教育学最新文献

{"title":"RAIN: a multistate research alliance to facilitate collaboration, increase student opportunities, and share core facility resources.","authors":"Brian Bothner, Shelley L Lusetti, Robert S Seville, Josh E Baker, Brian Barnes, Peter R Hoffmann, Carolyn J Hovde","doi":"10.1152/advan.00217.2024","DOIUrl":"10.1152/advan.00217.2024","url":null,"abstract":"<p><p>Since 2001, the National Institutes of Health (NIH) have funded the Institutional Development Award (IDeA) Network of Biomedical Research Excellence (INBRE) to expand biomedical research capacity among states in which NIH funding was historically low. The Western IDeA Region comprises seven states: Alaska, Hawaii, Idaho, Montana, New Mexico, Nevada, and Wyoming. Beginning in 2017, these states developed an interstate \"supernetwork\": the Regional Alliance of INBRE Networks (RAIN). RAIN's four initiatives are: <i>1</i>) holding regular INBRE program director/principal investigator (PD/PI) communication and strategy sessions; <i>2</i>) sharing research Core Facilities and programs; <i>3</i>) developing interstate undergraduate student research exchanges; and <i>4</i>) promoting interstate research collaborations. The seven INBRE PD/PIs meet monthly, usually virtually, to share administrative best practices, help each other problem-solve, and support one another's competitive renewals. Sharing IDeA-built Core Facilities and programs offers unique and/or faster services for researchers, without states needing to duplicate core capabilities. This substantially reduced costs. In 2019, ID-, MT-, and NM-INBREs estimated that sharing their existing Core Facilities and services saved $27.6 million over the course of one 5-yr funding cycle. Each undergraduate summer research program is open to other RAIN state students, with 29 student participants thus far. Faculty interdisciplinary research is promoted by a Collaboration Studio and special funding. To date, RAIN support has led to 18 scientific presentations, 12 peer-reviewed publications, and generated $1,400,000 in new NIH grants. RAIN is a model for other programs to share best practices, enhance interdisciplinary collaborations, limit redundant infrastructure, and share research/mentoring expertise.<b>NEW & NOTEWORTHY</b> The IDeA Network of Biomedical Research Excellence (INBRE) programs in all seven Western region states formed an alliance to compensate for an essentially static National Institutes of Health (NIH) budget but a growing dynamic mission. Biomedical research capacity has grown and our collaboration model benefits grant renewal, access to research Core Facilities, student preparation for the workforce, and faculty interdisciplinary solutions for complex medical problems.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"374-385"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416157","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":"Discovering physiology: a high school student's journey into STEM: perspective and advice.","authors":"Krish Taneja, Steven Didik, Alexander Staruschenko","doi":"10.1152/advan.00008.2025","DOIUrl":"10.1152/advan.00008.2025","url":null,"abstract":"<p><p>Pursuing a career in science, technology, engineering, and mathematics (STEM) can be an exciting yet intimidating journey for high school students. This perspective provides a unique firsthand insight from a high school student working in a medical research laboratory and pursuing a STEM career. It explores the current high school STEM landscape, briefly covering coursework, university summer internships, and science fairs while discussing the importance of early STEM engagement and the opportunities and challenges students face. Additionally, this work highlights how fostering STEM interest at the high school level can enhance critical thinking and problem-solving skills essential for careers in fields such as engineering and artificial intelligence. Extracurricular opportunities, including the American Physiological Society Physiology Understanding (PhUn) Week and research internships, are also briefly covered. Furthermore, insights from a high school student, a Ph.D. student, and a principal investigator provide advice on gaining research experience. Finally, this <i>Perspectives</i> article discusses potential career pathways and opportunities that stem from early STEM engagement.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"482-485"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671640","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":"'What's in a name?' Writing an effective and engaging article title.","authors":"Jennifer Cleland","doi":"10.1080/0142159X.2025.2488697","DOIUrl":"10.1080/0142159X.2025.2488697","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"909-910"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144008346","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":"Reliability and Validity of the Respect Factor in Student Evaluations of Clinical Educators.","authors":"Anita M Wilson, Aaron Douglas, John M Spandorfer","doi":"10.1097/ACM.0000000000006001","DOIUrl":"10.1097/ACM.0000000000006001","url":null,"abstract":"<p><strong>Purpose: </strong>Medical student mistreatment has profound negative effects on student education. When medical students feel mistreated, they may also feel that they have been treated disrespectfully. This study examines the validity and reliability of a tool to measure students' perception of educators' level of respect.</p><p><strong>Method: </strong>Data from 516 student raters of 2,534 clinical educators (i.e., faculty and residents across 8 clinical departments) were used to investigate validity evidence based on Kane's validity framework for an instrument that includes 2 items for measuring educator respect and 7 items for measuring teaching effectiveness. Exploratory and confirmatory factor analyses were conducted to investigate construct validity. Generalizability theory analysis was conducted to project estimates of the level of reliability of departmental-level respect scores for different data collection scenarios. The raters were third- and fourth-year students attending clinical rotations at Sidney Kimmel Medical College, Thomas Jefferson University, during the 2022 to 2023 academic year.</p><p><strong>Results: </strong>Exploratory factor analysis revealed 2 correlated latent factors that represent respect and teaching effectiveness. The estimated confirmatory factor analysis model, with 2 first-order latent factors (i.e., respect and teaching effectiveness) and 1 second-order latent factor (i.e., teaching quality), resulted in a root mean square error of approximation index of 0.10 (indicating mediocre fit), a nonnormed fit index of 0.95 (indicating good fit), and a standardized root mean square residual of 0.03 (indicating good fit). Generalizability theory decision studies revealed plausible scenarios that would lead to reliability estimates between 0.71 and 0.81.</p><p><strong>Conclusions: </strong>This study suggests that the respect rating scale yields sufficiently valid measures of students' experiences and reliable department-level respect scores for plausible scenarios when ratings are obtained from 10 students nested in each of 35 educators per department. The results also suggest that the scale allows for valid decision-making about feedback to clinical educators and their departments.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"705-709"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469867","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":"To disrupt the traditional compartmentalized learning of nutrition functions, a proposition for integrative teaching at undergraduate level.","authors":"Rémi Cadet","doi":"10.1152/advan.00231.2024","DOIUrl":"10.1152/advan.00231.2024","url":null,"abstract":"<p><p>Rather than an anatomy-centered study of the nutrition functions of the body (circulation, respiration, food digestion, and intestinal absorption of nutrients) as found in undergraduate physiology textbooks, a more integrative, mechanistic approach to teaching human physiology at the undergraduate level in science faculties is presented. Starting from the cell's needs for nutrients and oxygen, this proposal highlights the way in which each organ or apparatus ensures cell function. Then the fundamental physiological concepts of structure-function relationships and matter gradients can be constructed by considering the physicochemical mechanisms involved. The diversity of devices found in circulatory, ventilatory, and digestive systems is then examined through the prism of the mechanisms used to maintain gradients in nutrient concentration or gas partial pressure through exchange surfaces. Finally, the systems controlling nutrition functions are studied in fluctuating physiological contexts, such as during physical exercise or fasting. The presented pedagogical approach emphasizes the integration of functions on an organism-wide scale and focuses teaching on basic mechanisms rather than on the description of structures, while ensuring the transferability of physiological concepts. This pedagogical approach seems particularly relevant for the training of undergraduate students intending to teach biology in secondary education.<b>NEW & NOTEWORTHY</b> A proposal for teaching of human physiology at the undergraduate level in a science faculty outlines a pedagogical progression centered on cellular requirements for nutrients and oxygen. Rather than being taught independently, the three nutrition functions, circulation, respiration, and digestion, are interrelated and functional similarities are highlighted. The core concepts of physiology are thus more integrated at the organism level, with an emphasis on common mechanisms rather than specific structures.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"599-603"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626772","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":"Response to: \"Reconsidering the Approach to Personal and Professional Development in Medical Education\".","authors":"Chris Skinner, Kelly Valentin, Lorna Davin, Tim Leahy, Linda Berlach","doi":"10.1080/0142159X.2024.2441055","DOIUrl":"10.1080/0142159X.2024.2441055","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1055-1056"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872498","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":"Commentary on \"The Widow's Lament in Springtime\".","authors":"Steven Schlozman","doi":"10.1097/01.ACM.0001115216.83318.fa","DOIUrl":"https://doi.org/10.1097/01.ACM.0001115216.83318.fa","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 6","pages":"681"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175639","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":"How does interprofessional education affect attitudes towards interprofessional collaboration? A rapid realist synthesis.","authors":"Jean Anthony Grand-Guillaume-Perrenoud, Eva Cignacco, Maura MacPhee, Tania Carron, Isabelle Peytremann-Bridevaux","doi":"10.1007/s10459-024-10368-6","DOIUrl":"10.1007/s10459-024-10368-6","url":null,"abstract":"<p><p>Interprofessional collaboration (IPC) in healthcare is regarded as important by professionals, as it increases the quality of care while decreasing costs. Interprofessional education (IPE) is a prerequisite for IPC and influences learners' attitudes, knowledge, and collaboration skills. Since attitudes shape behavior, understanding how they are formed is crucial for influencing IPC in learners' professional practice. We investigated what kind of IPE works, for which students, how, and in what circumstances to develop positive attitudes towards IPC. Using realist synthesis, we extracted causal mechanisms that produce positive attitude outcomes and the conducive contexts that trigger them. Our analysis resulted in six plausible context-mechanism-outcome configurations that explain positive attitude development. Positive IPC attitudes are more likely to arise in contexts where IPE provides time and facilities for formal and informal interactions, as this allows learners to get to know each other both professionally and personally, fostering trust, respect, and mutual liking. Additionally, positive attitudes are more likely in contexts where the IPE curriculum is perceived as career-relevant and boosts confidence. Key mechanisms of positive attitude development include getting to know the other learners professionally and personally, experiencing positive affect during IPE, and learners experiencing mutual dependence. Sustained positive attitudes are more likely to develop when there is organizational support for IPC and professionals attend IPE on an ongoing basis, allowing the attitudes and values expected in IPC to be positively reinforced and eventually integrated into the learners' personal value system.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"879-933"},"PeriodicalIF":3.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119706/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142309029","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":"Self-directed learning and the student learning experience in undergraduate clinical science programs: a scoping review.","authors":"Ashleigh Finn, Caitlin Fitzgibbon, Natalie Fonda, Cameron M Gosling","doi":"10.1007/s10459-024-10383-7","DOIUrl":"10.1007/s10459-024-10383-7","url":null,"abstract":"<p><p>Health professional organisations are increasingly promoting the use of self-directed learning. Furthermore, the rapidly evolving field of healthcare has meant that there is greater emphasis within tertiary education for students to become self-directed learners and possess the skills to engage in life-long learning. The aim of this scoping review was to explore the drivers that improve the student learning experience, in undergraduate clinical science programs that utilise self-directed learning. The Joanna Briggs Institute Scoping Review Methodology guided this study. The electronic databases MEDLINE, Embase, Emcare, Scopus and ERIC were comprehensively searched in April 2022 and re-run August 2023, for peer-reviewed research articles published in English. The original search was developed in MEDLINE and then adapted to each database. Following the Joanna Briggs Scoping Review methodology, articles were screened first by title and abstract and then by full text. Included articles were assessment for methodological quality. The search strategy yielded 2209 articles for screening. 19 met the inclusion criteria. Five key factors were identified which improve the student learning experience in self-directed learning: (i) curricular elements; (ii) educator influence; (iii) impact of peers, (iv) environment; and (v) clinical placement experiences. There are many curricular, environmental, and external factors which can improve the student learning experience in programs that utilise self-directed learning. Greater understanding of these factors will allow educators within clinical science programs to implement self-directed learning strategies more effectively within curriculum.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"973-1005"},"PeriodicalIF":3.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119676/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512464","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":"Exploring the \"led\" in health professional student-led experiences: a scoping review.","authors":"Dean Lising, Jodie Copley, Anne Hill, Julia Martyniuk, Freyr Patterson, Teresa Quinlan, Kathryn Parker","doi":"10.1007/s10459-024-10355-x","DOIUrl":"10.1007/s10459-024-10355-x","url":null,"abstract":"<p><p>To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"1007-1036"},"PeriodicalIF":3.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119678/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512463","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}