教育学最新文献

{"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}

{"title":"The Last 15 Years: The Association for Dental Education in Europe's (ADEE) Leading Role in the Education of the European Oral Health Workforce (2010/2025).","authors":"M C Manzanares Cespedes, D Murphy, C Paganelli, J Field","doi":"10.1111/eje.70029","DOIUrl":"https://doi.org/10.1111/eje.70029","url":null,"abstract":"<p><p>This paper is an updated and translated version of 'La Educación de los Profesionales de la Salud Oral en Europa: la Visión de la Association for Dental Education in Europe (ADEE)', published in Spanish in 'Dental Tribune' in 2022. Commencing with a brief recap on ADEE's mission and earlier achievements, the paper continues by outlining how ADEE drew on these successes to further advance the education of oral health professionals' education within Europe and beyond. At the core of all these activities resides a drive and passion for consensus, collaboration and collegiality, attributes that have served ADEE and its members well for half a century.</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":"144796028","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":"Cross-cultural care in medical education: Students' perceptions, challenges, and the path forward.","authors":"Peih-Ying Lu, Anna Shan Chun Hsu","doi":"10.1080/0142159X.2025.2540412","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2540412","url":null,"abstract":"<p><strong>Purpose: </strong>Cross-cultural care competence (CCC) is vital for patient-centered care and reducing health disparities. This study explored medical trainees' perceptions of CCC education, highlighting gaps, attitudes, preparedness, skills, and challenges in curriculum integration.</p><p><strong>Methods: </strong>Extending from a more extensive, mixed methods study that assessed Taiwanese medical students' preparedness for diverse patient groups, we invited 89 medical trainees across different training years from two medical schools to participate in 19 in-depth interviews and 14 focus groups, respectively. We conducted a deductive thematic analysis to collate codes into sub-themes and themes.</p><p><strong>Results: </strong>Ten sub-themes that were categorized into three main themes, including (1) attitudes and awareness of CCC: knowledge, attitude toward different health beliefs, biases, and stereotypes; (2) preparedness for diverse groups, including LGBT, Indigenous, immigrant, alternative medicine users, and those with language barriers; and (3) perceptions of CCC educational environment: exposure and experiential learning, and suggestions for improvement. Trainees valued learning about diverse groups and health beliefs, but still aimed to treat all patients equally, sometimes relying on stereotypes as memory aids for disease associations. Concerns included biased teaching and role-modeling that may reinforce stereotypes. While most struggled to recall explicit CCC training, they agreed it deserved more attention despite a packed curriculum. Trainees favored integrating CCC into general education, valuing experiential learning and community engagement, though they found clinical training provided more opportunities to develop the skills.</p><p><strong>Conclusions: </strong>Our study amplifies medical trainees' voices and provides insights into their attitudes, preparedness, and CCC learning environment in an increasingly diverse society. The findings highlight the need to develop structural competence and implement targeted interventions in faculty development, as well as to design explicit, implicit, and longitudinal CCC curricula.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144789551","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":"Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding","authors":"Sisilia Kusumaningsih,&nbsp;Jingjing Sun","doi":"10.1016/j.lcsi.2025.100920","DOIUrl":"10.1016/j.lcsi.2025.100920","url":null,"abstract":"<div><div>Social-Emotional Learning (SEL) has been shown to promote children's academic success and positive social experiences in schools. Less is known, however, about how teachers can integrate SEL into instruction. To fill this gap, we examined whether Collaborative Reasoning, a peer-led discussion approach to collaborative learning, can be used in classrooms to facilitate children's development of social-emotional skills. We also investigated the role of teacher scaffolding on the development of such skills. Seventy-six 4th grade students and three teachers participated in a series of eight Collaborative Reasoning discussions. Using mixed-methods, we first coded children's social-emotional skills through summative content analysis of discussion transcripts and post-discussion interviews. Quantitative results showed that, of the five categories of social-emotional skills, children demonstrated decision-making, relationship building, and social-awareness skills; and over time, there was a significant increase in the decision-making and social-awareness skills. Using Epistemic Network Analysis (ENA), we then identified the pattern of association between teachers' scaffolding types and students' social-emotional skills. The ENA model showed that teachers' cognitive scaffolding is associated with students' decision-making while teachers' metacognitive scaffolding is linked with students' social awareness. This study demonstrated the potential of integrating Collaborative Reasoning into classroom instruction to promote children's social-emotional skills.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100920"},"PeriodicalIF":1.8,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780017","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":"Is competency-based medical education sustainable? A pilot study on well-being impacts.","authors":"Noa A Birman, Dana R Vashdi, Rotem Miller-Mor Atias, Arieh Riskin, Doron Sagi, Shmuel Zangen, Ita Litmanovitz","doi":"10.1080/0142159X.2025.2540416","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2540416","url":null,"abstract":"<p><strong>Purpose: </strong>While Competency-Based Medical Education (CBME) offers benefits such as enhanced trainee performance and better patient outcomes, its long-term sustainability has been questioned due to the significant demands it places on healthcare teams. The existing research often emphasizes these challenges, overlooking the potential resources that CBME may provide. This pilot study explores whether the implementation of CBME is associated with improved well-being among ward members, potentially by fostering a resource-enriched environment that helps offset its demands.</p><p><strong>Methods: </strong>Using a quasi-experimental design, a CBME fellowship program was implemented, enabling the comparison of well-being indicators (job satisfaction, stress, motivation, and burnout) between three wards implementing CBME (intervention) and three control (control). Surveys were administered before and after a six-month implementation period (<i>n</i> = 39), and 13 semi-structured interviews with intervention group members were conducted.</p><p><strong>Results: </strong>Despite the small sample, findings suggest that motivation and job satisfaction improved in the intervention group while burnout remained stable. These positive trends were not apparent in the control group. Qualitative research aimed at explaining these results supports the idea that CBME fosters a resource-oriented work environment. Perceived benefits included an improved learning culture, stronger inter-professional relationships, and feelings of professional growth among ward members.</p><p><strong>Conclusions: </strong>Thoughtful implementation of CBME can enhance the well-being of all ward members, not only trainees, by fostering a resource-enriched work environment. These findings address concerns related to burnout and the long-term sustainability of CBME. This study contributes to CBME literature by highlighting its potential for professional development and well-being across healthcare teams. Theoretical and practical implications are discussed.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144789552","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}