教育学最新文献

{"title":"From Theory to Practice: Evaluating the Integration of Adult Learning Theory in Continuing Medical Education Activities.","authors":"Adrienne R Madhavpeddi, Jessica L Walter, Jordan R Wells, Megan Jehn","doi":"10.1097/CEH.0000000000000636","DOIUrl":"10.1097/CEH.0000000000000636","url":null,"abstract":"<p><strong>Abstract: </strong>The underpinnings of adult learning theory are foundational to continuing medical education (CME). Several widely studied learning theories are relevant to medical providers including deliberate practice, situated learning theory and community of practice, social cognitive theory and self-determination, adaptive expertise, and experiential learning theory. The Accreditation Council for Continuing Medical Education recognizes 11 types of CME activities each integrating these learning theories to some degree. Provider preferences are shaped by accessibility, cost, flexibility, and opportunities for networking leaving many balancing the convenience of online programs with the value of in-person interactions. The degree to which learning theories are integrated within CME activities is widely understudied despite their interwoven relationship and association to provider preferences. This analysis aims to (1) evaluate the degree various CME models integrate learning theory; (2) identify theory-led strengths and limitations of CME models; and (3) extrapolate themes for CME planners to strengthen theory integration. The three most common types of CME activities are enduring material (ie, web-based courses, web-based courses with simulation), live courses (ie, conferences, webinars, simulations), and regular scheduled series (ie, Project Extension for Community Healthcare Outcomes, speaker series). Integration of learning theory across 7 CME models was evaluated through a content analysis using a trichotomous classification system (fully integrated, partially integrated, or no integration). Results varied, with Project Extension for Community Healthcare Outcomes and live simulations having the highest degree of theory integration. A thematic analysis identified five themes for improving theory integration including feedback mechanisms, structured self-reflection, adaptability to promote autonomy, repeat exposure to complex skills, and practice of humility.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"38-43"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145835126","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":"Pulse of Surgery: an immersive educational operating room experience for the community.","authors":"Gretel Monreal, Steven C Koenig, Veronica J Greenwell, Mira G Johnson, Michael Norman, Mark S Slaughter","doi":"10.1152/advan.00156.2026","DOIUrl":"10.1152/advan.00156.2026","url":null,"abstract":"<p><p>Pulse of Surgery is an immersive educational initiative for the general public created in 2011 in partnership with the Department of Cardiovascular and Thoracic Surgery at the University of Louisville Jewish Hospital/UofL Health and the Kentucky Science Center (Louisville, KY). Pulse of Surgery integrates a livestreamed cardiac surgery complemented by real-time bidirectional engagement and discussions with the surgical team and fun hands-on complementary educational activities. The goal of this initiative is to create an innovative, accessible, and equitable platform that may support cardiovascular health awareness and scientific curiosity and help participants envision themselves participating in and making potentially significant contributions to the STEM and health care fields. To date, 33,962 participants have participated in 238 Pulse of Surgery events. Total program reach includes broad community audiences, whereas student survey data came from a small sampling of middle/high school attendees (<i>n</i> = 94 respondents from November 2025 to May 2026, 6th-12th grades). Enthusiastic programmatic ratings included 90% of survey respondents reporting that it was an excellent or good educational experience and 79% reporting that participating improved their understanding of healthy lifestyle choices. The objective of this article is to present a programmatic overview of Pulse of Surgery and summary of participant and teacher feedback, with the aims of sharing our experiences and providing a roadmap for others to reproduce a memorable and educational surgical experience for the public.<b>NEW & NOTEWORTHY</b> Pulse of Surgery is a unique immersive experiential initiative for students and community members that integrates a live cardiac surgery complemented by real-time bidirectional engagement and discussions with the surgical team and fun hands-on educational activities. Overarching goals are to promote the health care fields, educate participants in strategies for maintaining cardiovascular health, and inspire the next generations to consider a STEM or health care career.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1159-1170"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921742","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":"JANATO: a comprehensive approach to exploring anatomy learning experiences and academic development in undergraduate and graduate education in Brazil.","authors":"Guilherme Lunardon, Guilherme Andrade Alves, Denival Nascimento Vieira-Júnior, Ana Paula Cremasco Takano","doi":"10.1152/advan.00314.2025","DOIUrl":"10.1152/advan.00314.2025","url":null,"abstract":"<p><p>Teaching and learning anatomy remain challenging in contemporary curricula, requiring strategies to strengthen anatomical knowledge of undergraduate and graduate students who may become educators in this field. A nondegree course combining theory, practice, clinical anatomy guest lectures, human tissue dissection, and research laboratory visits may stimulate academic-scientific pursuits. This study was designed to describe the Anatomy Journey (JANATO), developed by faculty and graduate students, and assesses participants' and organizers' perceptions of its contributions, strengths, and areas for improvement. Data were collected via postcourse questionnaires, and the organizing team also participated in a SWOT (strengths, weaknesses, opportunities, and threats) analysis using the World Cafe method. Quantitative data were analyzed descriptively, and qualitative responses underwent content analysis. Evaluations highlighted satisfaction with dissection (97%), prosections (93%), and applied anatomy sessions while also identifying needs for infrastructure, more flexible scheduling, and expanded pedagogical approaches. Despite these challenges, 97% of participants recommended the course. Approximately 90% of organizers reported academic and professional development, and 75% expressed improved presentation skills, though challenges such as limited institutional support and insufficient incentives were noted. Long-term follow-up revealed that 81.8% of former organizers agreed that the experience contributed to their current practice, and 87.3% now hold academic positions. Overall, JANATO successfully promoted anatomy education, professional skills, and academic collaboration. The findings point to improvements to enhance its pedagogical impact and accessibility in future editions. This model may guide the development of anatomy-focused and related life sciences programs aligned with evolving demands in training future clinicians and educators.<b>NEW & NOTEWORTHY</b> This study presents JANATO, an anatomy course integrating theory, applied anatomy, human tissue dissection, and research experiences to address persistent challenges in anatomy education. By combining participant evaluations with a SWOT (strengths, weaknesses, opportunities, and threats) analysis from organizers, the study offers a dual-perspective assessment. JANATO enhances learner engagement while supporting academic and professional development among organizers. The results identify actionable improvements and can serve as a model for anatomy and related disciplines for training future clinicians and educators.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1224-1234"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978010","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":"Project-based learning to promote multidisciplinary integration and transferable skills in undergraduate biology students.","authors":"Arnaud Labrousse, Charlène Martin, Elisa Soual, Olivier Joffre, Jenny Paupert, Valérie Pacquit, Estelle Espinos, Denis Hudrisier, Cécile Malnou, Bénédicte Buffin-Meyer","doi":"10.1152/advan.00112.2026","DOIUrl":"10.1152/advan.00112.2026","url":null,"abstract":"<p><p>The growing interdisciplinarity of biological research calls for pedagogical models that transcend disciplinary silos. Here we report the implementation of a 12-wk project-based learning course in the third year of a life sciences bachelor's program. The course aimed to foster multidisciplinary integration and develop transferable skills. A total of 675 students over 3 academic years engaged in thematic group projects linked to contemporary research topics. Students' perceptions were evaluated through anonymous word cloud activities and structured questionnaires administered at the beginning, middle, and end of the course, as well as via delayed surveys conducted 1 to 2 yr later. Results indicate strong short-term engagement and significant perceived gains in multidisciplinary skills, alongside transferable competencies including teamwork, organization and autonomy, bibliographic research, and scientific communication. Long-term feedback revealed more nuanced perceptions regarding explicit recognition of interdisciplinarity and skill transfer. By incorporating the proposed improvements, this course could serve as a ready-to-use model for undergraduate biology programs in other universities.<b>NEW & NOTEWORTHY</b> How can we break down disciplinary silos in biology? This study presents a project-based learning model implemented over 3 yr with 675 students. By exploring concrete and authentic research topics, students combine multidisciplinary investigation with the development of key transferable skills including teamwork, scientific communication, and autonomy. A practical guide to transforming biology education and better preparing future physiologists for interdisciplinary challenges.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1241-1254"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149009362","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":"Teaching contemporary lactate physiology: why it is time to retire \"lactic acid\".","authors":"Kyle R Barnes","doi":"10.1152/advan.90063.2026","DOIUrl":"10.1152/advan.90063.2026","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1265-1268"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149082652","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":"Revealing the link between critical thinking disposition and learning approaches: a cross-sectional study among Chinese medical students.","authors":"Yicheng Lin, Shiyu Fu, Luning Yang, Ziqi Liu, Yangting Xu, Ziqiang Luo","doi":"10.1152/advan.00151.2024","DOIUrl":"10.1152/advan.00151.2024","url":null,"abstract":"<p><p>This study aimed to explore the association between medical students' critical thinking (CT) disposition and learning approach (LA), to provide novel insights for fostering CT in medical education. In this cross-sectional study, 152 second-year medical students completed online questionnaires consisting of a demographic questionnaire, the Chinese version of the California Critical Thinking Dispostion Inventory (CTDI-CV), and the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Students' mean CT score was 290 (SD 26) out of 420, with 64% of students achieving a CT score of 280 or above. Additionally, the students' deep learning approach (DA, characterized by intrinsic motivation and meaning-making strategies) and surface learning approach (SA, characterized by extrinsic motivation and rote memorization) were 29 (SD 6) and 23 (SD 6), both with a maximum score of 40. Regression analysis showed that deep and surface learning approaches explained 39.0% of the variance in total CT score. Additionally, there was a moderate positive correlation between CT and DA (<i>r</i> = 0.54, <i>P</i> < 0.001), whereas SA showed a negative correlation (<i>r</i> = -0.45, <i>P</i> < 0.001). This study revealed the relationship between students' CT disposition and LA, emphasizing the significance of improving students' LA to enhance their CT. These findings underscore the need for curriculum reforms emphasizing deep learning strategies to systematically enhance medical students' CT disposition.<b>NEW & NOTEWORTHY</b> This study is among the first to examine how deep and surface learning approaches predict CT disposition in Chinese medical students. By integrating the R-SPQ-2F and the CTDI-CV, we not only analyzed the associations between CT dispositions and LA but also developed a regression model explaining 39% of CT variance. Our findings highlight that innovative activities and academic performance moderate the CT-LA relationship, suggesting actionable targets for curriculum reform.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1151-1158"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148842137","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":"The creation of freely accessible cardiac physiology and anatomy educational tools: AR, VR, mobile applications, and the Atlas of Human Cardiac Anatomy website.","authors":"Madeline A Wethington, David Buyck, John Brigham, Enrique Vergara Escudero, Amanda DeVos, Paul A Iaizzo","doi":"10.1152/advan.00243.2024","DOIUrl":"10.1152/advan.00243.2024","url":null,"abstract":"<p><p>With the rapid evolution of virtual teaching technologies, there is a growing demand for accessible, interactive educational tools relative to both cardiac physiology and anatomy. This article presents a suite of free mobile, augmented reality (AR), and virtual reality (VR) applications developed by the Visible Heart Laboratories at the University of Minnesota. These applications leverage real human heart anatomical data and advanced three-dimensional (3-D) imaging to provide immersive simulations that enhance learning for students and professionals worldwide. Designed for broad accessibilities, these applications allow users to explore the intricacies of detailed cardiac anatomy in highly interactive formats including mobile devices and VR platforms. This suite of applications not only democratizes access to high-quality physiological education but also enables learners without access to traditional resources like cadaver labs as a surrogate for hands-on experiences. Early studies suggest that these digital tools improve both comprehension and retention of complex physiological concepts, thus marking significant advancements in medical education of the human heart. Through continued developments and global disseminations, these tools aim to support a future where cardiac physiology education is more inclusive and universally accessible.<b>NEW & NOTEWORTHY</b> This article presents a suite of free mobile, augmented reality (AR), and virtual reality (VR) applications developed by the Visible Heart Laboratories at the University of Minnesota. These applications leverage real human heart anatomical data and advanced three-dimensional (3-D) imaging to provide immersive simulations that enhance learning for students and professionals worldwide. Designed for broad accessibilities, these applications allow users to explore the intricacies of detailed cardiac anatomy in highly interactive formats including mobile devices and AR/VR platforms.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1196-1205"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148842114","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":"Instructor Development of Technological Pedagogical Content Knowledge (TPACK) Self-Efficacy within a PoP-CURE Professional Development Community of Practice.","authors":"Amy K Dunbar-Wallis, Annie Meeder, Zachary Schwartz, Emma Groenevelt, Teresa Bilinski, Deidre Jaeger, Laura Baumgartner, Paige Littman, Maggie Prater, Lisa Corwin","doi":"10.1187/cbe.25-10-0224","DOIUrl":"https://doi.org/10.1187/cbe.25-10-0224","url":null,"abstract":"<p><p>This case study investigates changes in technological pedagogical content knowledge (TPACK) self-efficacy in a group of instructors engaged in a Power of Place Course-Based Undergraduate Research Experience (PoP-CURE) Professional Development (PD) Community of Practice. We hypothesized that mentored and iterative PD would create a community of practice in which instructors become confident adopters of evidence-based technological PoP-CURE practices, promoting the overall development of instructor TPACK self-efficacy. Previous work on PD personas helped to inform our work by guiding observations of how interactions and individual choices contributed to TPACK self-efficacy. Within this case, the multiple embedded units of analysis were the five personas identified from the previous work. We found increases in various components of TPACK across all personas, but different TPACK components were emphasized for different personas. In-person PD retreats and group meetings offered opportunities for mastery, vicarious learning, and verbal persuasion to increase self-efficacy in TPACK building blocks (content knowledge, technological knowledge, and pedagogical knowledge). Mastery experiences during implementation, followed by reflection during the community of practice, were the sources of more complex forms of TPACK self-efficacy.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"25 4","pages":"ar43"},"PeriodicalIF":3.6,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149247592","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":"Networked Mentorship and Cultural Integration: Understanding Indigenous Motivation and Persistence in STEM.","authors":"K Kanoho Hosoda, Rachelle Pedersen, Jill Morimoto, Kennedy-Kainoa Tamashiro, Mirai Manatad, Brittany Anderson, Kathy DeerInWater","doi":"10.1187/cbe.25-11-0246","DOIUrl":"https://doi.org/10.1187/cbe.25-11-0246","url":null,"abstract":"<p><p>Indigenous scholars remain severely underrepresented across STEM disciplines, particularly at the faculty level. To address these challenges, the Advancing Indigenous Science and Engineering Society (AISES) developed the Lighting the Pathway to Faculty Careers (LTP) program, a culturally relevant mentorship initiative supporting Indigenous scholars' persistence and success in STEM. This cross-sectional study examined how participation in the LTP program shapes scholars' experiences of support, identity integration, and career intentions. Results showed that scholars who endorsed both STEM and Indigenous values and experienced harmony between these identities reported stronger connections and greater access to social capital. Central community figures, often women faculty, played key mentorship roles and fostered mutual support. Findings highlight associations between mentorship network characteristics and participant outcomes. Broader mentorship networks were associated with more distributed and diverse sources of guidance, connection, and cultural affirmation. Stronger networks and higher social capital were linked to greater intentions to persist in STEM and to incorporate Indigenous identities and knowledge into future scholarly work. This study advances understanding of mentorship in STEM by examining how support operates within a broader network of relationships in an Indigenous culturally relevant context.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"25 4","pages":"ar38"},"PeriodicalIF":3.6,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149247625","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":"The reverse native-speaker problem: teaching physiology to a generation fluent in tools we are still learning.","authors":"Upasana Kachroo","doi":"10.1152/advan.90038.2026","DOIUrl":"10.1152/advan.90038.2026","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1303-1305"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149276708","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}