教育学最新文献

{"title":"Perceptions of medical school leaders towards widening participation: a Japanese survey.","authors":"Yasuyuki Suzuki, Osamu Nomura, Koji Tsunekawa, Yuko Takeda, Takuya Saiki","doi":"10.1080/0142159X.2026.2743051","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2743051","url":null,"abstract":"<p><strong>Introduction: </strong>Medical school leaders play an important role in shaping admissions policy. However, how they understand diversity, merit, and fairness remains underexplored. This makes it difficult to explain why widening participation (WP) initiatives often struggle to move from principle into practice.</p><p><strong>Methods: </strong>We conducted a nationwide, cross-sectional survey in Japan. Participants included 328 faculty leaders from 82 medical schools, 183 allied health deans, and 58 education deans. The survey examined views on the socioeconomic background of medical students, support for WP, responses to citizen and educator perspectives on inequity, and the perceived importance of admissions criteria.</p><p><strong>Results: </strong>Responses were obtained from 131 medical school leaders (38.0%), 52 allied health deans (28.4%), and 16 education deans (27.6%). Medical school leaders who responded to this survey supported increasing socioeconomic diversity of students and agreed that WP initiatives are necessary. They also understood socioeconomic disparities in application to medical schools. Support for affirmative action (AA) was lower and more varied. Admissions decisions remained weighted towards cognitive and non-cognitive abilities, and contextual factors such as socioeconomic disadvantage and geographic background were given less emphasis. Allied health and education leaders showed stronger support for WP and AA. Within medical schools, directors of medical education were more supportive than deans. Prioritization of cognitive ability was not positively associated with support for diversity policies, while diversity-related attributes showed moderate positive correlations with diversity policies.</p><p><strong>Discussion: </strong>While medical school leaders appear to support students' diversity in principle, their approach to admissions appears to reflect established notions of merit. This suggests that the challenges of WP are not only technical but also relate to how merit and fairness are understood in practice. Addressing these challenges requires closer engagement with leadership perspectives and the institutional and professional cultures in which admissions decisions are made.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":4.0,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149182934","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":"Developing and evaluating a rubric to assess medical students' analytic thinking and predict academic risk.","authors":"Krisztina Fischer, David Furfaro, Alexander A Iyer, Jeremy B Richards, Johannah Mitchell, Amy M Sullivan, Richard M Schwartzstein","doi":"10.1093/acamed/wvag324","DOIUrl":"https://doi.org/10.1093/acamed/wvag324","url":null,"abstract":"<p><strong>Problem: </strong>Analytic reasoning requires learners to integrate knowledge, demonstrate analytical skills, and employ metacognition to avoid cognitive biases. Mechanism Maps (MMs), student-generated concept maps, support this process by requiring students to link clinical findings with pathophysiologic mechanisms. However, broader adoption of MMs has been limited by challenges in assessment: existing scoring approaches emphasize structural features rather than accuracy of reasoning, show variable interrater reliability and are time-intensive. Importantly, it remains unclear whether MM-based assessments can identify students at risk of difficulty in analytic reasoning before exam performance.</p><p><strong>Approach: </strong>The authors developed a five-domain rubric (comprehensiveness, analytical detail, organization, accuracy, overall quality) to assess MMs. First-year medical students (n = 134) in a systems-based physiology/pathophysiology course at Harvard Medical School in February-March 2019 created three MMs for clinical vignettes as ungraded exercises. Each MM was assigned one week before a course assessment.</p><p><strong>Outcomes: </strong>Rater training used an initial set of MMs, after which four trained raters, working in pairs, independently scored the remaining maps. Scoring showed good-to-excellent agreement between raters across most domains, with lowest inter-rater agreement for the accuracy domain. MM scores were associated with later exam performance. For Vignette 2, each one-point increase in score roughly doubled the odds of scoring in the top three exam quartiles rather than the bottom quartile, and this association held even after accounting for quiz performance. Vignette 3 scores showed a similar pattern, though the association was attenuated after adjustment for quiz performance.</p><p><strong>Next steps: </strong>The multidimensional rubric enabled reliable MM scoring, associated with exam performance and suggests potential early identification of lower-performing students. Future work should consider prospective validation in additional institutional contexts.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185895","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":"Pharmacy Education in Fragile and Conflict-Affected Settings: The Lebanese American University School of Pharmacy Experience.","authors":"Lamis R Karaoui, Nisrine El Hadi, Naser Zaki Alsharif, Imad F Btaiche","doi":"10.1016/j.ajpe.2026.102104","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102104","url":null,"abstract":"<p><p>Between 2019 and 2026, Lebanon faced a cascade of severe crises, including financial and economic collapse, political instability, COVID-19, the Beirut Port explosion, and armed conflicts, that disrupted higher education. This manuscript describes how the Lebanese American University (LAU) School of Pharmacy (SOP) maintained its mission during this period of turmoil and presents a framework for pharmacy education in fragile and conflict-affected settings (FACS). During that period, the SOP adopted flexible teaching models (in-person, hybrid, and online), increased the use of simulation-based learning and virtual assessments, and implemented a contingency plan for educational activities. Curricular updates focused on crisis preparedness, emergency response, health equity, cultural sensitivity, and mental health. Partnerships with local and international institutions, humanitarian groups, and alumni supported experiential learning, mobility, and funding. Despite resource shortages, brain drain, and safety issues, the SOP maintained accreditation, steady graduation rates, and academic productivity. This experience shows that strategic governance, transparent communication, financial support, and psychosocial care can strengthen resilience and inform pharmacy education in FACS.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102104"},"PeriodicalIF":3.1,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149186375","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":"Postmortem privacy, donor agency, and the limits of good faith.","authors":"İlke Ali Gürses","doi":"10.1002/ase.70384","DOIUrl":"https://doi.org/10.1002/ase.70384","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149178195","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":"Bob Mislevy's Contributions to Bayesian Networks in Educational Assessment","authors":"Roy Levy","doi":"10.1111/emip.70022","DOIUrl":"https://doi.org/10.1111/emip.70022","url":null,"abstract":"<p>Bayesian networks emerged as a psychometric modeling paradigm in the 1990s and have been gainfully employed in a variety of educational assessment contexts and applications. This article surveys Bob Mislevy's work on Bayesian networks and related graphical models in educational assessment. It is argued that Mislevy made seminal and influential contributions in this space, shaping how these models would be conceived, used, and further developed.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 4","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205650","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":"Exploring characteristics of primary qualitative Dalcroze research: building bridges between past trends and future directions","authors":"John Habron-James,Liesl Van der Merwe","doi":"10.1080/14613808.2026.2710628","DOIUrl":"https://doi.org/10.1080/14613808.2026.2710628","url":null,"abstract":"","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"2 1","pages":"1-55"},"PeriodicalIF":2.3,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149210592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Wayfaring through and beyond the picturebook: An ethical overlaying approach to early years playful literacies","authors":"Elizabeth L. Nelson,Nicole Smith,Soumi Dey","doi":"10.1177/14687984261490371","DOIUrl":"https://doi.org/10.1177/14687984261490371","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"90 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149152756","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":"Is financial regulation bad for competitive balance? Club budget constraints and performance in the UEFA men’s Champions League knockout stage before and under Financial Fair Play","authors":"Nicolas Scelles,Nicolas Chanavat","doi":"10.1080/16184742.2026.2745863","DOIUrl":"https://doi.org/10.1080/16184742.2026.2745863","url":null,"abstract":"","PeriodicalId":47777,"journal":{"name":"European Sport Management Quarterly","volume":"11 1","pages":"1-22"},"PeriodicalIF":3.4,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149210596","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":"Assessment-driven learning: Using a redesigned table test in anatomy lab-Pilot study.","authors":"Wessam Ibrahim, James Swigart, Laura Shackelford, Emily L Jones","doi":"10.1002/ase.70363","DOIUrl":"https://doi.org/10.1002/ase.70363","url":null,"abstract":"<p><p>The table test is a formative, group-based assessment conducted during cadaveric dissection. The anatomy faculty at Carle Illinois College of Medicine modified its structure (redesigned table test) to include individual accountability (one question per student) and a collaborative clinical application question. This study evaluated the association between the redesigned table test and students' performance in the summative anatomy practical exam and explored students' perceptions of the revised design. Table test scores and practical exam scores from the class of 2026 (prior design) and class of 2027 (redesigned test) were compared to assess their association using linear regression. Differences in practical exam scores were analyzed using a Mann-Whitney U-test. To measure the satisfaction of the class of 2027, a 5-point Likert-scale survey was conducted to gather qualitative feedback. The class of 2027 reported high satisfaction with the redesigned table test (92%), with strong agreement that it improved accountability, motivation, and preparedness. However, practical exam performance was equal to or slightly lower for the class of 2027 relative to the prior cohort. Differences in these practical scores approached statistical significance but did not reach it (p = 0.055). Regression analyses demonstrated weak, non-significant associations between table test and practical exam scores (R² ≤ 0.024). The innovative, redesigned table test enhanced medical students' accountability, engagement, and satisfaction, but did not improve summative anatomy performance and showed limited predictive value for exam outcomes. The redesigned table test is a useful formative learning tool, but further longitudinal evaluation is needed to determine its impact.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149178043","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":"Desktop Virtual Reality for Public First-Aid Training: Effects on Cognitive Load and Learning Outcomes","authors":"Yang Wang,&nbsp;Jiaqi Li","doi":"10.1002/jcal.70340","DOIUrl":"https://doi.org/10.1002/jcal.70340","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Public first-aid education must help learners apply procedural knowledge in emergencies, yet conventional instruction offers limited contextualized practice. Desktop virtual reality (DVR) can provide interactive, scenario-based learning, but evidence regarding its effects on cognitive load and cardiopulmonary resuscitation (CPR) knowledge is inconclusive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Our study compared DVR-based and video-based CPR instruction in terms of learners' cognitive load and performance on CPR knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eighty-four university students were randomly allocated to DVR or video instruction. Complete-case analyses included 64 participants (32 per condition) with valid cognitive-load, pre-test and post-test data. Between-group differences were examined using two-sided independent-samples <i>t</i>-tests and Mann–Whitney <i>U</i> tests; interviews with six DVR participants were analysed deductively to contextualize their experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The DVR group reported lower overall cognitive load (<i>p</i> = 0.010) and lower scores on both prespecified cognitive load dimensions, cognitive behavioural assessment (<i>p</i> = 0.033) and cognitive efficiency assessment (<i>p</i> = 0.015), than the video group. At post-test, DVR participants performed better on the four-item CPR detail set (<i>p</i> = 0.038), while the groups did not differ on basic items. The tested DVR condition, which combined signal guidance, spatial visualization, multisensory stimulation, self-paced progression, scenario simulation and prompt feedback, was associated with lower reported cognitive load and better performance on the CPR detail knowledge than video instruction, while performance on the basic knowledge did not differ. These findings support the use of DVR as a structured supplement to CPR instruction, enabling learners to rehearse spatial and procedural relations at their own pace and receive prompt feedback. They also suggest that designers should evaluate guidance, navigation, feedback and scenario features as an integrated instructional configuration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205536","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}