IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-09-17 DOI: 10.1007/s10459-025-10475-y

Grant D Bitzer, Shelby D Vaughn

{"title":"Exploring the learning process of patient education delivery: a qualitative study of physical therapy students in inpatient clinical education.","authors":"Grant D Bitzer, Shelby D Vaughn","doi":"10.1007/s10459-025-10475-y","DOIUrl":"https://doi.org/10.1007/s10459-025-10475-y","url":null,"abstract":"Effective patient education improves health outcomes, yet physical therapists and student physical therapists (SPTs) often report low self-efficacy and inadequate preparation for delivering education in clinical settings. While experiential learning enhances communication and confidence, most training occurs in classroom or simulated environments. Limited research has examined how SPTs develop patient education skills during real clinical interactions. This qualitative case study explored how SPTs describe their experiential learning cycle when providing patient education during an inpatient integrated clinical education (ICE) experience. Kolb's experiential learning theory guided the study design and data analysis within a constructivist research paradigm. Data sources included direct observation of inpatient care, semi-structured interviews, and qualitative surveys with nine second-year DPT students from a U.S.-based program. A deductive thematic analysis was conducted using the stages of Kolb's learning cycle as an organizing framework. Four themes were identified. First, students engaged in diverse patient education experiences shaped by clinical context and patient complexity. Second, opportunities for reflection were variable and often lacked structure. Third, students developed new ideas about effective education strategies, including communication adaptations, use of educational materials, and family involvement. Fourth, their ability to apply these ideas fluctuated based on environmental conditions and educator support. This study provides insight into how SPTs progress through experiential learning in real-time clinical settings. Findings underscore the importance of embedding structured reflection and purposeful practice into ICE curricula to better support student development. Improved curricular design may enhance student preparedness and promote effective, patient-centered communication in physical therapy practice.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076612","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}

引用次数: 0

Invisible on the field: Experiences of students with visual impairment in physical education in Nepal 球场上看不见的人：尼泊尔视障学生在体育教育中的经验

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-09-17 DOI: 10.1177/1356336x251378404

Yadav Acharya, Veerle Garrels, Basu Dev Kafle

{"title":"Invisible on the field: Experiences of students with visual impairment in physical education in Nepal","authors":"Yadav Acharya, Veerle Garrels, Basu Dev Kafle","doi":"10.1177/1356336x251378404","DOIUrl":"https://doi.org/10.1177/1356336x251378404","url":null,"abstract":"This article aims to explore the experiences of inclusion and exclusion of students with visual impairment (VI) during physical education (PE) in Nepal. The study used a qualitative research methodology. Twenty-two students with VI from three integrated schools were purposefully selected; 18 of them participated in in-depth interviews, and four participated in a focus group discussion (FGD). All the interviews and the FGD were recorded, transcribed, and subjected to reflexive thematic analysis. Three themes were constructed, illustrating the participants’ lived experiences in integrated PE classes: (a) being neglected by teachers, (b) emotional burden of being excluded, and (c) internalized ableism. This study revealed that students with VI often felt excluded from participating in the same activities as their sighted peers. Repeated experiences of exclusion made students feel inadequate. Moreover, students expressed regret over their impairment and sadness over being left out, which resulted in internalized ableism and giving up any expectations for future participation in physical activities. These findings underscore the need for more specialized training and awareness among PE teachers to better equip them to accommodate their classes for students with VI.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"37 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145077989","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}

引用次数: 0

Power distance within online and face-to-face medical education in Sri Lanka and the UK. 斯里兰卡和英国在线和面对面医学教育中的权力距离。

IF 5.2 1区教育学

Medical Education Pub Date : 2025-09-17 DOI: 10.1111/medu.70025

Amaya Ellawala, Alison Ledger, Harith Wickramasekara

{"title":"Power distance within online and face-to-face medical education in Sri Lanka and the UK.","authors":"Amaya Ellawala, Alison Ledger, Harith Wickramasekara","doi":"10.1111/medu.70025","DOIUrl":"https://doi.org/10.1111/medu.70025","url":null,"abstract":"Introduction: The student-teacher relationship can impact learning - power distance is an integral component of this relationship. This study drew on Hofstede's Model of National Culture to compare UK and Sri Lankan students' and teachers' experiences of power in online and face-to-face learning environments.Methods: A qualitative, exploratory approach was employed. Fourteen interviews and two focus groups were undertaken with undergraduate medical students and teachers in the two settings, during which participants drew their perceptions of power in both learning environments (online and face-to-face). These rich pictures were analysed using aesthetic analysis alongside participants' interview responses, to explore patterns and construct themes for reporting.Results: Though differences between cultures and learning environments were expected, teachers and students in both countries shared understandings of power distance in the teacher-student relationship and expected the teacher to hold power in both online and face-to-face environments. Teachers expressed a desire to lessen hierarchical relationships and attempted to minimise power differentials when online or face-to-face. Strategies for reducing power distance included addressing students by name, using informal and respectful communication, establishing common ground and showing their 'humane' side.Discussion: To achieve greater partnership with students, it is recommended that educators recognise students' strengths and leverage possibilities within their chosen learning environment to modulate the degree of power distance, promote participation and optimise learning.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145075492","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}

引用次数: 0

The effects of fan engagement behaviour and stadium attendance frequency on flourishing: a three-wave data analysis 球迷参与行为和球场出勤频率对繁荣的影响：三波数据分析

IF 3.4 2区教育学

European Sport Management Quarterly Pub Date : 2025-09-17 DOI: 10.1080/16184742.2025.2543025

Masayuki Yoshida, Brian S. Gordon, Bomin Paek, Nataliya Bredikhina

引用次数: 0

From Classroom to Publication: Improving Enzyme Kinetic Constant Estimation and Graphical Visualization. 从课堂到出版物：改进酶动力学常数估计和图形可视化。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-09-16 DOI: 10.1002/bmb.70014

Tyler M M Stack

{"title":"From Classroom to Publication: Improving Enzyme Kinetic Constant Estimation and Graphical Visualization.","authors":"Tyler M M Stack","doi":"10.1002/bmb.70014","DOIUrl":"https://doi.org/10.1002/bmb.70014","url":null,"abstract":"Biochemistry lecture and lab courses often contain enzyme kinetics as part of the curriculum, but do not regularly focus on interpreting the kinetic constants. Similarly, as we implement course-based undergraduate research experiences in our lab courses, we encourage our students to produce publication-quality images and determine the enzymatic kinetic constants with the high precision. This \"Methods and Techniques\" article provides recommendations on preparing for enzyme kinetics while using sample Mathematica or Python scripts to perform nonlinear data fitting using variations of the Michaelis-Menten equation. This article describes why the kcat/Km value should have greater importance than Km, and supports renaming the ratio kcat/Km as a new constant, kSP, thereby disconnecting Km from our interpretation of this value. Fitting enzymatic data directly to kcat and kSP instead of kcat (or Vmax) and Km provides the same values in data fitting, but with lower uncertainties in their values. This article provides a guide to help with experimental design, choosing appropriate modeling equations, and preparing publication-quality graphics. Bridging the theoretical knowledge from lecture to the practical research applications of enzyme kinetics are required for careers in drug development, metabolomics, and metabolic engineering. Survey results indicate that students with this instruction gain confidence in interpreting and producing enzyme kinetic data, as well as in determining kinetic constants from their data and explaining these results. Together, this article provides a guide to help students and instructors as they collect and interpret enzyme kinetic data.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145069063","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}

引用次数: 0

'It hurts even when it's not about us.' Reframing microaggressions in medical education in Japan: Qualitative research. “即使这不是关于我们的事情，也会让人伤心。”重构日本医学教育中的微侵犯：定性研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-16 DOI: 10.1080/0142159X.2025.2561209

Junki Mizumoto, Hirohisa Fujikawa

{"title":"'It hurts even when it's not about us.' Reframing microaggressions in medical education in Japan: Qualitative research.","authors":"Junki Mizumoto, Hirohisa Fujikawa","doi":"10.1080/0142159X.2025.2561209","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2561209","url":null,"abstract":"Introduction: Microaggressions are common in medical education but have been studied mainly in Western contexts. This study explored medical students' experiences of microaggressions in Japan to contextualize them within broader sociocultural structures. Methods: Participants were recruited through the Japan Association for Medical Student Societies (Igakuren), the sole nationwide representative body. Eligible individuals were current executive committee members or physicians within six years of graduation who had previously served. Data gained from in-depth online interviews were analyzed using a thematic analysis. Results: Twenty-one participants reported diverse microaggressions during clinical training. To capture these, the conventional microaggression triangle (source, recipient, bystander) was expanded with a fourth element: topic. Three themes emerged: (i) microaggressions about marginalized patients, (ii) hierarchy and dehumanization of students, and (iii) managing microaggressions. These findings highlight how hierarchical norms and structural inequities perpetuate microaggressions in medical education in Japan. Discussion: Microaggressions in Japan reflect structural inequities and entrenched hierarchies, including gender-based discrimination, rather than isolated interpersonal slights. Addressing them requires empowering students, preparing faculty for constructive intervention, and reforming hierarchical norms. This study provides a culturally grounded perspective to advance global discussions on equity in health professions education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145075834","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}

引用次数: 0

Curating childhood—literacy, play, and meaning-making in museum spaces 在博物馆空间中策划儿童识字，游戏和意义创造

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-16 DOI: 10.1177/14687984251381502

Lisa Kervin, Lois Peach, Nicola Wallis, Jill Castek

引用次数: 0

Why assessment in physical education is still problematic: A critical interpretive synthesis of physical education assessment literature 为什么体育评估仍然存在问题：体育评估文献的批判性解释性综合

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-09-16 DOI: 10.1177/1356336x251374556

Dean Barker, Björn Tolgfors, Annica Caldeborg

{"title":"Why assessment in physical education is still problematic: A critical interpretive synthesis of physical education assessment literature","authors":"Dean Barker, Björn Tolgfors, Annica Caldeborg","doi":"10.1177/1356336x251374556","DOIUrl":"https://doi.org/10.1177/1356336x251374556","url":null,"abstract":"Assessment has received considerable attention from researchers in the field of physical education (PE). Many scholars have examined either formative assessment or summative assessment, with their focus leading to different questions and considerations. In this review, we examine how and why both formative and summative assessment have been problematized by PE scholars. Through a critical interpretive synthesis, we identify: (1) the main problems associated with both forms of assessment identified between 1999 and 2024, and (2) the solutions that scholars have offered in response to these problems. Problems with summative assessment center on teachers’ use of personal and internalized criteria, students’ negative experiences, and the guidance that policy provides teachers for enacting assessment. Solutions revolve around the provision of continuing professional development, improving initial teacher education, and ensuring that policy clearly delineates how assessment should be conducted. Problems with formative assessment revolve around teachers’ and students’ unfamiliarity with formative assessment practices and their lack of competence in using assessment strategies. Recommended solutions center on accepting that formative assessment has advantages and disadvantages, increasing students’ participation in assessment practices, and improving teachers’ assessment proficiency. We consider the extent to which assessment scholarship can contribute to change in assessment practices in PE, developing the thesis that several factors constrain the ability of research to lead to improvements. We conclude with alternative approaches that scholars might use to reimagine research on formative and summative assessment.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"52 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072544","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}

引用次数: 0

Assessing the impact of dyslexia laws on identification and reading achievement: an empirical analysis. 评估阅读障碍法律对识别和阅读成绩的影响：一项实证分析。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-09-16 DOI: 10.1007/s11881-025-00347-w

Eric Hengyu Hu, Kristin L Sayeski, Paul L Morgan

{"title":"Assessing the impact of dyslexia laws on identification and reading achievement: an empirical analysis.","authors":"Eric Hengyu Hu, Kristin L Sayeski, Paul L Morgan","doi":"10.1007/s11881-025-00347-w","DOIUrl":"https://doi.org/10.1007/s11881-025-00347-w","url":null,"abstract":"Dyslexia legislation has been increasingly enacted across US states to improve the early identification and support of students with dyslexia. However, little is known about the extent to which these laws have influenced dyslexia identification rates and reading achievement outcomes. We examined the impact of state dyslexia laws using repeated cross-sectional, student-level data from the National Assessment of Educational Progress (NAEP) fourth-grade reading assessments collected between 2003 and 2022. We assess changes in Specific Learning Disability (SLD) identification rates and reading performance before and after dyslexia law enactment across states. Across 47 states with relevant laws, 26 states (55%) showed no significant change in SLD identification rates, 13 states (28%) experienced increases, and 8 states (17%) experienced decreases. For reading achievement among students with SLD, 4 states (9%) showed significant improvement, 20 states (43%) showed declines, and 23 states (49%) showed no change. These mixed results are consistent with the wide variation in scope and implementation of dyslexia laws, as well as broader national trends in reading achievement. Importantly, most states do not require students with characteristics of dyslexia to be classified under SLD, so changes in identification rates are not a direct expectation of such legislation. Our findings suggest that enactment alone is insufficient to drive consistent improvements; effective implementation, integration with broader literacy reforms, and stronger monitoring systems are likely needed for these policies to achieve their intended goals.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070824","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}

引用次数: 0

Literacies of Indigeneity at the Children’s science museum: Playing with pixels 儿童科学博物馆的土著文化：玩像素

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-16 DOI: 10.1177/14687984251381457

Jaye Johnson Thiel

引用次数: 0

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