教育学最新文献

{"title":"Global research aims for the study of cost and value in health professions education: A Delphi study of international experts.","authors":"Martin G Tolsgaard, Leizl Joy Nayahangan, David A Cook, Gorm Roager Madsen, Ryan Brydges, Susan van Schalkwyk, Marco A de Carvalho Filho, Michelle You You, Jennifer Cleland","doi":"10.1080/0142159X.2025.2501254","DOIUrl":"10.1080/0142159X.2025.2501254","url":null,"abstract":"<p><strong>Background: </strong>Health professions educators constantly make difficult choices about the allocation of finite resources. However, there is limited sound research available to guide their decision-making. The purpose of this study was to address this gap by establishing international consensus on research aims, considering diverse economic and cultural contexts.</p><p><strong>Methods: </strong>The authors conducted a three-round Delphi study, engaging an international panel of 73 experts in education research. Panelists were asked to identify (round 1), rank (round 2), and revise (round 3) research aims important for the study of cost and value in medical education. Round 3 results were discussed by an international steering group of nine medical education scientists actively involved in cost and value research, who finalized a list of 20 research aims. Steering group narratives were analyzed to identify additional conceptual insights.</p><p><strong>Results: </strong>From 597 research aims suggested in round 1, 20 research aims were identified after steering group discussion. These were clustered into three categories: (1) funding mechanisms for medical education (e.g. financial policies, cost-effectiveness, and equity impacts); (2) cost and outcomes, e.g. how costs in health professions education relate to concrete outcomes; and (3) economic evaluation of teaching, assessment, and training approaches; e.g. designing and applying formal economic evaluation methods. Steering group discussions noted the limited integration of economic theories into medical education research and the need for foundational studies beyond immediate, practical priorities. They further noted lack of consensus on definitions of cost and value, and appropriate methodologies; underutilization of accepted health economics approaches; and infrequent interdisciplinary collaborations. These collectively act as barriers to advancing the field.</p><p><strong>Conclusion: </strong>The field of cost and value in health professions education remains theoretically and empirically underdeveloped. The research aims identified herein provide a strategic framework for addressing cost and value comprehensively.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1752-1760"},"PeriodicalIF":3.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144021695","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 answer may vary: large language model response patterns challenge their use in test item analysis.","authors":"Lauren K Buhl","doi":"10.1080/0142159X.2025.2497891","DOIUrl":"10.1080/0142159X.2025.2497891","url":null,"abstract":"<p><strong>Introduction: </strong>The validation of multiple-choice question (MCQ)-based assessments typically requires administration to a test population, which is resource-intensive and practically demanding. Large language models (LLMs) are a promising tool to aid in many aspects of assessment development, including the challenge of determining the psychometric properties of test items. This study investigated whether LLMs could predict the difficulty and point biserial indices of MCQs, potentially alleviating the need for preliminary analysis in a test population.</p><p><strong>Methods: </strong>Sixty MCQs developed by subject matter experts in anesthesiology were presented one hundred times each to five different LLMs (ChatGPT-4o, o1-preview, Claude 3.5 Sonnet, Grok-2, and Llama 3.2) and to clinical fellows. Response patterns were analyzed, and difficulty indices (proportion of correct responses) and point biserial indices (item-test score correlation) were calculated. Spearman correlation coefficients were used to compare difficulty and point biserial indices between the LLMs and fellows.</p><p><strong>Results: </strong>Marked differences in response patterns were observed among LLMs: ChatGPT-4o, o1-preview, and Grok-2 showed variable responses across trials, while Claude 3.5 Sonnet and Llama 3.2 gave consistent responses. The LLMs outperformed fellows with mean scores of 58% to 85% compared to 57% for the fellows. Three LLMs showed a weak correlation with fellow difficulty indices (r = 0.28-0.29), while the two highest scoring models showed no correlation. No LLM predicted the point biserial indices.</p><p><strong>Discussion: </strong>These findings suggest LLMs have limited utility in predicting MCQ performance metrics. Notably, higher-scoring models showed less correlation with human performance, suggesting that as models become more powerful, their ability to predict human performance may decrease. Understanding the consistency of an LLM's response pattern is critical for both research methodology and practical applications in test development. Future work should focus on leveraging the language-processing capabilities of LLMs for overall assessment optimization (e.g., inter-item correlation) rather than predicting item characteristics.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1761-1766"},"PeriodicalIF":3.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144032694","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":"Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty.","authors":"Danielle O Lariviere, Sarah R Powell, Anna-Maria Fall, Greg Roberts, Tessa L Arsenault","doi":"10.1177/00222194241311979","DOIUrl":"10.1177/00222194241311979","url":null,"abstract":"<p><p>We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants were 325 third-grade students in the southwestern United States who performed at or below the 25th percentile on a word-problem measure. We assessed generalized language skills in word reading, passage comprehension, and vocabulary knowledge. In addition, we measured mathematics-specific vocabulary knowledge. To explore variation within the mathematics-difficulty population, we utilized unconditional quantile regression to determine how each of these skill sets predicted word-problem performance when controlling for computation and emergent bilingual status. Results revealed that mathematics-vocabulary knowledge significantly predicted word-problem performance at all but two quantiles (<i>p</i> < .001), with strongest predictive relations at the highest quantiles. Passage comprehension had an overall significant relation to word-problem performance (<i>p</i> < .05) that was also reflected in multiple quantiles. Neither word-reading accuracy nor generalized-vocabulary knowledge demonstrated a significant predictive relation to word-problem performance. Given the consistent relation between mathematics-vocabulary knowledge and word-problem performance across quantiles, researchers and practitioners should prioritize evidence-based mathematics-vocabulary instruction to support students' word-problem-solving skills.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"445-458"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12521766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142984748","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":"Increasing medical student participation in scholarly publications at a primary care-focused medical school.","authors":"Em Long-Mills, Dmitry Tumin, Kori L Brewer, David L Eldridge, Jason D Higginson","doi":"10.1080/0142159X.2025.2504112","DOIUrl":"10.1080/0142159X.2025.2504112","url":null,"abstract":"<p><strong>Introduction: </strong>Research and scholarly activity during medical education can support medical students' ability to apply skills learned in the curriculum, develop professional networks, explore new interests, and strengthen their application for residency programs. Existing programs developed to facilitate medical student scholarly activity have typically resulted in poster or oral presentations of student work, but have encountered barriers to guiding student projects towards peer-reviewed publication. We sought to evaluate how a novel approach of offering both mentorship and logistical support for student scholarly activity within a school-level office contributed to medical students' output of peer-reviewed publications.</p><p><strong>Methods: </strong>The Office of Clinical and Educational Scholarship (OCES) was established in 2021. Students graduating between 2015 and 2024 were included in the evaluation, and student publications during medical school were tracked using PubMed. Mixed-effects regression models quantified the association between OCES establishment and student publication outcomes in each calendar year.</p><p><strong>Results: </strong>The proportion of students with a publication increased from 14% to 51% between the Classes of 2015-2024. Among the Class of 2024, the OCES team coauthored or consulted on 34 of 81 unique publications. On multivariable analysis, OCES establishment doubled students' odds of having any publication in a given calendar year (odds ratio: 2.3; 95% confidence interval [CI]: 1.3,4.0; <i>p</i> = 0.003) and the number of publications per year (incidence rate ratio: 2.2; 95% CI: 1.4,3.4; <i>p</i> = 0.001).</p><p><strong>Discussion: </strong>By offering both mentorship and logistical support for scholarly projects in a centralized, flexible model, our office supported student engagement in scholarly work at students' own pace, and facilitated an increase in the proportion of students graduating with a publication to over half of the graduating class. This strategy can help other institutions meet students' demand for research opportunities progressing to publication, while helping students balance scholarly efforts with their medical school curriculum and other extracurricular activities.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1846-1855"},"PeriodicalIF":3.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144079016","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 promotion process in academic medicine remains outdated.","authors":"Jonathan Avery","doi":"10.1080/0142159X.2025.2511047","DOIUrl":"10.1080/0142159X.2025.2511047","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1858-1859"},"PeriodicalIF":3.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144151187","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":"Medical education in Brazil: More schools, but what for?","authors":"Ugo Caramori","doi":"10.1080/0142159X.2025.2503378","DOIUrl":"10.1080/0142159X.2025.2503378","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1857-1858"},"PeriodicalIF":3.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143990271","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":"Translating faculty development into practice and professional identity: The lived experience of clinical educators.","authors":"Emma Bartle, Kiah Evans, Annette Burgess, Tyler Clark, Akhil Bansal, Wendy Hu, Elie Matar, Sandra E Carr","doi":"10.1080/0142159X.2025.2503380","DOIUrl":"10.1080/0142159X.2025.2503380","url":null,"abstract":"<p><strong>Introduction: </strong>There is limited evidence about whether and how faculty development programs influence clinical educators' practice and professional identity formation, and the factors which make faculty development outcomes sustained and impactful.</p><p><strong>Methods: </strong>This multi-institution interpretive phenomenological study reports on the findings from in-depth interviews of 21 clinical educators who had participated in university-based longitudinal faculty development programs.</p><p><strong>Results: </strong>Participants perceived completing these programs had influenced their growth as clinical educators. There was evidence that participants experienced growth differently based on the program duration: all participants described growth in teaching practices but those who had completed a program of one year or longer in duration also articulated their experiences around growing in their educator identity and perspective. According to participants, the program elements that most influenced growth were embedded reflective learning activities, opportunities to learn and apply at the same time, and connections they made with other clinical educators in the program.</p><p><strong>Conclusions: </strong>Our findings contribute to an ongoing discussion around how clinical educators' translate learning outcomes from university-based faculty development programs into their clinical and education workplaces. Importantly, they provide insights into how longer longitudinal faculty development programs can support professional identity development and provide a viable and visible career path as a future clinician educator.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1836-1845"},"PeriodicalIF":3.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144079027","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":"Assessing situational judgement tests for team leadership in medical residents.","authors":"Nazanin Shamaeian Razavi, Mohammad Jalili, Homa Kashani, Ali Jafarian, Roghayeh Gandomkar","doi":"10.1080/0142159X.2025.2500577","DOIUrl":"10.1080/0142159X.2025.2500577","url":null,"abstract":"<p><strong>Introduction: </strong>Team leadership is a core competency of medical graduates. The purpose of this study was to develop and evaluate the validity and acceptability of a situational judgment test (SJT) to assess team leadership in residents.</p><p><strong>Methods: </strong>We followed protocols for the development of construct-driven SJTs. A 27-question SJT was developed using a multistage process: construct definition, test construction, and test evaluation. The final SJT was administered to 133 years 2 to 4 residents and was evaluated using item-level analyses, internal consistency, confirmatory factor analysis and residents' reactions.</p><p><strong>Results: </strong>The item difficulty indices ranged from 0.79 to 0.90 and partial correlations were between 0.11 and 0.41. The level of internal consistency of SJT was 0.76. Confirmatory factor analysis confirmed an acceptable model fit. Over 96% of participants rated the SJT as appropriate for assessing different aspects of team leadership and increasing team leadership awareness.</p><p><strong>Conclusion: </strong>This study reports the initial efforts toward the development of an SJT for team leadership in residents. The findings indicate that the SJT can assess all dimensions of the construct of team leadership in residency training which can be used for offering focused feedback and coaching to residents on team leadership behaviors.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1781-1789"},"PeriodicalIF":3.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144012754","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":"Using large language models (LLMs) to apply analytic rubrics to score post-encounter notes.","authors":"Christopher Runyon","doi":"10.1080/0142159X.2025.2504106","DOIUrl":"10.1080/0142159X.2025.2504106","url":null,"abstract":"<p><strong>Background: </strong>Large language models (LLMs) show promise in medical education. This study examines LLMs' ability to score post-encounter notes (PNs) from Objective Structured Clinical Examinations (OSCEs) using an analytic rubric. The goal was to evaluate and refine methods for accurate, consistent scoring.</p><p><strong>Methods: </strong>Seven LLMs scored five PNs representing varying levels of performance, including an intentionally incorrect PN. An iterative experimental design tested different prompting strategies and temperature settings, a parameter controlling LLM response creativity. Scores were compared to expected rubric-based results.</p><p><strong>Results: </strong>Consistently accurate scoring required multiple rounds of prompt refinement. Simple prompting led to high variability, which improved with structured approaches and low-temperature settings. LLMs occasionally made errors calculating total scores, necessitating external calculation. The final approach yielded consistently accurate scores across all models.</p><p><strong>Conclusions: </strong>LLMs can reliably apply analytic rubrics to PNs with careful prompt engineering and process refinement. This study illustrates their potential as scalable, automated scoring tools in medical education, though further research is needed to explore their use with holistic rubrics. These findings demonstrate the utility of LLMs in assessment practices.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1772-1780"},"PeriodicalIF":3.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144086517","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":"Expanding access to research pathways: Reflections on equity and sustained engagement in academic medicine.","authors":"Ashley Victoria Simpson, Maggie Kerr Livingstone","doi":"10.1080/0142159X.2025.2511042","DOIUrl":"10.1080/0142159X.2025.2511042","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1859-1860"},"PeriodicalIF":3.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144160258","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}