教育学最新文献

{"title":"The Assets of Transgender College Students in the United States: A Scoping Review","authors":"Alex C. Lange,Dianna Morganti,Nick Fahnders,Alie Ehrensaft,Megan Battleson,Romeo Jackson","doi":"10.3102/00346543261491752","DOIUrl":"https://doi.org/10.3102/00346543261491752","url":null,"abstract":"","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2026-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149221644","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":"Global Para-Regulation in Medical Education: Validity, Capture, and the Case for Contextualised Quality Enhancement.","authors":"Janet Grant, Dujeepa Samarasekara, Nnaemeka U Nwakanma, Syed Moin Ali, Kadambari Dharanipragada, Fatima Kyari, Sateesh Arja, Samar Abdelazim Ahmed, Valdes Roberto Bollela, Junaid Sarfraz Khan, Idris Yahaya Mohammed, Mohammed Ahmed Rashid","doi":"10.1080/10401334.2026.2736025","DOIUrl":"https://doi.org/10.1080/10401334.2026.2736025","url":null,"abstract":"<p><p>As globalisation transforms medical education, supranational para-regulation, defined as the external evaluation of national accrediting agencies by non-statutory international bodies, has become increasingly prominent, notably through the World Federation for Medical Education (WFME) Recognition Programme. This position paper critically analyses this para-regulatory approach, contending that it imitates the methods of statutory regulation yet lacks corresponding accountability, transparency, and demonstrable impact on educational quality. Although highly influential, the WFME Recognition Programme operates without statutory authority, applying uniform standards across diverse national contexts. It has created a global accreditation cross-border marketplace. Its paucity of outcome evidence and vulnerability to regulatory capture highlight questions regarding its legitimacy, validity, and contextual relevance. Moreover, the programme's financial demands and alignment with Global North priorities risk commodifying accreditation and entrenching global inequities in medical education. We therefore propose a contextually sensitive, regionally anchored alternative for quality development. Our recommended framework prioritises developmental evaluation, transparency, and peer-reviewed local stewardship. Rather than imposing fixed global benchmarks, it fosters sustained regional collaboration, adaptability to local contexts, and rigourous documentation as principles essential to effective quality assurance. By critically examining the concept of para-regulation, this paper urges medical educators, accrediting bodies, and policymakers to reconsider existing approaches to global quality assurance. We advocate for global transparency alongside local accountability, thereby facilitating sustainable and contextually relevant enhancements in medical education worldwide.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-11"},"PeriodicalIF":2.4,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225131","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":"Applying the Servingness Framework from Hispanic-Serving Institutions to Advance the Latinx Physician Workforce.","authors":"Katherine Arias Garcia, Nicole A Perez","doi":"10.1080/10401334.2026.2741700","DOIUrl":"https://doi.org/10.1080/10401334.2026.2741700","url":null,"abstract":"<p><p>To address the ongoing recruitment and retention of diverse students in medicine, new and cultural frameworks need to be applied to repair the academic outcomes and experiences of diverse students in US medical schools. This article introduces the multidimensional conceptual framework of \"servingness\" in a medical school context to understand the structural barriers in US medical schools that hinder and promote servingness for Latinx and underrepresented medical students.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-12"},"PeriodicalIF":2.4,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225091","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":"Are medical curricula dead or alive?","authors":"Ulf S Ebeling","doi":"10.1111/medu.70346","DOIUrl":"https://doi.org/10.1111/medu.70346","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224271","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":"Primary care physicians' understandings of patient-centred communication: A phenomenographic study.","authors":"Joel Freilich, Caroline Kappelin, Gunnar H Nilsson, Terese Stenfors","doi":"10.1080/0142159X.2026.2749537","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2749537","url":null,"abstract":"<p><strong>Introduction: </strong>Patient-centred communication (PCC) is a key component of high-quality care. A persistent gap has been described between PCC as taught in classrooms and as enacted in clinical practice, often framed as a failure to transfer the skills taught. However, little is known about how physicians themselves understand PCC and how this shapes its enactment in everyday practice. Primary care is a particularly relevant setting for this question, given its central role in clinical communication training. The aim is to explore how primary care physicians (PCPs) understand PCC in clinical encounters.</p><p><strong>Methods: </strong>A phenomenographic approach was used to explore variations in primary care physicians' understandings of PCC. Eighteen general practitioners and residents from primary care in Stockholm, Sweden, participated in semi-structured interviews, which were analysed iteratively to develop an outcome space comprising four hierarchically related categories.</p><p><strong>Results: </strong>Four different and inclusively related ways of understanding PCC were identified [1]: <i>Pedagogical structure</i>: PCC as a structured, instrumental process aimed at eliciting and answering patient questions and providing clear information [2]; <i>Empathetic engagement</i>: PCC as an emotionally attuned stance emphasising listening and validation [3]; <i>Whole-person partnership</i>: PCC as a collaborative decision-making that integrates patients' life contexts and values; and [4] <i>Professional balance</i>: PCC as an ethically grounded orientation balancing patient preferences, medical judgment, and responsible resource use.</p><p><strong>Discussion: </strong>PCPs understand PCC in four qualitatively different ways, from pedagogical structure to professional balance. While the first three categories broadly align with established PCC models, professional balance extends beyond them, highlighting ethical and practical tensions in everyday practice. These categories could inform educational design: systematically varying emotional intensity, contextual complexity, and value conflicts may help learners progress from structured technique toward professional balance in practice. Educational designs that offer repeated encounters with the same patient or simulated patient may build the trust needed for difficult conversations.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-12"},"PeriodicalIF":4.0,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224445","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":"Knowing your worth: alternative approaches to valuing educators.","authors":"Joshua Hughes, Marianna Przybylska","doi":"10.1080/0142159X.2026.2749547","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2749547","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":4.0,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224501","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":"'Ritualistic' examiner training and calibration.","authors":"Walter Tavares","doi":"10.1111/medu.70345","DOIUrl":"https://doi.org/10.1111/medu.70345","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224423","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":"Student facing assessment blueprint reduces assessment-related anxiety.","authors":"Ya Ping Lee, Ayomide Ogundipe, Tin Fei Sim, Anett Nyaradi, Bryan Low, Taryn Hutchison, Sher-Lin Sackmann, Lesley Ellett, Leanne Chalmers","doi":"10.1016/j.ajpe.2026.102109","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102109","url":null,"abstract":"<p><strong>Objectives: </strong>To determine the effect of a student facing assessment blueprint on student assessment-related anxiety and the perceived value of the blueprint for students preparing for assessments in an Integrated Pharmacology and Therapeutics (IPT) unit within an undergraduate Pharmacy programme.</p><p><strong>Methods: </strong>Undergraduate pharmacy students completed the Westside Test Anxiety Scale following the IPT mid-semester test in two consecutive semesters in 2024 - in Semester 1, without assessment blueprints (baseline) and in Semester 2, when assessment blueprints were provided for the mid-semester test and final written examination. Anxiety Scale scores at the two time points were compared and students were invited to participate in a focus group discussion (FGD) following the final written examination in Semester 2.</p><p><strong>Results: </strong>Fifty-eight and 53 students completed the Anxiety Scale in Semesters 1 and 2, respectively. The mean anxiety score was reduced from 3.71 in Semester 1 to 3.37 in Semester 2. Eight students participated in the FGD. Thematic analysis identified a perceived reduction in assessment-related anxiety attributed to enhanced focus and efficiency in preparing for assessments. Additionally, participants described the broader applicability of assessment blueprints to other units with high cognitive load.</p><p><strong>Conclusion: </strong>The student facing assessment blueprint reduces assessment-related anxiety and can be used as a valuable tool to support preparation for assessment within an IPT unit.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102109"},"PeriodicalIF":3.1,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225059","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 LEAP Champion program: leveraging clinical champions to embed sustainable interprofessional education in the clinical learning environment.","authors":"Sara North, Jennifer Pratt, Sandi Mulliner, Melissa Martin, Monica McDevitt, Jodi O'Neill, Emily Johnson, Carolyn M Porta, Cheri Friedrich","doi":"10.1093/acamed/wvag334","DOIUrl":"https://doi.org/10.1093/acamed/wvag334","url":null,"abstract":"<p><strong>Problem: </strong>While interprofessional education (IPE) is widely recognized as a valuable and necessary component of collaborative practice training, significant gaps exist in identifying site-specific opportunities in implementing IPE in the clinical learning environment. This report presents an innovative academic-clinical partnership model rooted in the evidence base, designed to address gaps and challenges in advancing IPE in the practice setting.</p><p><strong>Approach: </strong>The Center for Interprofessional Health (CIH) at the University of Minnesota partnered with select local healthcare organizations to launch an innovative academic-clinical partnership model in 2024-25 and 2025-26, designed to leverage and support IPE champions employed within health systems. The cohort-based LEAP (Learning through Engaging Actively in Practice) Champion program provides a model for clinicians to advance the implementation of explicit, sustainable, coordinated integration of learners from a variety of health professions into on-site, authentic IPE experiences, with guidance and resources, both internal and from CIH. Program interactions, materials, and assessments/ deliverables are outlined.</p><p><strong>Outcomes: </strong>LEAP Champion outcomes include impacts on the organizations, learners, and individual champions. Outcomes demonstrated early advances in pilot site IPE infrastructure, IPE engagement of 170 learners from 9 professions, and high satisfaction of champions with the cohort-based mentorship and resources. Findings support the model's feasibility as a professional development experience alongside clinical roles. Key overall lessons learned are shared to guide future research.</p><p><strong>Next steps: </strong>By leveraging academic-clinical partnerships to drive system-level progress, the LEAP Champion model provides a robust foundational framework for continued study of strategies advancing IPE within the practice setting. Based on key lessons learned during the first two years of the LEAP Champion program, next steps are proposed to move toward broader system-level impact and replication, including developing a robust infrastructure for sustainability, expanding training and modalities, and enhancing a multi-source evaluation model.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225377","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":"Exploration of a Novel Flipped Classroom Model Supported by Debriefing Videos.","authors":"Michael G Botelho, Xiaoli Gao, Sangeet Yadav","doi":"10.1111/eje.70303","DOIUrl":"https://doi.org/10.1111/eje.70303","url":null,"abstract":"<p><strong>Introduction: </strong>This mixed-methods study explores a modified flipped classroom approach using students' perceptions of the learning process and the availability of videos that captured the flipped class debriefings, which could be viewed out of class.</p><p><strong>Methods: </strong>Five focus group interviews were conducted with 21 students to explore students' experiences. A thematic analysis was performed using an inductive approach to identify main themes. Video access data were retrieved and analysed.</p><p><strong>Results: </strong>Four key domains were identified (pedagogy, learning resource affordance, learning and affective aspects) within the different phases of teaching and learning. The question-based worksheets guided learning both before class and in-class for independent and collaborative learning. A wide range of self-study strategies was identified. In class, small-group discussions facilitated co-construction of knowledge, which prepared students for discussion in the whole-class feedback. The teacher's Socratic questioning during the feedback explored students' answers and declarative knowledge by affirming and error-correcting student answers and understanding. Inadvertently, previous years' feedback videos were still available online for this cohort to watch, which helped current students prepare for their own flipped class. The video data revealed 82% of 2021 cohort students watched at least one video, with a total video consumption of 466 videos during their academic year.</p><p><strong>Conclusion: </strong>This modified flipped classroom approach provided an active and iterative learning experience of required content both individually and socially between participants to support students' proximal development of challenging learning content. The expert-student dialogue videos supported students at different levels as well as before and after the in-class discussions.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225111","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}