教育学最新文献

{"title":"\"That's all I do, is school\": a mixed-methods evaluation of undergraduate physiology students' perceptions of stress.","authors":"Isabella Campbell, Jessica Walker, Randy Bryner, Miriam Leary","doi":"10.1152/advan.00187.2024","DOIUrl":"https://doi.org/10.1152/advan.00187.2024","url":null,"abstract":"<p><p>Physiology-related majors often have high academic rigor, which may increase undergraduate students' perceptions of stress and negatively impact mental health and well-being. The purpose of this mixed-methods study was to explore perceived stress in undergraduate Exercise Physiology (EXPH) students to guide the development of future mental wellness interventions. EXPH students enrolled in an Advanced Exercise Physiology course were invited to complete the Perceived Academic Stress Scale and Cohen's Perceived Stress Scale at the start of the Fall 2023 semester and after the first unit exam, as well as participate in a semistructured interview exploring stress and related factors. The Perceived Stress Scale scores increased (pre: 15.6 ± 7.0 vs. post: 18.8 ± 6.1, <i>P</i> < 0.00001) over time; however, the Perceived Academic Stress Scale scores did not change (pre: 52.3 ± 10.2 vs. post: 52.2 ± 10.5, <i>P</i> = 0.95). Ten students were interviewed, and all reported medium to high levels of academic and \"life\" stress. Major sources of stress included program expectations, coursework load, family pressures, financial stress, and life balance. Most students reported good coping skills and stress management strategies such as exercising, time management, planning, and self-care. This study highlights the significant levels of both general and academic stress experienced by undergraduate physiology students, with program expectations and the integration of academic and personal stressors emerging as key contributors. The results informed several proposed strategies to support students' overall well-being and academic performance.<b>NEW & NOTEWORTHY</b> This study highlights the significant levels of both general and academic stress experienced by undergraduate physiology students, with program expectations and the integration of academic and personal stressors emerging as key contributors. The results informed several proposed strategies to support students' overall well-being and academic performance.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":"49 2","pages":"550-557"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057773","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":"Proficiency-based grading: a potential solution learning without stressful exams.","authors":"Terence G Favero","doi":"10.1152/advan.00255.2024","DOIUrl":"10.1152/advan.00255.2024","url":null,"abstract":"<p><p>This article describes the implementation of alternative grading (AG) strategies in an upper-division kinesiology and functional human anatomy course. Traditional point-based grading systems can negatively impact student mental health, decrease intrinsic motivation, and hinder learning. To address these issues, a proficiency-based grading approach was adopted, emphasizing clearly defined standards, growth-oriented feedback, progress-indicating marks, and penalty-free reassessment opportunities. Course assessments included weekly write-ups, movement analyses, and practical examinations, with flexible submission timelines and revision opportunities. Student feedback through microassessment revealed reduced stress levels, improved time management across courses, and deeper engagement with course material. Although implementation challenges existed, particularly around the initial faculty workload, the approach demonstrated significant learning gains while supporting student well-being. Our experience suggests that alternative grading strategies can maintain academic rigor while creating a more supportive and effective learning environment in science education.<b>NEW & NOTEWORTHY</b> This article provides a practical implementation model for alternative grading in a science course, demonstrating how proficiency-based assessment can maintain academic rigor while reducing student stress.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"416-422"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143505861","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":"ParasitoPhysioArt: exploring the intersection of art, physiology, and parasitology on students' perception and motivation.","authors":"Maria Victória Patricio da Silva, Pedro Henricke Oliveira de Souza, Ana Luíza Rocha Teixeira Faria Fernandes, Marcos Ruan Sousa Silva, Camilly Cristinne do Nascimento Silva, Fabíola da Cruz Nunes, Josiane Campos Cruz","doi":"10.1152/advan.00165.2024","DOIUrl":"10.1152/advan.00165.2024","url":null,"abstract":"<p><p>This study explores the impact of integrating art into the teaching of physiology and parasitology to enhance student engagement, motivation, and perception. Thirty-seven biotechnology students from the Federal University of Paraíba in Brazil enrolled in human physiology and parasitology courses and participated in the innovative ParasitoPhysioArt Project. The students were tasked with recreating artworks illustrating key parasitology concepts and their physiological effects on the human body. For instance, one group reinterpreted Wassily Kandinsky's <i>Several Circles</i> to represent the lifecycle of <i>Toxoplasma gondii</i> and its effect on the eyes, highlighting how the parasite, transmitted through contaminated soil or food, can invade various organs, including the retina and choroid, potentially leading to blindness. Another group reimagined Clóvis Júnior's <i>Nossa Senhora Aparecida</i>, replacing the original branches with drawings of <i>Ascaris lumbricoides</i>, a parasite transmitted through contaminated fruits or vegetables. The artwork emphasized the parasite's impact on the lungs, which can cause symptoms such as cough, dyspnea, and hemoptysis. A voluntary survey answered after the project revealed that 62% of students (<i>n</i> = 39) considered physiology challenging. However, ∼86% reported that the multidisciplinary approach of combining art with scientific concepts motivated them to study and helped them better understand the disciplines. Results suggest that the artistic reinterpretations vividly illustrated the intersection of parasitology and physiology, highlighting this interdisciplinary approach's educational and creative potential.<b>NEW & NOTEWORTHY</b> This study explores how integrating art into teaching physiology and parasitology enhances student engagement and understanding. Thirty-seven biotechnology students recreated artworks, such as reimagining Wassily Kandinsky's <i>Several Circles</i> to depict <i>Toxoplasma gondii</i> affecting eye retina cell function. A survey revealed that although 62% found physiology challenging, 86% reported that the art-science approach improved motivation and comprehension. The project highlighted the educational potential of this interdisciplinary approach.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"563-571"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587992","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":"Students outperform faculty in recognizing the use of active learning methods.","authors":"Giovanna Maria Gimenez Testa, Mariana Bueno de Oliveira Souza, Ângela Tavares Paes, Juliana Magdalon","doi":"10.1152/advan.00132.2024","DOIUrl":"10.1152/advan.00132.2024","url":null,"abstract":"<p><p>The implementation of active learning methods poses challenges for both instructors and students. Despite institutional support, some educators may encounter difficulties in effectively incorporating this methodology into their teaching practices. We hypothesized that one contributing factor could be the misguided self-perception regarding their class methodology. The objective of this study was to assess whether instructors and students can accurately recognize the application of active learning methods during classes and to identify the characteristics of these classes that influence the satisfaction of both educators and learners. A cross-sectional observational study was conducted during the emergency remote teaching caused by the COVID-19 pandemic. We examined 58 class sessions from a medical school program committed to active learning methodologies using an adapted version of the PORTAAL tool and administered postclass surveys to both instructors and students. Students, but not instructors, were able to accurately recognize the use of active learning methods. Additionally, class satisfaction reported by both instructors and students positively correlated with their self-perceived use of active learning methods in the class, regardless of whether the perception was more accurate, as seen in the students' perceptions, or more inaccurate, as observed in instructors' misperceptions.<b>NEW & NOTEWORTHY</b> This study assesses the recognition and satisfaction of active learning methods among instructors and students during emergency remote teaching due to COVID-19. We examined 58 medical school sessions using the PORTAAL tool and postclass surveys. Findings show students accurately identified active learning, while instructors did not. Satisfaction correlated with perceived active learning use, regardless of accuracy, highlighting the importance of aligning self-perception with actual teaching practices to enhance educational outcomes.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"356-365"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384002","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":"Using Hologram-Based Augmented Reality in Anatomy Learning: The TEACHANATOMY Randomized Trial.","authors":"Lukas Zingg, Melanie Häusler, Jonas Hein, Sascha Jecklin, Sören Kottner, Dominic Gascho, Nicola Cavalcanti, Phillippe Voinov, Tobias Götschi, Fabio Carrillo, Florian Lagler, Philipp Fürnstahl, Mazda Farshad","doi":"10.1097/ACM.0000000000006012","DOIUrl":"10.1097/ACM.0000000000006012","url":null,"abstract":"<p><strong>Purpose: </strong>Augmented reality (AR) can generate realistic holograms overlaid on the real-word environment to provide an interactive learning experience. However, further research is needed to assess the impact of such technologies on knowledge acquisition. This study aims to evaluate the efficacy of an AR learning application in anatomy education.</p><p><strong>Method: </strong>TEACHANATOMY, a controlled, randomized trial, was conducted from September 14-October 24, 2022, at the University of Zurich and the Swiss Federal Institute of Technology. It included first- and second-year medical students with no prior anatomy education and compared learning with an interactive hologram-based AR learning module-incorporating adaptive learning and gamification elements-with traditional learning (TL) methods including textbooks, videos, and online resources. Forty-eight participants were randomly allocated to the AR or TL group. The primary outcome consisted of the scores on the theoretical and practical knowledge tests. Secondary outcomes included adverse health symptoms and user experience.</p><p><strong>Results: </strong>The AR group performed significantly better on both theoretical (median [IQR] scores: AR: 18.8 [16.6-20.0]; TL: 9.4 [7.7-11.3]; P < .001) and practical (AR: 14.0 [12.3-14.7]; TL: 5.0 [4.0-6.0]; P < .001) knowledge tests. The most common adverse health symptoms were headache, reported by 13/24 (54.2%) TL participants and 9/24 (37.5%) AR participants, and fatigue, and experienced by 13/24 (54.2%) TL participants and 2/24 (8.3%) AR participants. All participants evaluated learning with TEACHANATOMY as a positive experience, rating it as efficient and easy to understand. All participants agreed learning with AR can be beneficial in learning anatomy, with 89.6% (43/48) and 100% (48/48) expressing willingness to use AR as a learning tool for theoretical and practical anatomy learning, respectively.</p><p><strong>Conclusions: </strong>Findings show a short-term learning benefit with the use of the TEACHANATOMY learning application, thus supporting the implementation of interactive hologram-based AR technologies to improve knowledge in anatomy education.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"695-704"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12105972/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparedness for practice, competency and skill development and learning in rural and remote clinical placements: A scoping review of the perspective and experience of health students.","authors":"Stevie-Jae Hepburn, Syadani Riyad Fatema, Rikki Jones, Kylie Rice, Kim Usher, Jen Williams","doi":"10.1007/s10459-024-10378-4","DOIUrl":"10.1007/s10459-024-10378-4","url":null,"abstract":"<p><p>When considering health professionals' requirements and responsibilities, competence is a complex concept that extends beyond knowledge to encompass understanding, application, technical skills, problem-solving, and clinical judgment. Rural clinical placements provide a rich learning environment for students to improve their competencies, self-esteem, and preparedness for practice (PFP). This scoping review aimed to identify pre-registration health students' perspectives on rural placement regarding competency and skill development, and enablers and barriers to learning. The methodology outlined by the Joanna Briggs Institute was followed. Out of 1186 records (366 duplicates), 821 were screened by title and abstract, 59 underwent full-text screening and 18 studies were included. Over half the studies included medicine students (n = 11). Reported competencies predominantly focused on self-assessed confidence regarding clinical skills. The reported barriers and enablers to learning highlighted the complexity of the placement experience and the importance of interpersonal factors, learner engagement and the supervisor's role. The review identified a gap in the literature pertaining to student perspectives of competencies and skills not assessed or experienced as well as a lack of standardised measures for PFP. The identified enablers and barriers provide suggestions for rural placement design and emphasise the importance of the student learning experience. Future research could include multiple health disciplines and specific methodologies to identify health students' perspectives regarding the development of competency, relatedness and autonomy, that is how to support health students to think, feel and act like health professionals.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"935-972"},"PeriodicalIF":3.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119662/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142331800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on \"Let Me Hold Your Breath\".","authors":"Anneliese Mair","doi":"10.1097/01.ACM.0001115220.81858.ad","DOIUrl":"https://doi.org/10.1097/01.ACM.0001115220.81858.ad","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 6","pages":"683"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175636","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":"Reimagining faculty development: A paradigm shift from content to transformative learning processes.","authors":"Balakrishnan Kichu R Nair, Jane Bleasel, Felista Mwangi, Bunmi S Malau-Aduli","doi":"10.1080/0142159X.2024.2390035","DOIUrl":"10.1080/0142159X.2024.2390035","url":null,"abstract":"<p><strong>Background: </strong>Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny.</p><p><strong>Methods: </strong>This qualitative research aims to enhance our understanding and support of educators' ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow's transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants.</p><p><strong>Results: </strong>The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators' commitment to structured teaching, self-directed learning, and continuous improvement.</p><p><strong>Conclusion: </strong>This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"976-984"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141996193","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":"'<i>Teaching should always be a little bit interesting for the teachers, too'</i>: Preceptor experiences of co-teaching ultrasound in a clinical skills course.","authors":"David Staudt, Valerie Lang, Christopher Mooney","doi":"10.1080/0142159X.2024.2407119","DOIUrl":"10.1080/0142159X.2024.2407119","url":null,"abstract":"<p><strong>Purpose: </strong>Medical schools increasingly incorporate ultrasound into preclinical curricula but face barriers including financial constraints, shortages of qualified instructors, and limited curricular space. This study explored how integrating ultrasound co-teaching into an existing first-year clinical skills course influenced preceptors' teaching experiences and characterized areas for curricular improvement.</p><p><strong>Methods: </strong>Ultrasound instructors rotated through classrooms during small-group physical examination skills sessions with 110 medical students, joining physical examination preceptors who taught remaining session content. Twelve ultrasound and traditional preceptors' experiences were characterized through focus group interviews paired with inductive thematic analysis.</p><p><strong>Results: </strong>Four themes were identified. First, the shared classroom fostered vicarious learning and novel instruction techniques but could feel disruptive to teaching. Second, ultrasound integration prompted physical examination preceptors to adopt a learner role. Third, students appeared to associate ultrasound with anatomy and physiology more than physical examination. Finally, ultrasound integration carries multiple logistical considerations.</p><p><strong>Conclusions: </strong>Co-teaching ultrasound within clinical skills courses can promote learning and was associated with multiple effects on faculty preceptors and the teaching process. Those planning similar initiatives should consider strategies to optimize preceptor experiences, minimize disruptive potential, and promote connections between ultrasound and physical examination content.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1015-1021"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142291251","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":"Current application of ChatGPT in undergraduate nuclear medicine education: Taking Chongqing Medical University as an example.","authors":"Ailin Deng, Wenyi Chen, Jinjie Dai, Liu Jiang, Yicai Chen, Yuhua Chen, Jinyan Jiang, Maohua Rao","doi":"10.1080/0142159X.2024.2399673","DOIUrl":"10.1080/0142159X.2024.2399673","url":null,"abstract":"<p><strong>Background: </strong>Nuclear Medicine(NM), as an inherently interdisciplinary field, integrates diverse scientific principles and advanced imaging techniques. The advent of ChatGPT, a large language model, opens new avenues for medical educational innovation. With its advanced natural language processing abilities and complex algorithms, ChatGPT holds the potential to substantially enrich medical education, particularly in NM.</p><p><strong>Objective: </strong>To investigate the current application of ChatGPT in undergraduate Nuclear Medicine Education(NME).</p><p><strong>Methods: </strong>Employing a mixed-methods sequential explanatory design, the research investigates the current status of NME, the use of ChatGPT and the attitude towards ChatGPT among teachers and students in the Second Clinical College of Chongqing Medical University.</p><p><strong>Results: </strong>The investigation yields several salient findings: (1) Students and educators in NM face numerous challenges in the learning process; (2) ChatGPT is found to possess significant applicability and potential benefits in NME; (3) There is a pronounced inclination among respondents to adopt ChatGPT, with a keen interest in its diverse applications within the educational sphere.</p><p><strong>Conclusion: </strong>ChatGPT has been utilized to address the difficulties faced by undergraduates at Chongqing Medical University in NME, and has been applied in various aspects to assist learning. The findings of this survey may offer some insights into how ChatGPT can be integrated into practical medical education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"997-1003"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142291254","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}