教育学最新文献

{"title":"The ChatGPT Fact-Check: exploiting the limitations of generative AI to develop evidence-based reasoning skills in college science courses.","authors":"Ursula Holzmann, Sulekha Anand, Alexander Y Payumo","doi":"10.1152/advan.00142.2024","DOIUrl":"10.1152/advan.00142.2024","url":null,"abstract":"<p><p>Generative large language models (LLMs) like ChatGPT can quickly produce informative essays on various topics. However, the information generated cannot be fully trusted, as artificial intelligence (AI) can make factual mistakes. This poses challenges for using such tools in college classrooms. To address this, an adaptable assignment called the ChatGPT Fact-Check was developed to teach students in college science courses the benefits of using LLMs for topic exploration while emphasizing the importance of validating their claims based on evidence. The assignment requires students to use ChatGPT to generate essays, evaluate AI-generated sources, and assess the validity of AI-generated scientific claims (based on experimental evidence in primary sources). The assignment reinforces student learning around responsible AI use for exploration while maintaining evidence-based skepticism. The assignment meets objectives around efficiently leveraging beneficial features of AI, distinguishing evidence types, and evidence-based claim evaluation. Its adaptable nature allows integration across diverse courses to teach students to responsibly use AI for learning while maintaining a critical stance.<b>NEW & NOTEWORTHY</b> Generative large language models (LLMs) (e.g., ChatGPT) often produce erroneous information unsupported by scientific evidence. This article outlines how these limitations may be leveraged to develop critical thinking and teach students the importance of evaluating claims based on experimental evidence. Additionally, the activity highlights positive aspects of generative AI to efficiently explore new topics of interest, while maintaining skepticism.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"191-196"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Was it all worth it? A graduating resident perspective on CBME.","authors":"Portia Kalun, Heather Braund, Natalie McGuire, Laura McEwen, Steve Mann, Jessica Trier, Karen Schultz, Rachel Curtis, Andrew McGuire, Ian Pereira, Damon Dagnone","doi":"10.1080/0142159X.2024.2339408","DOIUrl":"10.1080/0142159X.2024.2339408","url":null,"abstract":"<p><strong>Background: </strong>Our institution simultaneously transitioned all postgraduate specialty training programs to competency-based medical education (CBME) curricula. We explored experiences of CBME-trained residents graduating from five-year programs to inform the continued evolution of CBME in Canada.</p><p><strong>Methods: </strong>We utilized qualitative description to explore residents' experiences and inform continued CBME improvement. Data were collected from fifteen residents from various specialties through focus groups, interviews, and written responses. The data were analyzed inductively, using conventional content analysis.</p><p><strong>Results: </strong>We identified five overarching themes. Three themes provided insight into residents' experiences with CBME, describing discrepancies between the intentions of CBME and how it was enacted, challenges with implementation, and variation in residents' experiences. Two themes - adaptations and recommendations - could inform meaningful refinements for CBME going forward.</p><p><strong>Conclusions: </strong>Residents graduating from CBME training programs offered a balanced perspective, including criticism and recognition of the potential value of CBME when implemented as intended. Their experiences provide a better understanding of residents' needs within CBME curricula, including greater balance and flexibility within programs of assessment and curricula. Many challenges that residents faced with CBME could be alleviated by greater accountability at program, institutional, and national levels. We conclude with actionable recommendations for addressing residents' needs in CBME.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"467-475"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140922616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A confidentiality conundrum: Case tracking for medical education.","authors":"Lydia Koffman","doi":"10.1080/0142159X.2024.2421254","DOIUrl":"10.1080/0142159X.2024.2421254","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"569"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142546375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Response to: \"Bridging the gap in teaching self-regulated learning: A call for deeper integration\".","authors":"Lorena Isbej, Dominique Waterval, Arnoldo Riquelme, Claudia Véliz, Anique B H de Bruin","doi":"10.1080/0142159X.2024.2433356","DOIUrl":"10.1080/0142159X.2024.2433356","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"573-574"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142751276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student perceptions of the usefulness of core concepts when reasoning in physiology.","authors":"Elijah J Cole, Jennifer H Doherty","doi":"10.1152/advan.00198.2024","DOIUrl":"10.1152/advan.00198.2024","url":null,"abstract":"<p><p>Research shows that when students use core concepts to guide their reasoning, they are able to construct more accurate, mechanistic explanations. However, there is scant research exploring student's perceptions of the usefulness of core concepts. Knowing students' perceptions could be influential in encouraging faculty to adopt core concept teaching strategies. In this study, we investigated how students perceive the usefulness of using the physiology core concepts to guide their reasoning. We collected the perceptions of undergraduate science majors who had completed Introductory Biology II, which was taught using a subset of physiology core concepts. Eleven student volunteers were interviewed using a semistructured protocol, and 22 students provided end-of-semester reflections. Using a constant comparative method, we identified four emergent themes in students' perceptions: core concepts guide reasoning, core concepts support reasoning and learning across topics and disciplines, core concepts build self-efficacy in reasoning, and drawn core concept tools visualize reasoning. These findings suggest that core concepts, when used as tools to reason with, help students explain rather than memorize physiological phenomena, thus supporting deeper learning and transfer of knowledge to novel contexts. We also found that drawn scaffolding tools play a critical role in helping students organize their thinking, making abstract systems more approachable and supporting mechanistic reasoning. This study is the first qualitative analysis examining students' perceptions of the role core concepts of physiology play in their learning and reasoning processes.<b>NEW & NOTEWORTHY</b> We explore how students perceive the benefits of using physiology core concepts in their learning. Students believe core concepts guide and strengthen their reasoning across topics, while improving their confidence in their ability to understand and reason. Our findings provide useful insights for educators on why and how they should integrate the core concepts of physiology into their teaching.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"166-176"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The landscape of undergraduate introduction to exercise science courses.","authors":"Samantha Johnson, Jessica K Fleming, Mary Stenson, Astrid Mel, Katherine Spillios, Jennifer Caputo","doi":"10.1152/advan.00174.2024","DOIUrl":"10.1152/advan.00174.2024","url":null,"abstract":"<p><p>Introductory classes are often a student's first exposure to foundational knowledge, careers, and faculty in an academic major. The characteristics of introductory exercise science courses, as well as faculty impressions of course benefits and areas for improvement, were explored in this study. Electronic survey data from 181 universities around the United States were analyzed. A wide range of course content was reported. Institution type was related to the status of the faculty teaching the course, method of course delivery, class size, and class availability. The number of majors was related to faculty status, class availability, and class size. Specifically, private 4-year institutions were more likely to teach smaller, face-to-face classes. Introduction courses at R1, R2, and doctoral/professional institutions and programs with 300 or more majors were less likely to be taught by only tenured/tenure track faculty. Classes were more likely to be offered in various modalities as opposed to only face-to-face at community colleges, and programs with 300 or more majors were more likely to have classes with 50 or more students. Enrollment in the introductory course was more likely restricted to majors and minors at public 4-year schools and programs with 300 or more majors. Faculty perceived knowledge acquisition and relationship building as benefits of introductory classes for students and programs. The overarching themes for course improvement were modifying course content and characteristics of course delivery. Considering the varied course characteristics, we encourage faculty and administrators to be intentional when designing and implementing introductory exercise science courses.<b>NEW & NOTEWORTHY</b> Although introductory courses are important gateways to the exercise science major, there is a lack of consensus on content and delivery. Among institutions across the United States, introductory class size and mode of delivery varied, as well as who could enroll in and who taught the course. Course characteristics were related to institution type and major size. Relationship building and knowledge acquisition were perceived by faculty as key benefits of introductory classes for students and programs.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"63-68"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sympathetic nerves, salivary secretion, and the parched mouth of fear: unraveling historical perspectives on persistent contradiction in physiology textbooks.","authors":"Yuri Zagvazdin, Anastasia Mashukova, Cheryl Purvis","doi":"10.1152/advan.00059.2024","DOIUrl":"10.1152/advan.00059.2024","url":null,"abstract":"<p><p>We have observed two starkly contradictory notions regarding the sympathetic influence on the salivary outflow in discussions with our students. Most of them believe that sympathetic nerves decrease salivation and are antagonistic to parasympathetic nerves. Some students, however, show awareness of the cooperative stimulatory action of both types of autonomic fibers. We have found a similar dichotomy in the descriptions of the sympathetic effect on secretion of the main salivary glands and their inconsistent illustrations in Anatomy/Physiology textbooks. We have investigated the historical roots of this discrepancy. Ludwig discovered excitatory actions of both parasympathetic and sympathetic nerves on salivary flow by 1856. The next year, Czermak proposed the hypothesis of an inhibitory effect of sympathetic nerves, observing their interference with salivation induced by the chorda tympani (i.e., parasympathetic) stimulation. Bernard and Eckhard soon confirmed Ludwig's findings, but Czermak's notion persisted because sympathetically evoked salivation was unstable and potentially abatable by glandular vasoconstriction. The salivary secretory response to moderate sympathetic nerve electrostimulation was reaffirmed by Langley who also discovered salivation in response to adrenaline injection at the beginning of the 20th century. A few years later, Cannon, on a purely theoretical basis, attributed the sensation of dry mouth occasionally associated with fear to hyposalivation induced by elevated sympathetic discharge. Despite subsequent researchers' inability to find unequivocal evidence of salivary flow reduction by sympathetic activation, Cannon's assumption gained acceptance in some textbooks. Most Anatomy/Physiology textbook authors, however, recognized the excitatory action of sympathetic nerves on salivary glands established by Ludwig and Bernard.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"105-126"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142741270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing student understanding of cardiovascular disease burden in marginalized communities in the physiology classroom.","authors":"Jesse D Moreira-Bouchard, Lisa M Roberts, Vanessa Silva, Evan J Nessen, Karan K Smith, Carl G Streed, Jessica L Fetterman","doi":"10.1152/advan.00182.2024","DOIUrl":"10.1152/advan.00182.2024","url":null,"abstract":"<p><p>Physiology education is at the core of biomedical science and medicine. Physiology unites multiple disciplines to explain the mechanisms whereby a risk factor is associated with disease. Race, ethnicity, sexual orientation, and gender identity are associated with risk of cardiovascular disease (CVD). Minority stress theory attempts to explain the association of identity variables in sex and gender minority (SGM) and Black, Indigenous, and people of color (BIPOC) populations with CVD. However, instruction on how to effectively incorporate the ways that social determinants of health are linked to disease outcomes in marginalized populations, such as the SGM and BIPOC communities, is needed. We investigated the efficacy of teaching minority stress theory concepts in a single lecture in an upper-level cardiovascular pathophysiology course (<i>N</i> = 44 students). To test students' understanding of minority-related disease, we used both subjective and objective measures to evaluate student understanding before and after the lecture. Student self-assessment of understanding of health disparity physiological mechanisms and lifestyle and pharmacological interventions to reduce health disparities in SGM communities increased post intervention. We observed similar results of self-assessment of understanding of health disparity physiological mechanisms and appropriate lifestyle and pharmacological interventions to reduce health disparities regarding the BIPOC community. Our findings suggest that integrating social determinants of health into pathophysiology courses may result in a more inclusive-minded scientific and medical workforce.<b>NEW & NOTEWORTHY</b> Physiology education has historically lacked the inclusion of the social determinants of health and discussion of medically marginalized communities. Here, we show that discussion of cardiovascular disease and psychosocial stress in marginalized communities improves student understanding of the distribution of and causes of cardiovascular disease in marginalized groups. We conclude that more physiology instructors should include discussions on chronic diseases within multiple communities and programs should incorporate social determinants of health into their curricula.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"230-239"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking down barriers and building up facilitators of lecture free curriculum in medical education: An interpretive structural modeling.","authors":"Sahar Karami, Mohammad Shariati, Dean Parmelee, Hooman Shahsavari, Akram Sadeghian, Roberto Baelo Alvarez, Abir Zitouni, Maryam Alizadeh","doi":"10.1080/0142159X.2024.2343025","DOIUrl":"10.1080/0142159X.2024.2343025","url":null,"abstract":"<p><strong>Introduction: </strong>The field of medical education has seen a growing interest in lecture free curriculum. However, it comes with its own set of challenges and obstacles. In this article, we aim to identify the prerequisites, facilitators, challenges, and barriers of lecture-free curriculum in medical education and examine their interrelationships using interpretive structural modeling (ISM) technique.</p><p><strong>Methods: </strong>In this mixed-method study initially, we performed a scoping review and semi-structured interviews and determined the main prerequisites, facilitators, challenges, and barriers of lecture-free curriculum in medical education using qualitative content analysis approach. The interrelationships among these components were investigated using ISM. Therefore, self-interactive structural matrices were formed, initial and final reachability matrices were achieved, and MICMAC analysis was conducted to classify the factors.</p><p><strong>Results: </strong>Finally, two ISM models of prerequisites and facilitators with 27 factors in 10 levels and challenges and obstacles with 25 factors in eight levels were developed. Each of the models was divided into three parts: key, strategic, and dependent factors. 'Providing relevant evidence regarding lecture free curriculum' emerged as the most important prerequisite and facilitator, and 'insufficient support from the university' was identified as the most critical barrier and challenge.</p><p><strong>Conclusions: </strong>The study highlights the significant importance of lecture-free curriculum in medical education and provides insights into its prerequisites, facilitators, challenges, and barriers. The findings can be utilized by educational managers and decision-makers to implement necessary changes in the design and implementation of lecture-free in medical education, leading to more effective improvements in the quality and success of education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"476-491"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140859132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proposing the Community Triad Model to action social accountability in medical schools.","authors":"Harini Aiyer, Erin Walling, Lisa Yeo, Robert Woollard","doi":"10.1080/0142159X.2024.2351585","DOIUrl":"10.1080/0142159X.2024.2351585","url":null,"abstract":"<p><p>This article is the third in a series exploring drivers of social accountability (SA) in medical schools across Canada. Findings from the two previous articles have highlighted a central relationship between community, students, and faculty at medical schools, and led to the emergence of a new social accountability model- the Community Triad Model (CTM). The CTM proposes an interconnectedness between community, students, faculty, and the broader institution, and the pathways through which community-based learning directly and indirectly influences decision-making in medical institutions. This article explores the relationships between the three arms of the CTM by examining the literature on community engagement and SA, as well as by revisiting popular models and foundational SA reports to garner insights into authentic community engagement in health professions education. While there is an abundance of literature demonstrating the impact of community placements on students, there are limited studies describing the influence of communities on faculty and the broader institution either directly, or indirectly <i>via</i> students. The authors recommend that institutions be more intentional in engaging students and faculty, and learn from their experiences with community to shape curriculum, practices, policies, and culture of the broader institution. This study offers an operational model of SA that is easy to adopt and implement. It intends to demonstrate how the components of the triad (students, faculty/leadership, community) function together in the community engagement and social accountability of medical schools.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"534-540"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140912351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}