教育学最新文献

{"title":"The Future of Medical Student Diversity.","authors":"Fatimat Shotande, Sherri Huang, Erika Abel","doi":"10.1097/ACM.0000000000005897","DOIUrl":"10.1097/ACM.0000000000005897","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"4-5"},"PeriodicalIF":5.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395014","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":"When I say … social responsiveness.","authors":"Anthea Hansen, Susan Camille van Schalkwyk, Cecilia Jacobs","doi":"10.1111/medu.15566","DOIUrl":"10.1111/medu.15566","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"22-24"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142469424","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":"Using Group Concept Mapping to Explore Medical Education's Blind Spots.","authors":"Sean Tackett, Yvonne Steinert, Susan Mirabal, Darcy A Reed, Scott M Wright","doi":"10.1080/10401334.2023.2274991","DOIUrl":"10.1080/10401334.2023.2274991","url":null,"abstract":"<p><strong>Phenomenon: </strong>All individuals and groups have blind spots that can lead to mistakes, perpetuate biases, and limit innovations. The goal of this study was to better understand how blind spots manifest in medical education by seeking them out in the U.S.</p><p><strong>Approach: </strong>We conducted group concept mapping (GCM), a research method that involves brainstorming ideas, sorting them according to conceptual similarity, generating a point map that represents consensus among sorters, and interpreting the cluster maps to arrive at a final concept map. Participants in this study were stakeholders from the U.S. medical education system (i.e., learners, educators, administrators, regulators, researchers, and commercial resource producers) and those from the broader U.S. health system (i.e., patients, nurses, public health professionals, and health system administrators). All participants brainstormed ideas to the focus prompt: \"To educate physicians who can meet the health needs of patients in the U.S. health system, medical education should become less blind to (or pay more attention to) …\" Responses to this prompt were reviewed and synthesized by our study team to prepare them for sorting, which was done by a subset of participants from the medical education system. GCM software combined sorting solutions using a multidimensional scaling analysis to produce a point map and performed cluster analyses to generate cluster solution options. Our study team reviewed and interpreted all cluster solutions from five to 25 clusters to decide upon the final concept map.</p><p><strong>Findings: </strong>Twenty-seven stakeholders shared 298 blind spots during brainstorming. To decrease redundancy, we reduced these to 208 in preparation for sorting. Ten stakeholders independently sorted the blind spots, and the final concept map included 9 domains and 72 subdomains of blind spots that related to (1) admissions processes; (2) teaching practices; (3) assessment and curricular designs; (4) inequities in education and health; (5) professional growth and identity formation; (6) patient perspectives; (7) teamwork and leadership; (8) health systems care models and financial practices; and (9) government and business policies.</p><p><strong>Insights: </strong>Soliciting perspectives from diverse stakeholders to identify blind spots in medical education uncovered a wide array of issues that deserve more attention. The concept map may also be used to help prioritize resources and direct interventions that can stimulate change and bring medical education into better alignment with the health needs of patients and communities.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"75-85"},"PeriodicalIF":2.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"54232056","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":"Unclaimed Bodies in Anatomical Education: Medical Student Attitudes at One U.S. Medical Institution.","authors":"Malcolm A Matheson, John R Gatti, Lawrence D Reid, Sharaya N Gallozzi, Siobhán B Cooke","doi":"10.1080/10401334.2023.2277843","DOIUrl":"10.1080/10401334.2023.2277843","url":null,"abstract":"<p><strong>Phenomenon: </strong>Dissection of cadavers is a common practice in anatomical education. To meet demand for cadavers, some medical institutions facilitate dissection of individuals who did not provide consent during their life. This includes the bodies of individuals who passed away with either no living kin or no kin able to claim and bury their body. Recent literature demonstrates widespread discomfort with this practice among anatomy course directors at U.S. institutions, bringing into question continuation of this practice. However, attitudes among medical students must similarly be assessed as they represent key stakeholders in the dissection process. The purpose of this study was to assess prevailing attitudes among a sample of medical students at one U.S. medical institution regarding the dissection of unclaimed bodies and identify emerging themes in ethical viewpoints.</p><p><strong>Approach: </strong>Two-hundred-twelve students (35% response rate) at one U.S. medical institution completed an anonymous online survey. Students came from different class cohorts at various stages of their training. Survey items were developed to capture students' academic and emotional experience with anatomical dissection and to identify emerging themes in attitudes.</p><p><strong>Findings: </strong>Students reported high regard for cadaveric dissection in general with 170 (80%) respondents endorsing it as critical to anatomical education. Regarding dissection of unclaimed bodies, 30% of students found the practice ethical while 47% of students found the practice unethical. Multivariate analysis found that ethical view was directly associated with comfort level (OR= 156.16; 95% CI: 34.04, 716.40). Most students expressed comfort dissecting self-donated bodies (<i>n</i> = 206, 97%), while fewer students expressed comfort dissecting unclaimed bodies (<i>n</i> = 66, 31.1%). This latter finding significantly correlated with gender (<i>t</i> = 3.361. <i>p</i> < 0.05), class cohort (<i>F</i> = 3.576, <i>p</i> < 0.01), but not with religious affiliation or age. Thematic analysis revealed the following themes in student responses: (1) invoking ethical paradigms to either justify or condemn the practice, (2) subjective experiences, and (3) withholding judgment of the practice.</p><p><strong>Insights: </strong>Many students expressed negative attitudes toward the dissection of unclaimed bodies, with some citing issues of social vulnerability, justice, and autonomy. These findings indicate that many students' ethical code may conflict with institutional policies which permit this practice. Medical school represents a critical time in the professional development of trainees, and development practices which align with the moral code of local institutions and stakeholders is crucial.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-13"},"PeriodicalIF":2.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"107592757","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":"Improving Academic Promotion Success via Implementation of Targeted Preparation Strategies and Coaching Processes.","authors":"Jacqueline Hill, Enam Haddad, Sarah Braet, Eric Rush, Denise Bratcher","doi":"10.1097/ACM.0000000000005906","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005906","url":null,"abstract":"<p><strong>Problem: </strong>Academic promotion is important for faculty career development and retention in academic medicine. However, the promotion process is time consuming, with little guidance offered to ensure successful outcomes. The authors describe their institution's standardized approach to providing clear and reliable academic promotion support and share associated outcomes.</p><p><strong>Approach: </strong>An academic promotion support process, comprising 4 targeted preparation strategies and 3 coaching processes, was implemented in 2020 at Children's Mercy Kansas City to prepare faculty to submit promotion applications. Targeted preparation strategies include communication plans, an intent to apply process, how-to guides and templates, and institutional promotion committee review. Coaching processes include structured conversations with an immediate faculty leader, an Office of Faculty Development director, and, after committee review of applications, an institutional promotion committee reviewer. Descriptive statistics and promotion outcomes were compared preimplementation (2012-2019) and postimplementation (2020-2023).</p><p><strong>Outcomes: </strong>In 2012-2019 (8 promotion cycles), prior to implementation of the academic promotion support process, 247 faculty applied for academic promotion. After implementation, in 2020-2023 (4 cycles), 196 faculty applied. From pre- to postimplementation, the mean volume of applications per cycle significantly increased from 31 to 49 (P = .03), and the proportion of approved promotion applications significantly increased from 89.5% (221/247) to 99.0% (194/196) (P < .001). No significant differences were observed in the proportions of applicants who were female (P = .77) or non-White (P = .51).</p><p><strong>Next steps: </strong>Creation of an institutional academic promotion support process can be effective in increasing the volume of applications and the likelihood of successful outcomes. Future research should focus on increasing the proportions of non-White faculty and female faculty who apply for promotion and analyzing longer-term outcomes for faculty who are promoted, such as progression to leadership roles.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 1","pages":"28-32"},"PeriodicalIF":5.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142883573","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":"A Novel, Mutually Beneficial Student-Faculty Partnership to Develop Real-Time Formative Assessments Aligning With the Preclinical Undergraduate Medical Curriculum.","authors":"William E Schwartzman, Samuel N Paul, Chloe Amsterdam, Galo Bustamante, Vamsee Vemulapalli, Melissa M Quinn, Christopher R Pierson","doi":"10.1097/ACM.0000000000005801","DOIUrl":"10.1097/ACM.0000000000005801","url":null,"abstract":"<p><strong>Problem: </strong>A shortage of curriculum-aligned formative multiple-choice questions (FMCQs) remains despite their known learning benefits in preclinical medical education due to limitations on teaching faculty time and other reasons. In response, students often use extramural resources such as commercial or collaborative question banks; however, these options are often expensive and cannot be aligned with the content of each school's unique curriculum. In addition, students need feedback on their learning in a manner that parallels the format of summative assessments. In this pilot, the authors aimed to enhance student learning by creating an intramural formative practice resource that was developed as the curriculum unfolded under the direction of the faculty leading the concurrently running curricular units.</p><p><strong>Approach: </strong>The authors developed a workflow known as Professor-Reviewed Exam Practice (PREP) in 2023. PREP partnered with preclinical medical students and faculty to create vignette-style, single-best-response FMCQs with feedback for every lecture and self-guided learning module in multiple preclinical blocks of The Ohio State University College of Medicine undergraduate medical curriculum.</p><p><strong>Outcomes: </strong>PREP established a sustainable, student-led, faculty-guided workflow that created high-quality, curriculum-aligned FMCQs for student use in the preclinical medical curriculum over a 14-month period. Usage rates were high across multiple preclinical blocks, reflecting high student demand for FMCQs of this nature and their value as a study aid. Survey data showed faculty agreed that their time commitment and role in the PREP workflow was appropriate.</p><p><strong>Next steps: </strong>Future work will evaluate the benefits of PREP to students by exploring the potential impact of PREP FMCQs on summative assessment performance and if writing FMCQs confers benefits to PREP team members. Faculty survey indicated that performance data from PREP FMCQs could be used to tailor upcoming teaching and learning methods, which is an area for future inquiry.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"33-37"},"PeriodicalIF":5.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141621726","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":"Graph Out Loud: Pre-Service Teachers' Data Decisions and Interpretations of CBM Progress Graphs.","authors":"Jessica R Toste, Marissa J Filderman, Nathan H Clemens, Erica Fry","doi":"10.1177/00222194241231768","DOIUrl":"10.1177/00222194241231768","url":null,"abstract":"<p><p>Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers. In the present study, we examined the data decisions of 32 U.S. pre-service special education teachers (29 females and 3 males). Participants viewed data presented sequentially on CBM progress graphs and used a think-aloud procedure to explain their reasoning each time they indicated they would make instructional changes. We also asked participants to make the same type of decisions in response to static CBM progress graphs depicting 10 weeks of data. Overall, there was inconsistency in pre-service teachers' responses related to <i>when</i> or <i>why</i> they would make an instructional change. Decisions were often influenced by graph-related features, such as variability in the data. Furthermore, responses suggested misunderstandings that led to premature instructional change decisions and reliance on individual data points.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"33-45"},"PeriodicalIF":2.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636013/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139984228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections on the Development and Reform of Medical Education Systems in China.","authors":"Yan Cao, Yang Zhao, Hui Feng","doi":"10.1097/ACM.0000000000005894","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005894","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 1","pages":"5-6"},"PeriodicalIF":5.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142883576","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 violence of curriculum: Dismantling systemic racism, colonisation and indigenous erasure within medical education.","authors":"Saleem Razack, Lisa Richardson, Suntosh R Pillay","doi":"10.1111/medu.15470","DOIUrl":"10.1111/medu.15470","url":null,"abstract":"<p><strong>Background: </strong>Epistemic violence is enacted in medical curricula in mundane ways all the time, negatively impacting learners, teachers and patients. In this article, we address three forms of such violence: White supremacy, indigenous erasure and heteronormativity.</p><p><strong>Methods: </strong>In this article, we examine the knowledge systems of medicine as a global phenomenon, impacted by Western and European ideologies of race and colonisation, both produced by them, helping to reproduce them through authoritative and hegemonic ideologies. We seek not only to problematise but also to propose alternative teaching approaches rooted in the Global South and in Indigenous ways of knowing. Taking inspiration from Paulo Freire, we advocate for the development of critical consciousness through the integration of critical pedagogies of love, emancipation and shared humanity. Drawing on Irihapeti Ramsden, we advocate for cultural safety, which emphasises power relations and historical trauma in the clinical encounter and calls for a rights-based approach in medical education. Deliberately holding space for our own vulnerabilities and that of our students requires what Megan Boler calls a pedagogy of discomfort.</p><p><strong>Conclusions and significance: </strong>Our perspectives converge on the importance of critical consciousness development for culturally safe practice in medical education, acknowledging the need to emphasise a curriculum of shared humanity, introducing the concept of Ubuntu from Southern Africa. Ubuntu can be encapsulated in the phrase 'I am because we are', and it promotes a collective approach to medical education in which there is active solidarity between the profession and the diverse populations which it serves.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"114-123"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141590715","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":"Understanding cultural dynamics shaping clinical reasoning skills: A dialogical exploration.","authors":"Dilmini Karunaratne, Matthew Sibbald, Madawa Chandratilake","doi":"10.1111/medu.15479","DOIUrl":"10.1111/medu.15479","url":null,"abstract":"<p><p>Our study examined the influence of national cultural predispositions on training medical professionals and doctor-patient dynamics using a dialogical approach, guided by Hofstede's framework. This framework provided valuable insights into how cultural tendencies shape the learning and application of clinical reasoning skills in different cultural contexts. We found that dimensions such as power distance and individualism versus collectivism significantly influenced clinical reasoning, while other dimensions had more nuanced effects. Junior doctors in Southern nations, despite initially lagging behind, developed advanced clinical reasoning skills with experience, eventually matching their Northern counterparts. The study highlighted the link between cultural norms and educational practices, variations in family involvement during reasoning, adherence to clinical guidelines and doctors' emotional engagement in clinical care between Southern and Northern contexts. Additionally, we recognised that effective clinical reasoning extends beyond technical knowledge, involving an understanding and integration of cultural dynamics into patient care. This highlights the pressing need to prioritise this topic.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"75-82"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141875278","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}