教育学最新文献

{"title":"Qualitative research interviews for health professions education: AMEE Guide No. 185.","authors":"Renate Kahlke, Bridget O'Brien C, Lara Varpio","doi":"10.1080/0142159X.2025.2536697","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2536697","url":null,"abstract":"<p><p>Research interviews are widely used in qualitative health professions education (HPE) research. However, producing rich interview data that address a researcher's aims is no easy feat. Based on methodological guidance from multiple disciplines and our own experience as qualitative researchers, educators, and mentors in HPE, this AMEE guide discusses the purpose of and approach to qualitative research interviews and provides comprehensive guidance for designing, preparing for, conducting, and documenting on qualitative research interviews. The guide includes practical tips that illustrate different purposes of and approaches to interviewing, drawing on and contrasting examples from published studies within in two methodologies - narrative inquiry and constructivist grounded theory.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-14"},"PeriodicalIF":3.3,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144794842","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":"Teaching by humiliation: Confronting pedagogical violence in medical school and beyond.","authors":"Roberto Daniel Sirvent, Bilal Irfan","doi":"10.1080/0142159X.2025.2542836","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2542836","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144794843","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":"Still Not Clear? Exploring the Impact of Clarifying Assessment Items on Assessor Cognition in Medical Education.","authors":"Hao Li, Louise Mui, Sarah J Aziz, Lindsay Ninivirta, David K Driman, Emily A Goebel","doi":"10.1080/10401334.2025.2542859","DOIUrl":"https://doi.org/10.1080/10401334.2025.2542859","url":null,"abstract":"<p><p>Assessment variability in formative assessment occurs when assessors observing a trainee performing the same task evaluate the trainee differently. One major contributor is uncertainty regarding assessment criteria, and efforts to clarify criteria are not always successful. This study explores the cognitive processes that occur in assessors' minds when assessment criteria are clarified. We interviewed clinical teaching faculty from one residency program in a single institution regarding their perceived expectations of select assessment items before and after providing clarifying criteria and how the clarification changed their perception. We analyzed the data thematically. Assessors' cognitive interaction with assessment clarification is a function of four factors: 1) Assessors' fixed ideation, 2) Content of the criteria themselves, 3) Context and setting of criterion interpretation, and 4) Interaction between the assessor and the trainee. The cognitive effects of clarifying assessment items depend not only on the assessor and criteria but additionally on their interactions within a professional and academic context. The complexity and multifactorial nature of assessment variability may explain the difficulty in mitigating criterion uncertainty.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-8"},"PeriodicalIF":1.8,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144796065","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":"Let us in: How AI opens doors for non-native English scholars.","authors":"Jun Jie Lim","doi":"10.1080/0142159X.2025.2542839","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2542839","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144794841","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":"Supporting pregnant and mothering adolescents in their schooling: Insights for policy and practice","authors":"Jane Kelly ,&nbsp;Chelsea Coakley ,&nbsp;Janina Jochim ,&nbsp;Shehani Perera ,&nbsp;Hlokoma Mangqalaza ,&nbsp;Lulama Sidloyi ,&nbsp;Yanga Dipa ,&nbsp;Mildred Thabeng ,&nbsp;Yusra Price ,&nbsp;Abigail Ornellas ,&nbsp;Lucie Cluver ,&nbsp;Elona Toska","doi":"10.1016/j.ijedudev.2025.103367","DOIUrl":"10.1016/j.ijedudev.2025.103367","url":null,"abstract":"<div><div>Adolescent parenthood is a significant issue in Sub-Saharan Africa, which can have adverse effects on mothers, their children and families. South Africa faces challenges in ensuring inclusive education for adolescent girls and young women due to high dropout rates resulting in and contributing to adolescent pregnancy. While a sound policy framework for pregnant and mothering adolescents exists, implementation challenges persist, emphasising the need for effective interventions to support pregnant and mothering adolescents return to and complete their schooling. This commentary brings together quantitative data from surveys with 1046 adolescent mothers in South Africa’s Eastern Cape province, coupled with participatory design incubators with young people (N = 13) in the same setting to provide implementation recommendations for policy and practice, with specific reference to the Department of Basic Education’s Policy on the Prevention and Management of Learner Pregnancy in Schools. Analysing across the two data sources involved using a socio-ecological lens that acknowledges the multi-level factors and longer-term trajectories that influence adolescent mothers’ schooling trajectories. Three inter-related implementation recommendations to support pregnant and mothering adolescents schooling emerge through data triangulation and analyses: (1) supportive school environment, (2) promoting peer-based support, and (3) establishing strong partnerships and referral mechanisms beyond the school setting. These recommendations are grounded in evidence, align with South Africa’s existing policy framework, and speak to the expressed needs of adolescents and young people, aiming to address the complex challenges faced by pregnant and mothering adolescents. Evidence-informed interventions to support pregnant and mothering adolescents schooling can ultimately contribute to health, education, and gender equality goals. Stakeholder engagement, especially co-design engagements with pregnant and mothering adolescents, and research, monitoring and evaluation to test intervention feasibility and acceptability are essential for refining and scaling-up interventions to improve the well-being of adolescent mothers and their children.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103367"},"PeriodicalIF":2.3,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780775","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":"Educator perspectives on costs and cost-conscious decision-making in health professions education: a Q-Method study.","authors":"Jennifer Yaros, Mirjam Oude Egbrink, Benedikt Langenberg, Silvia Evers, Aggie Paulus","doi":"10.1007/s10459-025-10463-2","DOIUrl":"https://doi.org/10.1007/s10459-025-10463-2","url":null,"abstract":"<p><p>Intensification of resource scarcity in health professions education (HPE) requires careful consideration of educational costs. Educators play a significant role in this process, as they make resource allocation decisions when designing, developing, organizing and overseeing education, yet little is known about how educators view the idea of incorporating information on educational costs into decision-making. Therefore, this study maps educator views on cost-conscious decision-making in HPE. Using Q-Methodology, we explored how HPE educators perceive costs and cost-conscious decision-making. Participants ranked 34 statements and engaged in semi-structured interviews. By-person inverted factor analysis with varimax rotation was used to extract factors representing distinct patterns of thinking held by three or more educators. These patterns were interpreted using factor arrays, distinguishing and consensus statements, and interview transcripts, yielding narrative descriptions of unique educator perspectives. Twenty-five educators holding diverse educational responsibilities and 1-29 years of experience were classified into four distinct perspectives. Unaware Doubters (n = 3) are unexposed to educational cost considerations and lack motivation for involvement. Cautious Realists (n = 8) are personally impacted by resource constraints, yet hesitant about cost-conscious decision-making. Pragmatic Supporters (n = 8) hold implicit awareness of resource scarcity but remain open to participation in cost-conscious decision-making. Empowered Agents (n = 6) are aware, active and engaged in cost-conscious decision-making, yet seek a unifying vision and transparent communication from leadership. These four distinct educator perspectives on costs and cost-conscious decision-making in education illustrate varying levels of awareness, motivation and engagement, which indicates the need for tailored strategies to improve cost-conscious decision-making in HPE. This information can be used by educational institutes to develop a vision, policy and strategy to involve educators in considerations concerning educational costs in view of the increasing resource scarcity in HPE. Future research should evaluate the effectiveness of different strategies targeted to these perspectives and explore how perspectives vary across settings and contexts.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790654","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":"Implementing Deflection Loupes in Endodontic Training of General Dentistry Residents: Effects on Treatment Quality, Procedure Time and Ergonomics.","authors":"Kexian Xie, Yuangao Li, Ning Ma, Xiao Wang","doi":"10.1111/eje.70030","DOIUrl":"https://doi.org/10.1111/eje.70030","url":null,"abstract":"<p><strong>Objective: </strong>The objective of this study was to evaluate access cavity preparation quality, procedure time, and working posture of general dentistry residents using different types of magnification (naked eye, traditional loupe and deflection loupe).</p><p><strong>Methods: </strong>This in vitro study used a randomised cross-over design. Thirty general dentistry residents performed access cavity preparations using naked eye, traditional loupe, and deflection loupe on plastic right maxillary first molars in manikins. The working posture was evaluated using the Posture Assessment Instrument (PAI). The access cavity preparation quality scores, procedure time, and PAI scores were compared between groups. Questionnaire results on residents' perceptions were also analysed.</p><p><strong>Results: </strong>The access cavity preparation scores were higher for both loupe groups than the naked eye group. Procedure time was not different between groups. Both PAI_total and PAI_neck scores were statistically lower in the deflection loupe group and traditional loupe group than in the naked eye group. The deflection loupe group had lower PAI_neck scores than the traditional loupe group. Both traditional loupe and deflection loupe were rated positively in terms of precision, ergonomics, treatment quality, and adaptability. The deflection loupe was considered superior in ergonomics but less comfortable. Eye fatigue is a common problem for both types of loupes.</p><p><strong>Conclusion: </strong>Both deflection loupe and traditional loupe can improve working posture and access cavity preparation quality. Deflection loupe had an ergonomic advantage over traditional loupe. The comfort of deflection loupe needed improvement because of its heavy weight. Another perceived problem of deflection loupe and traditional loupe was eye fatigue.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144796027","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":"Beyond tools: Toward epistemic co-agency in medical education.","authors":"Anita Samuel","doi":"10.1111/medu.70019","DOIUrl":"https://doi.org/10.1111/medu.70019","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144794879","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":"Including the public as meaningful others in professional identity formation.","authors":"Masashi Ikuno","doi":"10.1080/0142159X.2025.2542840","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2542840","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144794840","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":"Fireside dialogue: Influencers building generational bridges.","authors":"Yi-Chien Yang, Te-Chuan Chen, Jo-Chi Lee, Ming-Jung Ho","doi":"10.1111/medu.70018","DOIUrl":"https://doi.org/10.1111/medu.70018","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144794880","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}