教育学最新文献

{"title":"Should medical teachers spend more time modelling or coaching students? A dual eye-tracking and randomised controlled study on peer instruction in sonography.","authors":"Dogus Darici, Hendrik Ohlenburg, Lukas Jürgensen, Cihan Papan, Anita Robitzsch, Markus Missler, Bertrand Schneider","doi":"10.1111/medu.15725","DOIUrl":"10.1111/medu.15725","url":null,"abstract":"<p><strong>Background: </strong>When first introducing medical procedures, instructors must decide how much of their limited time must be allocated between modelling (demonstrate and explain) and coaching (scaffold and support) students. Given the time constraints in clinical routine, it is currently unknown which relative proportion of modelling versus coaching is more efficient for procedural learning.</p><p><strong>Methods: </strong>We randomly assigned 73 students without prior knowledge to either an extended modelling (EM) or an extended coaching (EC) group for an emergency sonography training. In the EM group, medical teachers demonstrated a routine examination explaining their thought process, while also providing some coaching. In the EC group, students trained more independently with consistent teacher support, with less emphasis on modelling. We used dual mobile eye-tracking and voice recording to objectify the teacher-student interactions and applied a comprehensive assessment to understand which learning domains improved under which condition.</p><p><strong>Results: </strong>On post-tests, the EC group outperformed the EM group by 12% in interpreting dynamic sonographic imagery (p = 0.014). They completed the ultrasound examinations 7% faster (p = 0.050). There was no statistical difference between the two groups in interpreting static sonographic imagery (p = 0.322) nor in practical scores (p = 0.062). Contrary to expectations, there were no differences between the groups in terms of eye movement metrics that explained the performance effects. However, two behavioural variables were positively related with learning outcomes across both groups: the percentage of joint visual attention between teacher and student (β = 0.316, p < 0.001) and the number of words spoken during the training (β = 0.175, p = 0.004).</p><p><strong>Conclusion: </strong>This study provides empirical evidence that EC may be particularly effective when introducing new procedural medical skills. In learning complex procedures, direct sensorimotor experience with guided support appears more advantageous than extended observation. These findings suggest that medical educators should give students more opportunities for supervised hands-on practice rather than relying primarily on demonstration-based teaching.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1105-1116"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144120059","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":"Bridging specialties: A resident-led collaborative grand rounds approach.","authors":"Michelle B Azimov, Anu P Bodla, Cameryn C Garrett","doi":"10.1111/medu.15707","DOIUrl":"https://doi.org/10.1111/medu.15707","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 10","pages":"1125-1126"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145069556","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":"Virtual Reality: Game Changer in Complex Surgery Education.","authors":"Prachikumari Patel, Remi Gao, Albert Fung, Chaya Shwaartz","doi":"10.1111/medu.15698","DOIUrl":"10.1111/medu.15698","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1131-1132"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143788610","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":"(Dis)embodiment and medical education: How feminist organizational theories can help us think differently about gender.","authors":"Anna MacLeod, Paula Cameron","doi":"10.1111/medu.15697","DOIUrl":"10.1111/medu.15697","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1029-1031"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143795754","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":"'I don't know'-reclaiming not-knowing in medical transitions.","authors":"Yvonne Carlsson, Matilda Liljedahl","doi":"10.1111/medu.15757","DOIUrl":"10.1111/medu.15757","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1024-1025"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144293998","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":"Tolerance of ambiguity and psychological wellbeing in newly qualified doctors: An analysis over multiple time points.","authors":"Jason Hancock, Obioha C Ukoumunne, Bryan Burford, Gillian Vance, Thomas Gale, Karen Mattick","doi":"10.1111/medu.15743","DOIUrl":"10.1111/medu.15743","url":null,"abstract":"<p><strong>Introduction: </strong>There is evidence of an association between tolerance of ambiguity and psychological wellbeing in doctors, but this relationship is not well understood. We explored this relationship, and the individual or workplace factors moderating it, in a population of newly qualified doctors.</p><p><strong>Methods: </strong>We examined the experiences of newly qualified doctors in the UK as they started a novel interim role (Time 1) and later moved into foundation year 1 roles (Times 2 and 3) during the COVID-19 pandemic. Doctors completed the Tolerance of Ambiguity of Medical Students and Doctors scale (TAMSAD Range: 0-100), the Perceived Stress Scale (PSS: 0-40), the Hospital Anxiety and Depression Scale (HADS: 0-21) and the Copenhagen Burnout Inventory (CBI: 0-100), over four months. Cross-sectional and longitudinal relationships between tolerance of ambiguity (TAMSAD) and wellbeing outcomes (PSS, HADS, CBI) were examined and potential moderators (age, gender, recent change in working environment) were explored.</p><p><strong>Results: </strong>A total of 451 participants completed the survey at Time 1, 214 at Time 2, 172 at Time 3. Higher tolerance of ambiguity was associated with lower levels of stress (regression coefficient: -0.09, R2 = 1.6%, p = 0.008), anxiety (-0.06, R2 = 1.6%, p = 0.009), depression (-0.03, R2 = 1.1%, p = 0.03) and workplace burnout (-0.40, R2 = 3.9%, p < 0.001) at Time 1. It was associated with lower levels of anxiety (-0.08, R2 = 2.4%, p = 0.03) at Time 2 and stress (-0.16, R2 = 3.4%, p = 0.02) at Time 3. Individual factors (being over 25 years, being female) and workplace factors (not moving location) seemed to strengthen the relationship between tolerance of ambiguity and psychological wellbeing.</p><p><strong>Conclusion: </strong>There appears to be a longitudinal relationship between lower tolerance of ambiguity and reduced psychological wellbeing in early career doctors within the UK. This study emphasises the importance of supporting all graduating doctors to navigate clinical ambiguity however further research is needed outside of the context of COVID-19.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"1094-1104"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310166","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":"Building a More Inclusive Environment: Lessons Learned From Two Years of Microaggression Workshops.","authors":"Rachel King, Timothy D Gilligan, Nicole Fennell, David Harris, Mari Knettle, Amy S Nowacki, James K Stoller, Anthony Tizzano, Denise Wiggins, Monica Yepes-Rios","doi":"10.1097/CEH.0000000000000588","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000588","url":null,"abstract":"<p><strong>Abstract: </strong>Microaggressions are common in medicine and are increasingly recognized as significant barriers to inclusion, belonging, and effective patient care. In 2020, an interprofessional group of educators set out to develop a microaggression workshop based on research available at the time. The workshop was launched in early 2022 and has been attended by over 1400 participants to date. This report outlines the approach taken, the workshop's effectiveness, and the lessons learned from 2 years of offering the workshop to multiple audiences virtually and in person. Participants completed pre- and postsurveys, and surveys 1 and 3 months after the workshop. After the workshop, participants' confidence in recognizing microaggressions and responding to microaggressions increased significantly, almost 20 points on a 100-point scale in each category from the presurvey to the postsurvey and remained increased at both the 1- and 3-month time points. Results are consistent with research demonstrating that such workshops are effective and further demonstrate that they can be delivered effectively at scale. Based on the authors' experience facilitating dozens of workshop sessions, they conclude that storytelling is more effective to engage the audience than sharing research data, that facilitators must remain sensitive to the potential for retraumatization of participants, and that knowledge differences among participants are notable.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076557","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":"Historicising physical education: towards a new configuration of physical education via a salutogenic orientation to health","authors":"John Quay, Ben Williams, Carla Luguetti, Abbey Boyer","doi":"10.1080/13573322.2025.2558811","DOIUrl":"https://doi.org/10.1080/13573322.2025.2558811","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"75 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145077277","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":"Quantitative Assessment for the Quality of Lipidomics Experiment Teaching.","authors":"Jinglin Zhou, Jian Pan, Wei Li","doi":"10.1002/bmb.70013","DOIUrl":"https://doi.org/10.1002/bmb.70013","url":null,"abstract":"<p><p>Sample preparation is a key step in most biological experiments, including in the subject of lipidomics. Lipidomics focuses on the study of lipids produced in specific organisms, so samples required in lipidomics experiments are usually solutions of biological lipids. To make sure that the scientific experiments are reliable, lipid samples in a set of controlled experiments must be standardized, that is, have almost the same quality. Preparing standardized samples is therefore an important taught component in most undergraduate as well as postgraduate programs in lipidomics. Previously, the standardization of lipid samples has only been assessed qualitatively. How to evaluate the effectiveness of students' standard operation training is crucial. In this paper, we propose a quantitative assessment metric and process for preparing standardized lipid samples, which is further evaluated in our teaching practice. We find out that the proposed method is effective, with the help of which we can identify gaps in our teaching.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145074386","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":"Understanding cross-cultural interactions and diversity in professional sports organizations: the case of football and forced migration in Germany and Italy","authors":"Alessio Norrito, Enrico Michelini","doi":"10.1080/16184742.2025.2543027","DOIUrl":"https://doi.org/10.1080/16184742.2025.2543027","url":null,"abstract":"","PeriodicalId":47777,"journal":{"name":"European Sport Management Quarterly","volume":"73 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145077274","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}