教育学最新文献

{"title":"Advancing Academic Rank Portability in Pharmacy Education","authors":"Mary E. Ray ,&nbsp;Jeremy A. Hughes","doi":"10.1016/j.ajpe.2025.101467","DOIUrl":"10.1016/j.ajpe.2025.101467","url":null,"abstract":"<div><div>Recent pharmacy school closures and consolidations have intensified concerns about faculty job security and mobility, making academic rank portability (ARP)—the ability to transition between institutions without loss of academic rank—an increasingly important consideration. This commentary explores the structural and cultural barriers that limit ARP, particularly for faculty moving from teaching-focused institutions to research-intensive (R1) environments. Differences in workload allocation, scholarly expectations, and promotion criteria often result in misalignment, leaving experienced faculty unable to retain their rank despite strong teaching and service records. Drawing from the literature and personal experience, we highlight how faculty can proactively plan for ARP by aligning their academic profiles with broader institutional expectations, particularly in research and scholarship. Strategies include reframing teaching and service activities as scholarship, adopting structured writing routines, and leveraging professional development opportunities. Creative frameworks, such as design thinking, along with participation in national leadership and research training programs, can further enhance scholarly identity and visibility. While ARP is not guaranteed, faculty who intentionally build portable academic portfolios are better positioned to navigate institutional transitions and sustain long-term career growth.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101467"},"PeriodicalIF":3.5,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621256","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":"Three Good Questions for Faculty and Their Mentors in Support of Academic Career Development.","authors":"Deborah G Freeland, Jennifer Verbsky, Stewart Babbott","doi":"10.1097/ACM.0000000000006009","DOIUrl":"10.1097/ACM.0000000000006009","url":null,"abstract":"<p><strong>Abstract: </strong>Faculty mentorship is essential for a successful career in academic medicine, and effective support includes a commitment between a faculty member and mentor to navigate through competing interests and priorities. Many faculty mentorship programs have been described. However, the program content, including guidance tools and guiding questions, is less often defined. To address this gap, the authors draw on their faculty mentor-mentee experience in academic medicine to propose a set of guiding questions in this Commentary called \"3 good questions.\" This supplemental tool encourages mentors to ask of their mentees: (1) Are you doing what you love? (2) Are you making it count twice? and (3) Are you staying focused? These questions can be incorporated during mentorship discussion sessions and can be answered in a stepwise approach to reflect, confirm, and explore a mentee's needs in the short and long terms for a successful career in academic medicine.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"880-883"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473276","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":"From Quiet Quitting to Open Dialogue in Medical Education: Longitudinal Student Perspectives on the Factors Shaping Student Engagement.","authors":"Annemieke G J M Smeets, Annelies E van Ede, Marc A T M Vorstenbosch, Petra J van Gurp","doi":"10.1097/ACM.0000000000006059","DOIUrl":"10.1097/ACM.0000000000006059","url":null,"abstract":"<p><strong>Purpose: </strong>A healthy work-life balance and an environment where students feel valued are goals of increasing importance in medical education. When these essential elements are absent or lacking, educators run the risk of losing their trainees, either physically or mentally, via a silent \"check out,\" referred to as \"quiet quitting.\" This study examined the maturation of value-based student engagement and students' tendency to disengage from academic tasks during their first year of college and shortly before graduation.</p><p><strong>Method: </strong>This longitudinal mixed methods study was conducted at the 6-year Doctor of Medicine program at the Radboud University Medical Center, Nijmegen, the Netherlands, 2017-2023. Scales for the Assessment of Learning and Performance in Students questionnaire data were connected with qualitative insights from focus group interviews from 10 student participants at 3 key points in their academic progression: the beginning and end of their first academic year and shortly before graduation. Through concurrent, exploratory, inductive analysis, the authors examined patterns, relationships, and discrepancies among the data, comparing and contrasting to ultimately draw overarching conclusions.</p><p><strong>Results: </strong>Data analysis revealed a transformation in students' learning and performance motivation, becoming more intrinsically driven and connected to personal values. The willingness to invest effort was not a constant, varied among individual students over time, and became less pronounced when considering future employment prospects. Intellectual analysis on desired future work-life balance prompted students to consider a plan B for their career choice. Work-life balance concerns were mainly discussed within close-knit social circles.</p><p><strong>Conclusions: </strong>Student engagement or disengagement appeared to be a dynamic construct. Workplace learning seemed to trigger committed action. However, healthy work-life balance concerns grew stronger as students got closer to graduation. When drivers and barriers of engagement are not discussed, potential talent could be lost, quietly or openly.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"931-939"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784639","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":"Teaching for transfer of learning in health professions education: AMEE Guide No. 176.","authors":"Dario Cecilio-Fernandes, John Sandars, Renan Gianotto-Oliveira, Naomi Steenhof","doi":"10.1080/0142159X.2024.2414823","DOIUrl":"10.1080/0142159X.2024.2414823","url":null,"abstract":"<p><p>Transfer of learning occurs when past learning is applied to new situations, and also at a varying time from the initial time of learning. Importantly, research in both academic and clinical areas of health professions education has highlighted that transfer of learning often does not successfully occur. Successful transfer is multi-dimensional and occurs when the learner has the required motivation, mental model, metacognitive processes relevant to the task, and the opportunity to transfer their learning to different situations. An essential aspect of successful transfer is the educator. This Guide provides an overview of an integrated model of transfer that can inform a variety of practical teaching strategies in both academic and clinical areas of health professions education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1243-1251"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142400626","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":"Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher.","authors":"Stephanie Hale, Matei Petrescu, Melissa Carbajal, Moushumi Sur, Audrea Burns, Satid Thammasitboon","doi":"10.1080/0142159X.2024.2436454","DOIUrl":"10.1080/0142159X.2024.2436454","url":null,"abstract":"<p><strong>Purpose: </strong>There is a wealth of literature describing the characteristics and proficiencies of clinical teachers, but no description exists of the obstacles that clinical teachers face when aspiring to become a Master Clinical Teacher (MCT). Using Threshold Concepts (TC) theory as an analytical framework can help investigate those potential challenges.</p><p><strong>Methods: </strong>This is a mixed-methods research integrating an exploratory survey and semi-structured interviews. The authors used a systematic approach to develop the survey and administered it to physicians in a large pediatrics department, using the results to inform the interview process. In the interview phase, the authors used purposive sampling of trainees, early-career clinical teachers, and departmentally recognized MCTs. The authors conducted reflexive thematic analysis on the qualitative data using TC as a framework, deriving areas of Troublesome Knowledge (TK) and subsequently conceptualizing TCs.</p><p><strong>Results: </strong>The survey phase yielded 143 responses with 303 narrative comments. The interview phase comprised three focus groups and eleven individual interviews with MCTs. Four themes were identified that conceptualize as TCs with associated areas of TK, including: Embracing continual personal and professional evolution; Cultivating shared vulnerability for authentic engagement and learning; Empowering learners for self-discovery and transformation; and Navigating the complexities of clinical teaching.</p><p><strong>Conclusions: </strong>The identified TCs and associated TKs provide insights into clinical teachers' experience in becoming MCTs. These findings can inform faculty development efforts and the individual career development of clinical teachers and also underscore the dynamic and multi-faceted nature of clinical teaching and the ongoing evolution required to excel in it.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1385-1393"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142801415","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":"Implementing an Internet of Things-based learning platform into medical education: Addressing educational challenges with innovative solutions.","authors":"Haniye Mastour, Zohreh Khoshgoftar, Soleiman Ahmady, Somaye Sohrabi","doi":"10.1080/0142159X.2024.2445036","DOIUrl":"10.1080/0142159X.2024.2445036","url":null,"abstract":"<p><p>The Internet of Things (IoT) represents a paradigm shift in medical education, offering solutions to long-standing educational challenges. IoT-based systems provide real-time data, simulate clinical environments, and enable personalized learning, critical for preparing future healthcare professionals. This study implemented an IoT-based learning platform for a preclinical Doctor of Medicine (MD) course launched for 56 third-year students in a medical school from a developing country. This IoT-enabled learning environment provided students with active, hands-on learning activities that simulated real-world clinical practice. In all, the application of IoT in medical education has revolutionized it into something much more effective, engaging, and student-centered. As an innovative attempt, sharing this process at an early stage of development may inspire enthusiasm for implementing this approach and open the field for further development.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1262-1265"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951362","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":"Sacrifice and Self: Understanding the Limits to Engagement in the Learning and Practice of Medicine.","authors":"Colin P West","doi":"10.1097/ACM.0000000000006091","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006091","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 8","pages":"875-876"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144755065","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":"Effect of Coaching on Trainee Burnout, Professional Fulfillment, and Errors: A Randomized Controlled Trial.","authors":"Ritika S Parris, Zhiyong Dong, Alicia Clark, Margaret M Hayes, Amy M Sullivan, Carrie Tibbles, Kerri Palamara","doi":"10.1097/ACM.0000000000005999","DOIUrl":"10.1097/ACM.0000000000005999","url":null,"abstract":"<p><strong>Purpose: </strong>This study examines the effect of coaching on errors and burnout on graduate medical education trainees and mechanisms of this effect.</p><p><strong>Method: </strong>In this explanatory, sequential, mixed-methods randomized controlled trial at a large, urban academic medical center, trainees and faculty were randomized to coaching with mentorship or mentorship alone from September 2021 to December 2022. Trainees randomized to coaching (coachees) were paired with faculty coaches from different specialties, who were trained in a novel coaching curriculum. Burnout was measured with the Stanford Professional Fulfillment Index subscales of professional fulfillment, work exhaustion, interpersonal disengagement, and overall burnout. Medical errors in the past 3 months were self-reported. Focus groups were conducted for each of the 4 cohorts (faculty control, faculty intervention, trainee control, and trainee intervention) to allow for an in-depth exploration of the coaching program experience.</p><p><strong>Results: </strong>A total of 184 trainees and 150 faculty were randomized to standard mentorship with or without coaching. Paired analysis included 83 trainees (59% female) and 77 faculty (60% female). Difference-in-difference analyses showed reduced burnout among coachees compared with control trainees, with a score difference of -0.37 (95% CI, -0.64 to -0.09). Professional fulfillment improved in coachees, with a score difference of 0.50 (95% CI, 0.16-0.83) compared with control trainees. There were no significant differences in resilience or self-valuation. Coachees had 2.18 times greater odds of reporting no medical error than control trainees (not significant) and were less likely to report being \"unsure\" about medical error involvement. Qualitative analysis highlighted the importance of specialty discordance in coaching pairs and a coach's holistic awareness of coachee well-being and demonstrated successful uptake and use of coaching skills, particularly positive reframing and normalization.</p><p><strong>Conclusions: </strong>Coaching improved trainee burnout and professional fulfillment, likely through aspects of the relationship and teachable skills, which provided psychological safety and holistic support.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"940-949"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143441919","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":"Suggestions for the use of the 'yarigai' story in fostering medical professionalism among medical students.","authors":"Hongnan Ye","doi":"10.1080/0142159X.2025.2461536","DOIUrl":"10.1080/0142159X.2025.2461536","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1404"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190006","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":"Balancing high-stakes assessments: Pressure and motivation.","authors":"Sihan Chen, Qinghua Jin","doi":"10.1080/0142159X.2025.2461546","DOIUrl":"10.1080/0142159X.2025.2461546","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1403-1404"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143370876","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}