教育学最新文献

{"title":"Commentary on \"Pātanā's Body\".","authors":"Shilpa Darivemula, Isha Parupudi","doi":"10.1097/01.ACM.0001097884.78127.fc","DOIUrl":"10.1097/01.ACM.0001097884.78127.fc","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 2","pages":"145"},"PeriodicalIF":5.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061082","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":"U.S. Medical School Graduates' Placement in Graduate Medical Education: A National Study.","authors":"Dorothy A Andriole, Douglas Grbic, Daniel P Jurich, Alex J Mechaber, Lindsay Roskovensky, Geoffrey H Young","doi":"10.1097/ACM.0000000000005893","DOIUrl":"10.1097/ACM.0000000000005893","url":null,"abstract":"<p><strong>Purpose: </strong>This study describes graduate medical education (GME) placement outcomes for recent U.S. medical school graduates and examines racial and ethnic differences in GME placement among these graduates.</p><p><strong>Method: </strong>This retrospective, observational study used data collected from and about U.S. medical school graduates for academic years 2015-2016 through 2021-2022. An individual-level, deidentified database was constructed to examine GME placement at graduation in association with race and ethnicity, as well as other demographic and academic and professional development variables. Multilevel (nested by school) logistic regression models identified variables independently associated with GME placement at graduation, reporting unadjusted odds ratios (UORs) and adjusted odds ratios (AORs) with 95% CIs.</p><p><strong>Results: </strong>The study sample included 140,072 of 140,073 eligible graduates (> 99.9%; 1 graduate missing gender information was excluded), of whom 136,022 (97.1%) were placed in GME at graduation. Proportions of graduates placed in GME varied by race and ethnicity and by each covariable examined. In addition, proportions of graduates placed in GME varied by school (N = 152; mean [SD], 96.9% [3.4%]; P < .001). In multilevel (nested by school) models, GME placement UORs were lower for (among other groups examined) Asian (UOR, 0.76; 95% CI, 0.70-0.83), Black or African American (UOR, 0.44; 95% CI, 0.39-0.49), and Hispanic (UOR, 0.70; 95% CI, 0.60-0.80) graduates (vs White). The GME placement AORs, adjusted for all covariables, were similar for Asian (AOR, 0.96; 95% CI, 0.87-1.07), Black or African American (AOR, 0.89; 95% CI, 0.77-1.02), and Hispanic (AOR, 1.06; 95% CI, 0.89-1.25) graduates (vs White).</p><p><strong>Conclusions: </strong>The proportion of graduates placed in GME at graduation during the 7 years of the study was high. However, there were racial and ethnic differences in this outcome during the study period.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"158-169"},"PeriodicalIF":5.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11776872/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142331793","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":"Pātanā's Body.","authors":"Isha Parupudi","doi":"10.1097/ACM.0000000000005590","DOIUrl":"10.1097/ACM.0000000000005590","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"144"},"PeriodicalIF":5.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138813099","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":"Outcomes of Accelerated 3-Year MD Graduates at NYU Grossman School of Medicine During Medical School and Early Residency.","authors":"Nivedha Satyamoorthi, Marina Marin, Peter Ludlow, Marc M Triola, Colleen Gillespie, Elisabeth Cohen, Steven Abramson, Joan Cangiarella","doi":"10.1097/ACM.0000000000005896","DOIUrl":"10.1097/ACM.0000000000005896","url":null,"abstract":"<p><strong>Purpose: </strong>For accelerated 3-year MD (3YMD) pathways to be fully adopted in medical education, a comprehensive analysis of outcome data is needed. This study includes 7 accelerated 3YMD graduating classes at NYU Grossman School of Medicine (NYUGSOM) and reports on outcomes from both medical school and internship compared with their 4-year MD (4YMD) counterparts.</p><p><strong>Method: </strong>Outcomes across the undergraduate-graduate medical education continuum for the first 7 classes of NYUGSOM graduates (matriculated from 2013-2019) from the accelerated 3YMD (n = 136) and 4YMD pathways (n = 681) were compared. For the internship outcomes, 3YMD interns were compared with 4YMD interns who graduated from NYUGSOM and all 4YMD interns (4YMD graduates from NYUGSOM and any other medical school) at NYUGSOM residencies.</p><p><strong>Results: </strong>Accelerated 3YMD students were approximately 5 months older at admission and had higher multiple mini-interview scores than 4YMD students. Overall, accelerated 3YMD students performed similarly to 4YMD students during medical school and internship. Significant differences included higher performance by 3YMD students on preclerkship exams and lower performance on Steps 1 and 2 (average: 5.6 and 5.4 fewer points, respectively) and the physical examination portion of the NYUGSOM Comprehensive Clinical Skills Exam. Internship data indicated comparable team assessments across all residencies, statistically significant higher performance on Step 3 when compared with all 4YMD interns, and, in internal medicine, comparable clinical reasoning between 3YMD and all 4YMD interns. When comparing 3YMD interns to all 4YMD interns in the internal medicine residency program, 3YMD interns had a statistically significantly higher performance on milestones.</p><p><strong>Conclusions: </strong>The outcomes from 7 years of graduating accelerated 3YMD students at NYUGSOM show similar performance in medical school and early residency to 4YMD graduates. Long-term study of accelerated 3YMD students from NYUGSOM and other medical schools is needed to further validate the success of this innovative medical education pathway.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"184-190"},"PeriodicalIF":5.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479924","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":"World Federation for Medical Education Recognizes 5 International Accrediting Bodies.","authors":"Fahad Azam, Abida Shaheen, Mohammed Amir","doi":"10.1097/ACM.0000000000005914","DOIUrl":"10.1097/ACM.0000000000005914","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"119-120"},"PeriodicalIF":5.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584940","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":"Artist's Statement: Drowning.","authors":"Harrison C Thomas","doi":"10.1097/ACM.0000000000005889","DOIUrl":"10.1097/ACM.0000000000005889","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 2","pages":"143"},"PeriodicalIF":5.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061068","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":"Developing an educational blueprint for surgical handover curricula: a critical review of the evidence.","authors":"Anastasija Simiceva, Jessica M Ryan, Walter Eppich, Dara O Kavanagh, Deborah A McNamara, Marie Morris","doi":"10.1007/s10459-025-10410-1","DOIUrl":"https://doi.org/10.1007/s10459-025-10410-1","url":null,"abstract":"<p><p>Background Currently no guidelines exist for the development of surgical handover educational curricula. This critical review synthesises the relevant literature to identify best approaches to handover education and develop an evidence-based framework for teaching and assessing surgical handover skills. Methods The following resources were critically reviewed by two independent researchers to identify key educational components; (1) all published studies primarily utilising an educational intervention to improve surgical handover up to May 2023, (2) key international guidelines and (3) reviews of all handover interventions published within the last 10 years. Results A total of eight comparative studies, two systematic reviews, and four handover guidelines were included. Findings were reported across eight domains; including educational setting, approach, format, content, resources used, assessment, student feedback, and follow-up training. A framework for developing surgical handover curricula was also reported. Conclusion The reported educational framework or 'blueprint' aims to assist educators across multiple settings to develop evidence-based surgical handover curricula for undergraduate and postgraduate learners. Future studies need to achieve higher Kirkpatrick levels to demonstrate both effectiveness and sustainability of educational interventions, ensuring safer patient care.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076378","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 Jigsaw Puzzle Performance of Preschoolers and Its Relationship with Inhibitory Control","authors":"Cong Xin, Ping Cheng, Yuanxia Zheng, Yue Shen, Guoxiong Liu","doi":"10.1007/s10643-025-01853-7","DOIUrl":"https://doi.org/10.1007/s10643-025-01853-7","url":null,"abstract":"<p>The appeal of jigsaw puzzles lies in their varying levels of difficulty and thematic diversity, which engage children across developmental stages. This study investigated the effects of puzzle difficulty and thematic content on preschoolers’ jigsaw puzzle performance and examined the role of inhibitory control, a key cognitive function. Employing a mixed design, the study assessed 94 children aged 4 to 6 years, categorized into three age groups, across three puzzle themes (vehicles, animals, and characters) and two difficulty levels (high and low). Participants completed six types of puzzles, inhibitory control tasks, and a sustained attention task. A three-way repeated measures ANOVA revealed that puzzle performance was significantly influenced by age, puzzle difficulty, and theme. Notably, 4-year-olds showed less sensitivity to puzzle difficulty, while 6-year-olds excelled in character-themed puzzles. Hierarchical regression analyses and a mediation effect test revealed that both age and inhibitory control significantly predicted puzzle performance, with inhibitory control partially mediating the effect of age on puzzle performance. These findings underscore developmental differences in puzzle-solving abilities among preschoolers and highlight the importance of inhibitory control. The results have implications for designing educational materials and interventions that align with preschoolers’ cognitive development.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"15 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071505","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":"Application in Parallel to U.S. Residency Training Programs in Multiple Specialties: Trends and Differences by Applicant Educational Background, 2009-2021.","authors":"Samuel R Bunting, James N Woodruff, Nitin Vidyasagar, Neeral K Sheth, Deborah Spitz, Christine Babcock, Vineet Arora","doi":"10.1097/ACM.0000000000005825","DOIUrl":"10.1097/ACM.0000000000005825","url":null,"abstract":"<p><strong>Purpose: </strong>The medical education community is pursuing reforms addressing unsustainable growth in the number of residency applications per applicant and application costs. Little research has examined the prevalence or contributions of parallel applications (application to residency in multiple specialties) to this growth.</p><p><strong>Method: </strong>A retrospective analysis of Electronic Residency Application Service data provided by the Association of American Medical Colleges was conducted. The percentage of applicants applying to ≥ 1 specialty, mean number of specialties applied, number of submitted applications, and percentage of applicants to each specialty who were parallel applying were determined. MD, DO, and international (U.S. international medical graduate [IMG] and IMG) applicants were included.</p><p><strong>Results: </strong>The sample contained 586,246 applicant records from 459,704 unique applicants. The percentage of applicants who parallel applied decreased from 41.3% to 35.4% between 2009 and 2021. DO applicants were the only group for whom the percentage parallel applying increased (30.6% vs 32.1%). IMG (60.4% vs 49.1%) or USIMG applicants (69.6% vs 63.1%) were groups with the greatest percentage of applicants parallel applying each year (2009-2021). The mean number of specialties applied to when parallel applying also decreased from 2.96 in 2009 to 2.79 in 2021, overall. Between 2009 and 2021, mean number of applications increased for all applicant types among both single-specialty applicant and parallel-applying applicants. Among applicants who were single-specialty applying, mean number of applications grew from 38.6 in 2009 to 74.6 in 2021 and from 95.2 to 149.8 for parallel-applying applicants.</p><p><strong>Conclusions: </strong>All applicant groups experienced decreases in percentages parallel applying except for DO applicants. Parallel application appears to be common and slowly declining, and does not appear to significantly contribute to increasing numbers of applications per candidate. Efforts to control the growth of applications per applicant should continue to focus on applicants' numbers of applications submitted to each specialty.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"170-178"},"PeriodicalIF":5.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141749603","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":"Resident Unions: Why Now and Will They Change Medical Education and Health Care?","authors":"David Sklar, Britani Javed","doi":"10.1097/ACM.0000000000005902","DOIUrl":"10.1097/ACM.0000000000005902","url":null,"abstract":"<p><strong>Abstract: </strong>During the COVID-19 pandemic, resident unions proliferated. While unionization resulted in increased compensation and benefits, the process of union negotiations may have created adversarial relationships between residents and their institutions' leadership, whom residents depend on for supervision and the development of clinical expertise. Such adversarial relationships could affect the learning environment, which is critical to the delivery of high-quality care. In this commentary, the authors suggest that academic medical centers should offer residents an authentic seat at the institutional care delivery leadership table, ensuring residents' full participation in key organizational decisions. Doing so represents an alternative to unionization, with its potentially adversarial relationships, while still achieving a key goal of residents-to be included in the decisions that affect them and the care they provide. In this way, residents can use their unique understanding of the institutions' strengths and weaknesses to improve the quality of patient care and the learning environment. Such engagement can also help residents achieve competence in systems-based practice and provide a vital link between institutions and the patients and community they serve through health policy and advocacy activities.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"123-126"},"PeriodicalIF":5.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479925","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}