教育学最新文献

{"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}

{"title":"A Case Study Using the PIES Implementation Framework to Implement a Vertically Integrated Multisite Team-Based Learning Curriculum.","authors":"John M Cunningham, Katy E Trinkley, Vishnu Kulasekaran, Sheilah Jiménez, Jennifer E Adams","doi":"10.1080/10401334.2026.2740007","DOIUrl":"https://doi.org/10.1080/10401334.2026.2740007","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Scaling curricular innovations require an understanding of contextual barriers and facilitators. Implementation science offers theory-based methods to systematically assess contextual factors influencing implementation. We present a case report employing the PIES (Prescribed, teacher-Intended, Enacted, and Sustainable curriculum) framework to evaluate local contextual enablers and barriers to the implementation of a multisite, vertically integrated Team-Based Learning (TBL) curriculum embedded in the core clerkship year at a single institution with a multisite longitudinal integrated clerkship (LIC). We used a convergent mixed-methods case study design to evaluate the TBL implementation. Data collection was informed by the PIES framework and pragmatically selected based on feasibility and potential for actionable change. Data sources included: 1) surveys of faculty, 2) interviews with faculty, 3) narrative feedback from student surveys, and 4) direct observations of TBL sessions. We assessed the &lt;i&gt;Prescribed&lt;/i&gt; curriculum by measuring perceptions of faculty development: 91% (30/33) of TBL facilitators participated in training sessions, and 25/29 (86%) felt faculty development was helpful for understanding the prescribed curriculum. In qualitative analysis, the subtheme \"adapting faculty development to site needs\" captured barriers to disseminating faculty development materials equally across sites. Conversely, the subtheme \"longitudinal team-building\" described how the prescribed TBL implementation was facilitated through stable year-long relationships between students and faculty. Within the teacher-&lt;i&gt;Intended&lt;/i&gt; curriculum, 85% (28/33) of faculty responded that they agree/strongly agree with TBL's acceptability for teaching the learning objectives. The subthemes within the theme \"supporting faculty transition from lecturer to TBL facilitator\" elaborated on factors enabling and inhibiting this transition. In the &lt;i&gt;Enacted&lt;/i&gt; curriculum, 39.4% (13/33) of faculty reported never/rarely deviating from the facilitator guides. Direct observations of TBL indicated divergent results, with deviations occurring in 56% of observed sessions. Within the &lt;i&gt;Sustainable&lt;/i&gt; curriculum, 20/33 (62.5%) agreed or strongly agreed that the amount of time to recruit faculty was feasible, while the qualitative subtheme \"challenges sustaining volunteer faculty engagement\" explored barriers and strategies across diverse sites sustaining volunteer faculty. We describe an illustrative example of how an implementation science approach guided by the proposed PIES framework was applied to scaling a multisite and multispecialty TBL curriculum. Locally, results will be used to improve faculty development, student orientation, and continuous quality improvement processes essential to ensuring quality and comparability. We present our methods and findings as a case study for educators seeking to pragmatically and systematically evaluate and scale their curricular inn","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185819","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}