教育学最新文献

{"title":"Participation in a medical academic Olympiad is associated with high intrinsic motivation and positive perceptions of academic outcomes.","authors":"Lorenzo Zanardo Lisboa, Luis Fernando Ferreira Cavalcante, Luana Perrone Camilo, Juliana Magdalon","doi":"10.1152/advan.00328.2025","DOIUrl":"10.1152/advan.00328.2025","url":null,"abstract":"<p><p>Academic and scientific Olympiads have been used as educational tools since the late nineteenth century, fostering students' interest, creativity, and critical thinking. However, their application in medical education remains limited. In this context, Brazilian medical students created the Medical Olympiad (OMED), a nationwide, student-led initiative designed to promote active and collaborative learning, foster clinical reasoning, and enhance academic engagement. Despite the long-standing use of Olympiads in basic education, their educational impact in medical school has been minimally investigated. This cross-sectional study evaluated the educational impact of OMED by examining its influence on participants' intrinsic motivation and their perceptions of its academic benefits. A structured questionnaire was administered to students after the first phase of the fourth edition of OMED (held in 2024) and completed by 677 participants. Participation was predominantly driven by intrinsic and other self-determined forms of motivation. Postevent assessments indicated that OMED has strong potential to promote the internalization of motivation and to enhance students' overall motivation to study. Participants also reported that the Olympiad supported knowledge acquisition and consolidation, self-assessment of strengths and weaknesses, and the development of clinical reasoning, suggesting that OMED effectively achieved its educational objectives.<b>NEW & NOTEWORTHY</b> This study provides the first empirical evaluation of a student-led medical Olympiad within undergraduate medical education. By analyzing responses from 677 participants, it demonstrates that such initiatives can foster intrinsic motivation and enhance academic outcomes. Although academic Olympiads are well established in basic education, their use and educational impact in medical training have been largely unexplored. These findings highlight the substantial educational potential of student-driven, competition-based learning environments in medical education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1117-1127"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800796","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":"ChatGPT and academic integrity: a case study of assessment vulnerability in biological and environmental sciences.","authors":"Danielle Hinchcliffe, Chrysanthi Fergani, Susanne R K Zajitschek","doi":"10.1152/advan.00273.2025","DOIUrl":"10.1152/advan.00273.2025","url":null,"abstract":"<p><p>The rise of generative artificial intelligence (AI) has accelerated content creation across sectors, including education and academia. While these tools can streamline workflows and support learning, their use by students to complete assignments poses risks to academic integrity. This case study quantitatively evaluated the vulnerability of existing coursework assessments and exams to cheating using generative AI. Specifically, we compared ChatGPT-4's performance to student grades on 131 assessments from 40 modules in the School of Biological and Environmental Sciences at a UK University. ChatGPT excelled in \"exam-like\" assessments, including coursework-associated tests, exams (particularly those involving multiple choice), and, at some levels of study, in essay-style assessments. Conversely, AI performance and hence vulnerability were low on assessments requiring in-class data collection, collaboration, or the creation of reports, posters, or presentations. Overall, ChatGPT-produced work was often superficial and vague but better than expected, posing risks to assessing learning in all fields within the biological sciences, including physiology. While generative AI holds promise as a tool to help students understand, organize, and structure, it raises concerns around misuse. Designing creative, individualized tasks that require genuine intellectual engagement is essential, with greater emphasis on ethical conduct and the importance of integrity. Synthesizing information across multiple biological scales and applying clinical or experimental scenarios is recommended to develop higher-order physiological reasoning in students. Continuous, collaborative monitoring of generative AI performance on assessments should become part of routine assessment design and evaluation, given the continuous development and improvement of these tools. In cases where basic knowledge testing remains necessary, reversion to in-person examinations is recommended to replace online testing.<b>NEW & NOTEWORTHY</b> This study reveals that current assessments in biological and environmental sciences are highly vulnerable to generative artificial intelligence (AI) misuse, which threatens assessment validity. ChatGPT-4 either outperformed or approximated students in exam-style testing and on some essay assignments but struggled with tasks involving data collection, collaboration, and presentations. The authors recommend redesigning assessments to require deeper reasoning, ethical engagement, and clinical or experimental application, alongside ongoing monitoring of AI capabilities and increased use of in-person exams.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1066-1074"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148406593","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":"Clerkship faculty perspectives on basic science integration during clinical training: implications for fourth-year physiology elective development.","authors":"Komal Marwaha, Ryan Cain, Katherine Asmis, Priya Harindranathan, Shakeel Ahmed","doi":"10.1152/advan.00291.2025","DOIUrl":"10.1152/advan.00291.2025","url":null,"abstract":"<p><p>The shortened preclerkship phase in integrated medical curricula has raised concerns about whether medical students retain and apply foundational basic science knowledge during clerkship. Yet few studies incorporate perspectives of clerkship faculty, who directly observe students' mechanistic reasoning and are well positioned to inform curricular interventions for vertical integration. This mixed-method study addresses that gap by conducting a clerkship faculty-centered needs assessment evaluating basic science integration, students' preparedness, and priorities for physiology-focused electives during clerkship. Faculty overwhelmingly affirmed the importance of basic science integration during clerkship (83%). However, fewer than half believed that the curriculum adequately achieves this. Whereas 71% reported opportunities to assess students' application of basic science knowledge during clerkship, only 53% felt that students possessed adequate baseline knowledge. These findings suggest that integration on the wards is opportunistic, completely dependent on individual faculty initiative or clinical encounter rather than deliberate curriculum design. Clerkship faculty identified renal/electrolyte physiology, pharmacology, and neuropsychiatric physiology as potential high-yield elective topics for the elective course. Additionally, 79% of faculty agreed that students would benefit from proposed fourth-year physiology electives, with the course on obesity pathophysiology receiving the highest number of first-choice rankings. Overall, the findings demonstrate a persistent gap in basic science integration during clerkship and support the development of a clerkship faculty-informed, need-based physiology elective to reinforce mechanistic understanding and enhance receptivity among clinical educators, who cite time constraints and dense curricular expectations as major barriers to basic science integration.<b>NEW & NOTEWORTHY</b> This study is among the few to use perspectives of clerkship faculty, those who directly observe students' clinical reasoning, to evaluate basic science preparedness and integration during clerkships. Faculty reported strong support for basic science relevance but identified gaps in its structured integration and in students' application of foundational knowledge. Findings highlight high-yield domains for reinforcement and demonstrate broad support for targeted fourth-year physiology electives, offering a data-driven model for strengthening vertical basic science integration.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1085-1092"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800536","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":"Goat rib bone marrow thick smear preparation as a low-cost, ethical, and high-utility laboratory exercise for teaching hematopoiesis.","authors":"Jeevitha Poorasamy, Uditi Gupta, Anant Kumar, Neena Sharma, Sunita Kumari, Megha Agrawal, Priyadharshini V, Suryadev Babruwahan Dudhewad","doi":"10.1152/advan.00038.2026","DOIUrl":"10.1152/advan.00038.2026","url":null,"abstract":"<p><p>The study of hematopoiesis is based on the understanding of precursor cell maturation through various lineage stages. The standard educational approach uses premade slides and digital images because of the limited availability of fresh bone marrow samples and the associated ethical constraints. This laboratory module presents an economical teaching method by using goat (<i>Capra aegagrus hircus</i>) rib marrow obtained from licensed slaughterhouses to demonstrate smear preparation and Romanowsky staining for hematopoietic precursor cell identification. The experimental approach was developed as a potential practical teaching activity for first-year medical students, in accordance with Competency Based Medical Education (CBME). Goat ribs (an animal by-product of meat consumption) obtained from a licensed meat shop were immediately transported to the laboratory and cleaned, and bone marrow was extracted, followed by thick and thin smear preparation, which was then fixed with chilled methanol, air-dried, and stained with Leishman and May-Grünwald-Giemsa (MGG) stains. The smear was examined under an oil-immersion microscope for identification of the blood cell lineages and determination of the myeloid-to-erythroid (M:E) ratio. The method for thick and thin smear preparation consistently produced samples that contained cells with intact morphology. The precursor cells could be identified based on their characteristic morphological features, and M:E ratio was calculated from the smears. The procedure was successfully repeated with consistent smear quality and cellular morphology, indicating that the technique is feasible and reproducible for incorporation into the proposed teaching model.<b>NEW & NOTEWORTHY</b> The present model introduces an active, hands-on learning approach that moves beyond passive slide-based instruction by directly engaging students in laboratory preparation and microscopic analysis. It establishes a sustainable, low-cost teaching resource for physiology laboratories while effectively bridging theoretical concepts of hematopoiesis with their clinical and morphological correlates. Importantly, the method is scalable and well suited for institutions with limited infrastructure, enabling authentic laboratory-based learning experiences without reliance on scarce human samples.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1255-1264"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149065703","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":"Selective Cognitive and Affective Benefits of 3D-Printed Bacteriophage T4 Models in High School Molecular Biology Instruction: A Quasi-Experimental Study.","authors":"Lele Xu, Yongqin Li, Liyun Wang, Changgeng Yang","doi":"10.1187/cbe.26-06-0149","DOIUrl":"https://doi.org/10.1187/cbe.26-06-0149","url":null,"abstract":"<p><p>Teaching abstract molecular concepts poses persistent challenges in high school biology education. This study evaluated a custom-developed three-dimensional (3D) bacteriophage T4 model for teaching the Hershey-Chase experiment in a Grade 11 classroom. Using a quasi-experimental design, 92 students were assigned to either model-based instruction (<i>n</i> = 46) incorporating hands-on assembly of a disassemblable 3D-printed phage model, or conventional instruction (<i>n</i> = 46). Pre- and post-intervention questionnaires assessed conceptual understanding and affective outcomes. ANCOVA revealed no significant overall cognitive difference between groups, <i>F</i>_{(1, 89)} = 1.42, <i>p</i> = 0.237. However, item-level analysis showed the model group significantly outperformed on structural component identification (52.2% vs 26.1%, <i>p</i> = 0.018, <i>ϕ</i> = 0.27). Affective outcomes significantly favored the model condition, including lesson enjoyment (<i>p</i> = 0.038), model construction interest (<i>p</i> = 0.028), perceived knowledge mastery (<i>p</i> = 0.033), perceived instructional utility (<i>p</i> = 0.028), and modeling skill need (<i>p</i> = 0.049). These findings suggest that curriculum-aligned 3D model-based instruction selectively enhances representational competence for spatially complex concepts and improves situational affective engagement.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"25 4","pages":"ar45"},"PeriodicalIF":3.6,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149247573","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":"Correspondence: Peer support is not a substitute for institutional reform in mental health disclosure amongst medical students.","authors":"Ambar Yousuf","doi":"10.1111/medu.70267","DOIUrl":"10.1111/medu.70267","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1413"},"PeriodicalIF":6.2,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148391316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Naloxone Reach Through Innovative Training Strategies at an Academic Medical Center in Arkansas.","authors":"Leah Tobey-Moore, Adrian J Williams, Meghan Breckling","doi":"10.1097/CEH.0000000000000633","DOIUrl":"10.1097/CEH.0000000000000633","url":null,"abstract":"<p><strong>Abstract: </strong>The Arkansas Naloxone Education and Training (ANET) program, based at the University of Arkansas for Medical Sciences, was developed to address the urgent need for opioid-overdose prevention across the state. Funded by the Substance Abuse and Mental Health Administration (SAMHSA), ANET uses a train-the-trainer model to equip health care professionals with the knowledge and tools necessary to deliver naloxone education in their local settings. In its first year, the program launched a three-module curriculum, accredited for continuing education, of health care professionals and delivered using an academic detailing teaching strategy, prioritized recruitment from counties through a needs assessment including the highest rates of opioids dispensed and of overdose deaths, and implemented a comprehensive evaluation plan that is grounded in an evidence-based framework that facilitates continuous evaluation and improvement (ie, RE-AIM framework-Reach, Effectiveness, Adoption, Implementation, and Maintenance). Knowledge and attitudes were assessed before and after health care professionals completed the training program. All trainers received technical support and outreach materials. The program also fostered strategic statewide partnerships to support recruitment, implementation, and community engagement. ANET is embedded within an academic medical center and aligned with continuing professional development infrastructure, offering a replicable model for community-centered overdose prevention. Lessons learned during the program's implementation underscore its potential to inform future design, delivery, and sustainability of similar interventions.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"56-62"},"PeriodicalIF":1.8,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12915545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Employing causality when teaching physiology: deriving the Wiggers diagram from scratch to build better student understanding of cardiac function.","authors":"E P Silldorff, G D Robinson","doi":"10.1152/advan.00011.2026","DOIUrl":"10.1152/advan.00011.2026","url":null,"abstract":"<p><p>We recently published two papers that collectively highlight the essential nature of causality in the development of higher-order cognitive skills (analysis and evaluation) during the teaching of physiology. Prediction, an ability derived from these skills, is the pinnacle of learning outcomes and depends upon comprehension of the biological, chemical, or physical causal links between events in physiological cascades. The challenge in creating essential cognitive frameworks is to effectively present complex topics as a series of linked causal events. Presented individually and as a logical unit, each event stays within working memory capacity, while the causal links connecting them provide the very framework students need to reason with the content rather than merely recall it. We have found that the difficulty in proposing such an approach is not in conveying the value of it but rather in expressing what that instruction looks like in practice. To complete our trilogy of papers, we here describe how we would develop such a logic-driven explanation using the classical Wiggers diagram, a complex summary of all cardiac electrical and mechanical activity during a single heartbeat. We derive every element of the graph, each from its prior stimulus, using cause-and-effect core principles such that students can cognitively follow a clear progression of falling biological \"dominoes.\" In this way, students will more fully understand the multifaceted Wiggers plot and realize that even the most challenging topics in physiology can be mastered via sound cause-and-effect reasoning.<b>NEW & NOTEWORTHY</b> Prediction in physiology is the pinnacle of learning outcomes and depends upon comprehension of the biological, chemical, or physical causal links between mechanistic events. The challenge of creating essential cognitive frameworks within which students can successfully think and reason in physiology is to present complex topics in small logical units that do not exceed the working memory capacity. Here we describe how we would develop a logic-driven explanation using the classical Wiggers diagram.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1171-1184"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800542","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":"Learning Together From Uncertainty: An Evaluation of Practice Inquiry Groups in a Nationwide Primary Care Practice.","authors":"Gurpreet Dhaliwal, John Penner, Meg Scott, Lucia S Sommers","doi":"10.1097/CEH.0000000000000610","DOIUrl":"10.1097/CEH.0000000000000610","url":null,"abstract":"<p><p>Practice inquiry (PI) is a structured method of discussion that helps primary care clinicians explore uncertainty and learn from challenging cases. An understanding of what aspect of PI primary care clinicians value could guide leaders who are contemplating implementation of collaborative discussion formats in their clinical systems. We administered a survey examining clinicians' perceptions of PI in a large nationwide membership-based primary care service. Two hundred ninety-six surveys (61%, N = 296/482) were received from participants and 69 surveys (75%, N = 69/92) were received from facilitators. Most respondents (>70% across five queries) felt that PI led to enhancement of knowledge and management skills and helped them become more comfortable managing uncertainty. Colleagues in PI groups provided validation and reassurance, valuable health system information, and insights into reasoning and patient-clinician relationships. Participants and facilitators outlined ways PI sessions could be improved (eg, case follow-up) and how the organization could support PI sessions (eg, enhanced facilitator training). This is the first program evaluation of PI in a large, community primary care setting. Future directions include examining what group-level characteristics mediate PI efficacy and how clinicians and patients fare after PI discussions. Such insights could inform enhancements to the group facilitation process.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"67-70"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163652","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":"Clinical Educators Professional Development Utilizing Clinical Educators Milestones-Qualitative Thematic Analysis.","authors":"Lewis Goulder, Paul Jinks, Selma Omer","doi":"10.1097/CEH.0000000000000598","DOIUrl":"10.1097/CEH.0000000000000598","url":null,"abstract":"<p><strong>Introduction: </strong>Medical educators often face challenges in planning and prioritizing professional development due to a lack of structured guidance. The Clinician Educator Milestones (CEMs) were introduced to address this gap, providing a roadmap for educators' growth and development. This study explores the effectiveness of CEMs as a tool for self-assessment and goal setting in medical education.</p><p><strong>Methods: </strong>Participants in a medical education course at our University undertook self-assessment using CEMs and used this to develop educational development plans. Interviews were conducted to gather feedback and insights. The data were transcribed and analyzed thematically.</p><p><strong>Results: </strong>Participants reported that CEMs supported effective goal setting, identifying development needs and recognizing support required. Thematic analysis revealed themes on the use of CEMs related to developing a clear vision for professional development, identifying new perspectives, relating theory to practice, reflecting on their own understanding and capabilities, and recognizing educational role models.</p><p><strong>Discussion: </strong>The structured approach facilitated by CEMs aligns with the principles of Self-Determination Theory, empowering educators to take control of their development, enhance competence, and foster a sense of belonging within the medical education community. This research supports the efficacy of using CEMs to promote educators' growth and well-being.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"63-66"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555596","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}