the real thing will do: junior medical students' learning from real patients. Med Educ. 2009;43(11):1036\u201343.","journal-title":"Med Educ"},{"issue":"4","key":"2432_CR9","doi-asserted-by":"publisher","first-page":"467","DOI":"10.1080\/13636820400200265","volume":"56","author":"M Roberts","year":"2004","unstructured":"Roberts M. Producing tomorrow's doctor: the new challenge for today's undergraduate medical curriculum. J Vocational Educ Train. 2004;56(4):467\u201384.","journal-title":"J Vocational Educ Train"},{"issue":"3","key":"2432_CR10","doi-asserted-by":"publisher","first-page":"295","DOI":"10.1016\/j.bjoms.2014.12.012","volume":"53","author":"S Mahalingam","year":"2015","unstructured":"Mahalingam S, Kalia P, Mugilan S. Oral and maxillofacial surgery in medical schools in the United Kingdom. Br J Oral Maxillofac Surg. 2015;53(3):295\u20137.","journal-title":"Br J Oral Maxillofac Surg"},{"issue":"4","key":"2432_CR11","doi-asserted-by":"publisher","DOI":"10.1136\/bmjopen-2015-010054","volume":"6","author":"GR Ferguson","year":"2016","unstructured":"Ferguson GR, Bacila IA, Swamy M. Does current provision of undergraduate education prepare UK medical students in ENT? A systematic literature review. BMJ Open. 2016;6(4):e010054.","journal-title":"BMJ Open"},{"key":"2432_CR12","unstructured":"Department of Health. Expansion of Undergraduate Medical Education: A consultation on how to maximise the benefits from the increases in medical student numbers. 2017. https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/600835\/Medical_expansion_rev_A.pdf. Accessed 10 Dec 2020."},{"issue":"8","key":"2432_CR13","doi-asserted-by":"publisher","first-page":"1126","DOI":"10.1097\/ACM.0000000000003431","volume":"95","author":"AH Sam","year":"2020","unstructured":"Sam AH, Millar KR, Lupton MGF. Digital clinical placement for medical students in response to COVID-19. Acad Med. 2020;95(8):1126.","journal-title":"Acad Med"},{"issue":"4","key":"2432_CR14","doi-asserted-by":"publisher","first-page":"182","DOI":"10.1080\/08832323.2015.1014456","volume":"90","author":"MS Rosenbaum","year":"2015","unstructured":"Rosenbaum MS, Otalora ML, Ram\u00edrez GC. Promoting problem-based learning in retailing and services marketing course curricula with reality television. J Educ Bus. 2015;90(4):182\u201391.","journal-title":"J Educ Bus"},{"issue":"1","key":"2432_CR15","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/2331186X.2018.1444326","volume":"5","author":"B Quain","year":"2018","unstructured":"Quain B, Bokunewicz JF, Criscione-Naylor NM, Cheng M. The profit: using reality TV to teach management theories and strategies. Cogent Educ. 2018;5(1):1\u201310.","journal-title":"Cogent Educ"},{"issue":"6","key":"2432_CR16","doi-asserted-by":"publisher","first-page":"267","DOI":"10.3109\/01421598009072177","volume":"2","author":"M Essex-Lopresti","year":"1980","unstructured":"Essex-Lopresti M. Use television in continuing medical education. Med Teach. 1980;2(6):267\u201372.","journal-title":"Med Teach"},{"key":"2432_CR17","doi-asserted-by":"publisher","first-page":"517","DOI":"10.1192\/bjp.114.509.517","volume":"114","author":"W Trethowan","year":"1968","unstructured":"Trethowan W. Teaching psychiatry by closed-circuit television. Br J Psychiatry. 1968;114:517\u201322.","journal-title":"Br J Psychiatry"},{"issue":"6","key":"2432_CR18","doi-asserted-by":"publisher","first-page":"597","DOI":"10.1177\/1363459314524804","volume":"18","author":"R Weaver","year":"2014","unstructured":"Weaver R, Wilson I, Langendyk V. Medical professionalism on television: student perceptions and pedagogical implications. Health (London). 2014;18(6):597\u2013612.","journal-title":"Health (London)"},{"issue":"12","key":"2432_CR19","doi-asserted-by":"publisher","first-page":"13","DOI":"10.1080\/15265160802568782","volume":"8","author":"GB White","year":"2008","unstructured":"White GB. Capturing the ethics education value of television medical dramas. Am J Bioeth. 2008;8(12):13\u20134.","journal-title":"Am J Bioeth"},{"issue":"3","key":"2432_CR20","doi-asserted-by":"publisher","first-page":"e0193972","DOI":"10.1371\/journal.pone.0193972","volume":"13","author":"A Jerrentrup","year":"2018","unstructured":"Jerrentrup A, Mueller T, Glowalla U, Herder M, Henrichs N, Neubauer A, Schaefer JR. Teaching medicine with the help of \"Dr. House\". PLoS One. 2018;13(3):e0193972.","journal-title":"PLoS One"},{"issue":"4","key":"2432_CR21","doi-asserted-by":"publisher","first-page":"163","DOI":"10.3109\/01421598009071283","volume":"2","author":"N Durbridge","year":"1980","unstructured":"Durbridge N, Gale J. How to...: use prepared tv material and films in medical education. Med Teach. 1980;2(4):163\u20137.","journal-title":"Med Teach"},{"issue":"6","key":"2432_CR22","doi-asserted-by":"publisher","first-page":"716","DOI":"10.1007\/s40596-014-0161-4","volume":"38","author":"JM Johnson","year":"2014","unstructured":"Johnson JM, Beresin EV, Stern TA. Using breaking bad to teach about defense mechanisms. Acad Psychiatry. 2014;38(6):716\u20139.","journal-title":"Acad Psychiatry"},{"issue":"1","key":"2432_CR23","doi-asserted-by":"publisher","first-page":"48","DOI":"10.1080\/14739879.2015.11494308","volume":"26","author":"R Williams","year":"2015","unstructured":"Williams R, Evans L, Alshareef NT. Using TV dramas in medical education. Educ Prim Care. 2015;26(1):48\u20139.","journal-title":"Educ Prim Care"},{"issue":"12","key":"2432_CR24","doi-asserted-by":"publisher","first-page":"15","DOI":"10.1080\/15265160802478586","volume":"8","author":"FR Ward","year":"2008","unstructured":"Ward FR, Summers S. Ethics education, television, and invisible nurses. Am J Bioeth. 2008;8(12):15.","journal-title":"Am J Bioeth"},{"key":"2432_CR25","first-page":"115","volume-title":"Cognition Education and Multimedia","author":"JD Bransford","year":"1990","unstructured":"Bransford JD, Sherwood RD, Hasselbring TS, Kinzer CK, Williams SM. Anchored instruction: why we need it and how technology can help. In: Don N, Rand S, editors. Cognition Education and Multimedia. New York: Lawrence Erbaulm Associates; 1990. p. 115\u201341."},{"key":"2432_CR26","doi-asserted-by":"crossref","unstructured":"The Cognition and Technology Group at Vanderbilt. Anchored instruction and its relation to situated cognition. Educ Res. 1990;19(6):2\u201310.","DOI":"10.3102\/0013189X019006002"},{"key":"2432_CR27","unstructured":"Syracuse University. Theory Name: Anchored Instruction. Instructional Design Theory Database Project. 2005. https:\/\/web.cortland.edu\/frieda\/id\/idtheories\/41.html. Accessed 10 Dec 2020."},{"issue":"11","key":"2432_CR28","doi-asserted-by":"publisher","first-page":"1062","DOI":"10.1111\/medu.12239","volume":"47","author":"AR Artino Jr","year":"2013","unstructured":"Artino AR Jr. When I say...emotion in medical education. Med Educ. 2013;47(11):1062\u20133.","journal-title":"Med Educ"},{"issue":"3","key":"2432_CR29","doi-asserted-by":"publisher","first-page":"240","DOI":"10.3109\/0142159X.2012.643265","volume":"34","author":"AR Artino Jr","year":"2012","unstructured":"Artino AR Jr, Holmboe ES, Durning SJ. Can achievement emotions be used to better understand motivation, learning, and performance in medical education? Medical Teacher. 2012;34(3):240\u20134.","journal-title":"Medical Teacher"},{"key":"2432_CR30","doi-asserted-by":"crossref","unstructured":"McConnell M. Learning with emotions: The relationship between emotions, cognition, and learning in medical education. Arch Med Health Sci. 2019;7(1):11-12.","DOI":"10.4103\/amhs.amhs_46_19"},{"issue":"3","key":"2432_CR31","doi-asserted-by":"publisher","first-page":"275","DOI":"10.1097\/ACM.0b013e318208437f","volume":"86","author":"AR Artino Jr","year":"2011","unstructured":"Artino AR Jr, Durning SJ. It's time to explore the role of emotion in medical students' learning. Acad Med. 2011;86(3):275 author reply 275-276.","journal-title":"Acad Med"},{"issue":"4","key":"2432_CR32","doi-asserted-by":"publisher","first-page":"358","DOI":"10.1111\/j.1365-2923.2009.03611.x","volume":"44","author":"S Bunniss","year":"2010","unstructured":"Bunniss S, Kelly DR. Research paradigms in medical education research. Med Educ. 2010;44(4):358\u201366.","journal-title":"Med Educ"},{"key":"2432_CR33","doi-asserted-by":"publisher","DOI":"10.1002\/9781118838983","volume-title":"Researching medical education","author":"JA Cleland","year":"2015","unstructured":"Cleland JA, Durning SJ. Researching medical education. London: Wiley Blackwell; 2015."},{"key":"2432_CR34","doi-asserted-by":"publisher","DOI":"10.1017\/CBO9780511815355","volume-title":"Situated learning: legitimate peripheral participation","author":"J Lave","year":"1991","unstructured":"Lave J, Wenger E. Situated learning: legitimate peripheral participation. 1st ed. Cambridge: Cambridge University Press; 1991.","edition":"1"},{"key":"2432_CR35","unstructured":"Pritchard A, Woollard J: Psychology for the classroom constructivism and social learning. In: Psychology for the classroom series. Milton Park, Abingdon, Oxon ; New York: Routledge,; 2010: xiii, 106 p."},{"issue":"5","key":"2432_CR36","doi-asserted-by":"publisher","first-page":"480","DOI":"10.1111\/medu.13469","volume":"52","author":"C Cheek","year":"2018","unstructured":"Cheek C, Hays R, Smith J, Allen P. Improving case study research in medical education: a systematised review. Med Educ. 2018;52(5):480\u20137.","journal-title":"Med Educ"},{"key":"2432_CR37","doi-asserted-by":"publisher","DOI":"10.4135\/9781473920156","volume-title":"The anatomy of the case study","author":"G Thomas","year":"2015","unstructured":"Thomas G, Myers K. The anatomy of the case study. Los Angeles: SAGE; 2015."},{"key":"2432_CR38","volume-title":"The art of case study research. Thousand oaks, Calif","author":"RE Stake","year":"1995","unstructured":"Stake RE. The art of case study research. Thousand oaks, Calif. London: Sage; 1995."},{"key":"2432_CR39","volume-title":"Social research methods, fifth edition. Edn","author":"A Bryman","year":"2016","unstructured":"Bryman A. Social research methods, fifth edition. Edn. London: Oxford University Press; 2016."},{"issue":"2","key":"2432_CR40","doi-asserted-by":"publisher","first-page":"77","DOI":"10.1191\/1478088706qp063oa","volume":"3","author":"V Braun","year":"2006","unstructured":"Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77\u2013101.","journal-title":"Qual Res Psychol"},{"issue":"4","key":"2432_CR41","doi-asserted-by":"publisher","first-page":"515","DOI":"10.1080\/08838150903310468","volume":"53","author":"A Hall","year":"2009","unstructured":"Hall A. Perceptions of the authenticity of reality programs and their relationships to audience involvement, enjoyment, and perceived learning. J Broadcast Electron Media. 2009;53(4):515\u201331.","journal-title":"J Broadcast Electron Media"},{"issue":"2","key":"2432_CR42","doi-asserted-by":"publisher","first-page":"159","DOI":"10.1177\/1046878115576103","volume":"46","author":"JK Tun","year":"2015","unstructured":"Tun JK, Alinier G, Tang J, Kneebone RL. Redefining simulation Fidelity for healthcare education. Simul Gaming. 2015;46(2):159\u201374.","journal-title":"Simul Gaming"},{"issue":"11","key":"2432_CR43","doi-asserted-by":"publisher","first-page":"e481","DOI":"10.1016\/j.ecns.2013.01.001","volume":"9","author":"JB Paige","year":"2013","unstructured":"Paige JB, Morin KH. Simulation Fidelity and cueing: a systematic review of the literature. Clin Simul Nurs. 2013;9(11):e481\u20139.","journal-title":"Clin Simul Nurs"},{"issue":"3","key":"2432_CR44","doi-asserted-by":"publisher","first-page":"e148","DOI":"10.3109\/0142159X.2012.651515","volume":"34","author":"AR Artino Jr","year":"2012","unstructured":"Artino AR Jr, Holmboe ES, Durning SJ. Control-value theory: using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE guide no. 64. Med Teach. 2012;34(3):e148\u201360.","journal-title":"Med Teach"},{"issue":"10","key":"2432_CR45","doi-asserted-by":"publisher","first-page":"1316","DOI":"10.1097\/ACM.0b013e3182675af2","volume":"87","author":"MM McConnell","year":"2012","unstructured":"McConnell MM, Eva KW. The role of emotion in the learning and transfer of clinical skills and knowledge. Acad Med. 2012;87(10):1316\u201322.","journal-title":"Acad Med"},{"key":"2432_CR46","doi-asserted-by":"crossref","unstructured":"McConnell M, Eva K. Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning. In: Cleland J, Durning S, editors. Researching medical education, 1st edn. London: The Association for the Study of Medical Education; 2015: p. 181\u2013192.","DOI":"10.1002\/9781118838983.ch16"},{"issue":"7","key":"2432_CR47","doi-asserted-by":"publisher","first-page":"1110","DOI":"10.1097\/ACM.0b013e3181e202d3","volume":"85","author":"JS Taylor","year":"2010","unstructured":"Taylor JS. Learning with emotion: a powerful and effective pedagogical technique. Acad Med. 2010;85(7):1110.","journal-title":"Acad Med"},{"issue":"7","key":"2432_CR48","doi-asserted-by":"publisher","first-page":"1111","DOI":"10.1097\/ACM.0b013e3181e20205","volume":"85","author":"D Elnicki","year":"2010","unstructured":"Elnicki D. Learning with emotion: which emotions and learning what? Acad Med. 2010;85(7):1111.","journal-title":"Acad Med"},{"key":"2432_CR49","doi-asserted-by":"crossref","unstructured":"O'Callaghan A. Emotional congruence in learning and health encounters in medicine: addressing an aspect of the hidden curriculum. Adv Health Sci Educ. 18(2):305\u201317.","DOI":"10.1007\/s10459-012-9353-4"},{"issue":"9","key":"2432_CR50","first-page":"1280","volume":"97","author":"LK Flowers","year":"2005","unstructured":"Flowers LK. The missing curriculum: experience with emotional competence education and training for premedical and medical students. J Natl Med Assoc. 2005;97(9):1280\u20137.","journal-title":"J Natl Med Assoc"},{"issue":"4","key":"2432_CR51","first-page":"552","volume":"88","author":"JM Frambach","year":"2013","unstructured":"Frambach JM, van der Vleuten CP, Durning SJ. AM last page. Quality criteria in qualitative and quantitative research. Acad Med. 2013;88(4):552.","journal-title":"Acad Med"},{"issue":"6","key":"2432_CR52","doi-asserted-by":"publisher","first-page":"349","DOI":"10.1093\/intqhc\/mzm042","volume":"19","author":"A Tong","year":"2007","unstructured":"Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349\u201357.","journal-title":"Int J Qual Health Care"},{"key":"2432_CR53","first-page":"270","volume-title":"Real World Research","author":"C Robson","year":"2011","unstructured":"Robson C. Surveys and questionnaires. In: Robson C, editor. Real World Research. 3rd ed. Chichester: John Wiley and Sons; 2011. p. 270\u20137.","edition":"3"},{"key":"2432_CR54","doi-asserted-by":"crossref","unstructured":"Braun V, Clarke V. To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health. 2019:1\u201316.","DOI":"10.1080\/2159676X.2019.1704846"}],"container-title":["BMC Medical Education"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1186\/s12909-020-02432-7.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/article\/10.1186\/s12909-020-02432-7\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1186\/s12909-020-02432-7.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2021,1,6]],"date-time":"2021-01-06T16:21:22Z","timestamp":1609950082000},"score":1,"resource":{"primary":{"URL":"https:\/\/bmcmededuc.biomedcentral.com\/articles\/10.1186\/s12909-020-02432-7"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,1,6]]},"references-count":54,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2021,12]]}},"alternative-id":["2432"],"URL":"https:\/\/doi.org\/10.1186\/s12909-020-02432-7","relation":{},"ISSN":["1472-6920"],"issn-type":[{"value":"1472-6920","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,1,6]]},"assertion":[{"value":"22 August 2020","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"7 December 2020","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"6 January 2021","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"Ethical approval was sought and obtained according to local health service processes and university requirements. The investigation proceeded following endorsement from the Northumbria Healthcare NHS Foundation Trust Research and Development Department, and the Newcastle University Medical School Research Management Group. Ethical approval was formally granted by Newcastle University on 5\/12\/2018, reference number 9372\/2018. The work was carried out in accordance with the Declaration of Helsinki - the anonymity of participants was guaranteed and the informed, written, signed consent was obtained from all participants.","order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Written consent for the publication of anonymised data and the use anonymous quotes was obtained.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"We have read and understood BMC policy on declaration of competing interests and the authors declare that they have no competing interests.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"15"}}