教育学最新文献

{"title":"Students are more than their scores: educators have the power to change how students perceive success.","authors":"Heidi L Lujan, Stephen E DiCarlo","doi":"10.1152/advan.00185.2024","DOIUrl":"10.1152/advan.00185.2024","url":null,"abstract":"<p><p>John Wooden, the legendary University of California, Los Angeles (UCLA) basketball coach, consistently emphasized the distinction between winning and true success. For Wooden, success was not about defeating others or standing out in a competition but about personal growth, self-improvement, and the pursuit of excellence. His philosophy offers a powerful lesson, particularly for educators, as they guide students through their academic journeys. Wooden's message highlights the importance of fostering an environment where success is measured by effort and progress, not merely by grades or test scores. Unfortunately, many educators seem to overlook this, focusing heavily on grades as the primary measure of achievement. By placing such a strong emphasis on grades, teachers inadvertently create a culture where students begin to equate their self-worth with their performance on a test. This not only diminishes the value of personal growth but also fosters anxiety and discouragement among students who may struggle academically. Students may begin to fear being wrong and avoid challenges and opportunities. This limits creativity and the chance to learn, grow, and contribute to society. Wooden's wisdom reminds us that educators have the power to influence how students perceive success. By encouraging a more holistic view of achievement, one that values hard work, resilience, and continuous improvement, teachers can help students develop a healthier, more positive understanding of what it means to succeed. In today's educational system, this shift is crucial, as too many students are being taught to see their value solely in terms of grades, rather than their personal and intellectual growth.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"93-95"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142734239","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":"Ethical engagement with artificial intelligence in medical education.","authors":"Himel Mondal","doi":"10.1152/advan.00188.2024","DOIUrl":"10.1152/advan.00188.2024","url":null,"abstract":"<p><p>The integration of large language models (LLMs) in medical education offers both opportunities and challenges. While these artificial intelligence (AI)-driven tools can enhance access to information and support critical thinking, they also pose risks like potential overreliance and ethical concerns. To ensure ethical use, students and instructors must recognize the limitations of LLMs, maintain academic integrity, and handle data cautiously, and instructors should prioritize content quality over AI detection methods. LLMs can be used as supplementary aids rather than primary educational resources, with a focus on enhancing accessibility and equity and fostering a culture of feedback. Institutions should create guidelines that align with their unique educational values, providing clear frameworks that support responsible LLM usage while addressing risks associated with AI in education. Such guidelines should reflect the institution's pedagogical mission, whether centered on clinical practice, research, or a mix of both, and should be adaptable to evolving educational technologies.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"163-165"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142923955","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":"Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management","authors":"Isabell Tucholka,&nbsp;Bernadette Gold","doi":"10.1016/j.learninstruc.2025.102084","DOIUrl":"10.1016/j.learninstruc.2025.102084","url":null,"abstract":"<div><h3>Background</h3><div>Working with video cases may enhance student teachers’ professional vision, i.e. their ability to notice and reason classroom events and generate alternatives. To foster professional vision successfully, videos need to be embedded into adequate instructional environments that need to be examined regarding their effectiveness.</div></div><div><h3>Aims</h3><div>This study investigates the effect of different instructional settings regarding video-based online courses on the development of student teachers’ professional vision (noticing, reasoning, generating alternatives).</div></div><div><h3>Sample</h3><div>Participants were 280 student teachers.</div></div><div><h3>Methods</h3><div>In a 2 × 2-pretest-posttest design, students attended a course assigned to one of four conditions (video analysis before or after conceptual input; video analysis with a comparative or non-comparative task). For the pre- and posttest, they analysed video clips using open writing and rating items to measure noticing, reasoning (subskill 1: interpretation depth, subskill 2: evaluation) and generating alternatives. We applied a multivariate growth model with time points (level 1) nested in individuals (level 2), regressing according random slope coefficients on conditions.</div></div><div><h3>Results</h3><div>Students improved across all course conditions. Students working with comparative tasks excelled in generating alternatives, while receiving conceptual input before working with the videos was slightly advantageous regarding video evaluation skills.</div></div><div><h3>Conclusions</h3><div>The effectiveness of instructional settings depends on the intended learning goal. Concerning noticing and interpretation depth, the specific instructional setting seems less decisive.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102084"},"PeriodicalIF":4.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nature as a Co-Teacher in Early Childhood Language Education","authors":"Jannette Prins, Lisa Gaikhorst, Dieuwke Hovinga","doi":"10.1007/s10643-025-01854-6","DOIUrl":"https://doi.org/10.1007/s10643-025-01854-6","url":null,"abstract":"<p>Playing in nature-based places supports early childhood development. In previous years, studies have shown the benefits of nature play for healthy child development, including language development. For early childhood teachers it is insightful to learn together how to develop language education in nature that is supportive of their student’s language development. The aim of this study is to investigate how early childhood education (ECE) teachers make nature-based places function as language learning environments in EC language education. The study took a collaborative action-based research approach and worked in communities of practice (CoP). In these communities, 55 teachers across five schools gathered six times. Based on the analysis of the shared conversations we defined the supportive aspects of nature-based places and related them to the expected outcomes of early childhood language education. We also described the professional changes they made to be able to teach language in nature. These changes were summarized in a model that informs early childhood teachers how to include the pedagogical and linguistic function of nature-based places to work towards the outcomes of EC language education.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"61 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143083252","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":"Untapped opportunities: Leveraging the entire health care team in workplace learning.","authors":"Lara Teheux, Janiëlle A E M van der Velden","doi":"10.1111/medu.15618","DOIUrl":"https://doi.org/10.1111/medu.15618","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123205","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":"Faculty development through higher degrees: AMEE Guide No. 180.","authors":"Mohamed M Al-Eraky, David C M Taylor","doi":"10.1080/0142159X.2025.2458293","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2458293","url":null,"abstract":"<p><p>Faculty development in medical education may take different forms and approaches ranging from standalone workshops and short courses up to longitudinal programs and postgraduate qualifications, such as Certificates, Diplomas, Master's and PhD degrees in health professions education (HPE). Many places offer staff development opportunities to help people to learn how to teach health professional students more effectively. Yet higher degrees in HPE are expected not only to enable graduates to be better teachers or assessors but also to act on a strategic level to support institutional directions to advance teaching, learning, assessment and scholarship in HPE. This guide is for people who wish to develop programmes to provide a more systematic and deeper training for those people that see themselves as professional health professions educators and indeed, the leaders of the future. The guide discusses the rationale, plans, process of implementation and evaluation of postgraduate programs in HPE in ten phases. Different variables should be considered with respect to the local context, institutional support, readiness of expertise, availability of resources, alignment with the strategic plan of the college/university and methods to measure the impact of these PG programs.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123377","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 clinical cases with diagnostic errors and malpractice claims: impact on anxiety and diagnostic performance in GP clinical reasoning education.","authors":"Charlotte van Sassen, Silvia Mamede, Jacky Hooftman, Walter van den Broek, Patrick Bindels, Laura Zwaan","doi":"10.1007/s10459-025-10412-z","DOIUrl":"https://doi.org/10.1007/s10459-025-10412-z","url":null,"abstract":"<p><p>Erroneous and malpractice claim cases reflect knowledge gaps and complex contextual factors. Incorporating such cases into clinical reasoning education (CRE) may enhance learning and diagnostic skills. However, they may also elicit anxiety among learners, potentially impacting learning. As a result, the optimal utilization of such cases in CRE remains uncertain. This study aims to investigate the effect of erroneous and malpractice claim case vignettes on anxiety and future diagnostic performance in CRE and explores possible underlying factors that may influence learning, including self-reported confidence in the final diagnosis, learners' satisfaction, and retrospective impact of the cases. In this three-phase experiment, GP residents and supervisors were randomly assigned to one of three experimental conditions: neutral (without reference to an error), erroneous (involving a diagnostic error), or malpractice claim (involving a diagnostic error along with a malpractice claim description). During the first session, participants reviewed six cases exclusively in the version of their assigned condition, with anxiety levels measured before and after. In the second session, participants solved six neutral clinical cases featuring the same diagnoses as those in the learning phase but presented in different scenarios, along with four filler cases. Diagnostic performance and self-reported confidence in the diagnosis were assessed. The third session measured learners' satisfaction and longer-term impact on the participants. Case vignettes featuring diagnostic errors or malpractice claims did not lead to increased anxiety and resulted in similar future diagnostic performance compared to neutral vignettes. Additionally, self-reported confidence, learners' satisfaction and long-term impact scores did not differ significantly between conditions. This suggests these cases can be integrated into CRE programs, offering a valuable source of diverse, context-rich examples that broaden case libraries without interfering with diagnostic performance or causing anxiety in learners.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143080807","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":"\"Pancreata: The Keto Struggle\": an innovative educational tale-based game for diabetic ketoacidosis revitalizes collaborative learning, learner's engagement among undergraduate medical students.","authors":"Krishna Mohan Surapaneni","doi":"10.1002/bmb.21886","DOIUrl":"https://doi.org/10.1002/bmb.21886","url":null,"abstract":"<p><p>Traditional didactic teaching methods in medical education, while foundational, often lead to passive learning and insufficient engagement. \"Pancreata-The Keto Struggle,\" an educational tale-based game for diabetic ketoacidosis (DKA), was developed to address these challenges by promoting collaborative learning, enhancing student engagement, and improving knowledge retention through an interactive and narrative-driven approach. This study involved 150 first-year medical students divided into 25 small groups of 6 each. Participants were assessed before and after engaging with the game through a structured formative assessment, a validated questionnaire measuring engagement and learning effectiveness, and a confidence level questionnaire. In-depth small-group interviews were also conducted for qualitative feedback and thematic analysis was performed. Statistical analyses were performed using SPSS version 17. The introduction of \"Pancreata-The Keto Struggle\" resulted in significant improvements in students' formative assessment scores, from a mean of 19.2 ± 1.9 before the game to 39.3 ± 2.2 out of 50 after the game (p < 0.0001). Notably, students demonstrated the highest confidence gains in managing DKA and interpreting laboratory results. Qualitative analysis identified seven common themes reflecting the game's impact on learning: collaboration, retention of concepts, internal drive, self and peer assessment, joyful learning, beyond books, and aesthetic content. Over 95% of students reported increased engagement and learning effectiveness due to the game's intrinsic motivation, narrative, and group learning mechanics. \"Pancreata-The Keto Struggle\" effectively revitalizes collaborative learning in medical education by integrating game-based learning with traditional teaching methods. The game not only facilitates a deeper understanding of complex clinical conditions like DKA but also broadly improves students' clinical management skills and confidence. These findings underscore the potential of educational tale based games to enrich medical education and advocate for their broader application across curricula.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143078454","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":"March in this issue","authors":"","doi":"10.1111/medu.15608","DOIUrl":"10.1111/medu.15608","url":null,"abstract":"&lt;p&gt;Making entrustment decisions are important actions in medical training that pose risks to trainees and patients if not done well. The authors conducted a realist inquiry to better understand how such decisions are carried out by committees through meeting observations and committee member interviews. Building from a previous model that found entrustment decisions are often not deliberate, the authors found that competence committees often focus deliberately on resident development, just not on resident entrustment. They further found that committees consider bias, equity and fairness with intentionality that ranges from being reactive to being proactive.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Schumacher, D&lt;/span&gt;, &lt;span&gt;Martini, A&lt;/span&gt;, &lt;span&gt;Michelson, C&lt;/span&gt;, &lt;span&gt;Turner, D&lt;/span&gt;, &lt;span&gt;Winn, A&lt;/span&gt;, &lt;span&gt;Kinnear, B&lt;/span&gt;. &lt;span&gt;A realist evaluation of prospective entrustment decisions in pediatric residency clinical competency committees&lt;/span&gt;. &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;3&lt;/span&gt;): &lt;span&gt;xx&lt;/span&gt;-&lt;span&gt;xx&lt;/span&gt;. 10.1111/medu.15530.&lt;/p&gt;&lt;p&gt;Expectations can affect how students interpret and make sense of the support they receive from their medical school. This qualitative study highlights that students expect a strong support system to be provided by the medical school. When these expectations are unmet, students often disengage from formal support systems and instead create their own peer-support networks. A deeper understanding of student expectations can inform the design and development of support systems to more effectively meet student needs.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Tan, E&lt;/span&gt;, &lt;span&gt;Driessen, E&lt;/span&gt;, &lt;span&gt;Frambach, J&lt;/span&gt;, &lt;span&gt;Cleland, J&lt;/span&gt;, &lt;span&gt;Kearney, GP&lt;/span&gt;. &lt;span&gt;How do medical students' expectations shape their experiences of wellbeing programmes?&lt;/span&gt; &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;3&lt;/span&gt;): &lt;span&gt;xx&lt;/span&gt;-&lt;span&gt;xx&lt;/span&gt;. 10.1111/medu.15543.&lt;/p&gt;&lt;p&gt;Imposter phenomenon (IP) is prevalent across medical professionals, students and trainees. However, the sources of imposter feelings have yet to be explored in medical students. Analysing 233 reflective essays from two institutions, researchers identified imposter feelings in 52% of the essays and generated three themes to describe sources of imposter feelings: self-comparison to idealized images of medical students, self-comparison to physicians and concerns about self-presentation. The findings underscore the need for open dialogue and reflective practices during professional identity formation in medicine.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Kruskie, ME&lt;/span&gt;, &lt;span&gt;Frankel, R&lt;/span&gt;, &lt;span&gt;Isaacson, J&lt;/span&gt;, &lt;span&gt;Mehta, N&lt;/span&gt;, &lt;span&gt;Byram, J&lt;/span&gt;. &lt;span&gt;Investigating feelings of Imposterism in first-year medical student narratives&lt;/span&gt;. &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;3&lt;/span&gt;): &lt;span&gt;xx&lt;/span&gt;-&lt;span&gt;xx&lt;/span&gt;. 10.1111/medu.15533.&lt;/p&gt;&lt;p&gt;Social connectio","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 3","pages":"257"},"PeriodicalIF":4.9,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143080546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the classroom: The transformative experience of short rural immersion programs for health professional students: A narrative review.","authors":"Anett Nyaradi, Terena Solomons, Keith McNaught","doi":"10.1111/medu.15612","DOIUrl":"https://doi.org/10.1111/medu.15612","url":null,"abstract":"<p><strong>Background: </strong>Rural areas house nearly half the global population yet face a significant shortage of skilled health professionals, exacerbating health inequities. Short-term rural immersion programs offer a cost-effective approach to exposing health professional students to the unique challenges of rural healthcare. Transformative learning theory is well suited to examining how these programs foster critical reflection and perspective shifts in students.</p><p><strong>Objectives: </strong>To explore the potentially transformative impact of short-term (<6 weeks) rural immersion programs on health professional students through the lens of transformative learning theory.</p><p><strong>Methods: </strong>This review synthesised findings from various studies on the impact of rural immersion programs. Comprehensive searches were conducted across multiple databases, identifying 17 studies published between 2001 and 2024. Data extraction and thematic synthesis were guided by Mezirow's transformative learning framework, identifying key patterns and insights through an iterative process.</p><p><strong>Results: </strong>Rural immersion programs deepen students' understanding of the unique health needs of rural and remote communities. These experiences promote personal and professional growth, enhance critical thinking, problem-solving abilities, cultural competence and social accountability and foster a commitment to serving underserved populations. The collaborative role of the community, student cohort and academic staff in facilitating transformative learning is emphasised.</p><p><strong>Conclusion: </strong>Short-term rural immersion programs offer invaluable and transformative educational opportunities that extend beyond traditional learning environments.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123204","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}