教育学最新文献

{"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}

{"title":"Can AI grade like a professor? comparing artificial intelligence and faculty scoring of medical student short-answer clinical reasoning exams.","authors":"Arvind Rajan, Seth McKenzie Alexander, Christina L Shenvi","doi":"10.1007/s10459-025-10462-3","DOIUrl":"https://doi.org/10.1007/s10459-025-10462-3","url":null,"abstract":"<p><p>Many medical schools primarily use multiple-choice questions (MCQs) in pre-clinical assessments due to their efficiency and consistency. However, while MCQs are easy to grade, they often fall short in evaluating higher-order reasoning and understanding student thought processes. Despite these limitations, MCQs remain popular because alternative assessments require more time and resources to grade. This study explored whether OpenAI's GPT-4o Large Language Model (LLM) could be used to effectively grade narrative short answer questions (SAQs) in case-based learning (CBL) exams when compared to faculty graders. The primary outcome was equivalence of LLM grading, assessed using a bootstrapping procedure to calculate 95% confidence intervals (CIs) for mean score differences. Equivalence was defined as the entire 95% CI falling within a ± 5% margin. Secondary outcomes included grading precision, subgroup analysis by Bloom's taxonomy, and correlation between question complexity and LLM performance. Analysis of 1,450 responses showed LLM scores were equivalent to faculty scores overall (mean difference: -0.55%, 95% CI: -1.53%, + 0.45%). Equivalence was also demonstrated for Remembering, Applying, and Analyzing questions, however, discrepancies were observed for Understanding and Evaluating questions. AI grading demonstrated high precision (ICC = 0.993, 95% CI: 0.992-0.994). Greater differences between LLM and faculty scores were found for more difficult questions (R2 = 0.6199, p < 0.0001). LLM grading could serve as a tool for preliminary scoring of student assessments, enhancing SAQ grading efficiency and improving undergraduate medical education examination quality. Secondary outcome findings emphasize the need to use these tools in combination with, not as a replacement for, faculty involvement in the grading process.</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":"144790653","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":"Retrieval bias and policy judgment: A cognitive perspective on principals and teachers' evaluations","authors":"Ran Etgar ,&nbsp;Emanuel Tamir","doi":"10.1016/j.tsc.2025.101932","DOIUrl":"10.1016/j.tsc.2025.101932","url":null,"abstract":"<div><div>During periods of crisis, educational leadership can provide inspiration. This article investigates how educators evaluated policies implemented during the pandemic. Teachers and principals were asked about their reactions to the application of policies devised by educational leaders, and their perceptions of those policies. Specifically, it focuses on the retrieval bias involved in decision-making, by examining the ways educators judged real situations while dealing with guidelines that ran counter to their judgment. The results contradict typical assumptions about this bias. By contrast to previous literature, the findings showed no Negative Post Example Evaluation. Rather, the results tended to cohere with intuition: when asked to provide a negative example, the educators were more likely to enter into a negative mindset and not the other way around. The principals’ judgments did not differ from those of the teachers. These findings contribute to a better understanding of the ways in which educators evaluate policies they are required to apply during crises.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101932"},"PeriodicalIF":4.5,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779410","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 municipalities efficiency in Israel: The case of the provision of educational services","authors":"Yifat Betser-Nahum,&nbsp;Iris BenDavid-Hadar","doi":"10.1016/j.ijedudev.2025.103370","DOIUrl":"10.1016/j.ijedudev.2025.103370","url":null,"abstract":"<div><div>This study examines the efficiency of supplemental educational allocations in Israel’s municipalities. Using bootstrap Data Envelopment Analysis on 83 municipalities for 2019–2020, we found low efficiency in resource allocation, indicating that the same output could be achieved while reducing local resources by 56 %. Regression analysis reveals a U-shaped relationship between efficiency and socioeconomic status overall, but a positive relationship for municipalities with a large percentage of ethnic majority residents. These findings have significant policy implications. Municipalities could consider implementing efficiency reforms, whereas the central government could design targeted plans and policies to enhance local resource allocation efficiency. This study contributes to the literature on resource efficiency and provides valuable insights for policymakers and administrators.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103370"},"PeriodicalIF":2.3,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144773145","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":"The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment","authors":"Karen De Keersmaeker ,&nbsp;Patrick Onghena ,&nbsp;Kris Van den Branden ,&nbsp;Wim Van Dooren","doi":"10.1016/j.ecresq.2025.07.009","DOIUrl":"10.1016/j.ecresq.2025.07.009","url":null,"abstract":"<div><div>Already in the early grades of primary school children develop notions of advanced mathematical concepts such as patterning, proportional reasoning, and probabilistic reasoning. However, there are large differences among children. We examined to which extent these differences could be explained by children’s general language abilities, mathematical language abilities, and their home environment (i.e., maternal education level and home language). Data were collected in 717 first, second, and third graders who all engaged in a general language task, an advanced mathematical language task (addressing the mathematical language present in the domains of patterning, proportionality, and probability), and an advanced mathematical abilities task (addressing their reasoning in these domains). Path analysis revealed that both general language and advanced mathematical language abilities contributed to children’s advanced mathematical abilities, although advanced mathematical language abilities were more impactful than general language abilities. Children’s advanced mathematical language abilities partly mediated the relationship between general language abilities and advanced mathematical abilities. Advanced mathematical language abilities were in turn influenced by maternal education level and general language abilities. More precisely, children with more highly educated mothers and children with better general language abilities tend to have a better understanding of advanced mathematical language. Children who only spoke the instructional language at home did not perform better on the advanced mathematical language task than children with a different home language.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 191-204"},"PeriodicalIF":3.1,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144772199","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":"Balancing Act: Enhancing Student Comprehension of Acid-Base Physiology Through Interactive, System-Based Teaching.","authors":"Tamara Dakic, Tijana Cvetic Antic, Tanja Jevdjovic, Iva Lakic, Aleksandra Ruzicic, Predrag Vujovic","doi":"10.1152/advan.00133.2025","DOIUrl":"https://doi.org/10.1152/advan.00133.2025","url":null,"abstract":"<p><p>Acid-base physiology is widely recognized as one of the most conceptually challenging topics in undergraduate education due to its interdisciplinary nature and the necessity for both mechanistic and integrative understanding. This manuscript presents a structured, system-based teaching framework designed to enhance student comprehension of acid-base balance by promoting active learning and conceptual integration across organ systems. The instructional model is organized around four core modules: mastering terminology, identifying acid sources, exploring regulatory mechanisms, and understanding acid-base disorders. Notably, the approach introduces a specific sequence for concept delivery, supported by interactive in-class activities such as multiple-choice questions, open-ended prompts, pattern recognition tasks, physiological reflex analysis, and the construction of concept maps. This format encourages students to link molecular mechanisms with systemic outcomes and fosters the application of knowledge to clinical and everyday life scenarios.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790646","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":"A Real-Time Online Referral System Pilot for Preceptor-Reported Issues.","authors":"Charlene Williams, Jacqueline E McLaughlin, Sarah Pankracij, Kelly Womack-Adams, Nicole R Pinelli","doi":"10.1016/j.ajpe.2025.101482","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101482","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this study was to evaluate preliminary results of a centralized online referral system that facilitated expedient intervention in experiential environments.</p><p><strong>Methods: </strong>An online referral system was established for students, faculty, staff, and preceptors to bring immediate student concerns to the school's attention and request real-time support. Experiential academic and personal concerns submitted by preceptors were managed collaboratively by student affairs and experiential education personnel. Referrals from 2018-2022 were de-identified and analyzed using qualitative methods. Quantitative and qualitative data from the 2019 and 2023 AACP Preceptor Survey related to student support and referral system were assessed using descriptive statistics and thematic analysis to determine preceptor satisfaction with the referral system.</p><p><strong>Results: </strong>Fifty-five referrals were submitted, 46 of which were in the second professional year. One-hundred and eighty-two codes were applied to the data. The most common codes were related to Professionalism (n=94, 51.6%), Personal Issues (n=50, 27.4%), and Academic Concerns (n=28, 15.3%). Preceptors agreed or strongly agreed that they knew how to utilize processes for academic misconduct (86.3%), professional misconduct (90.4%), and harassment/discrimination (88.1%), and survey responses ranked higher compared to national and peer institution benchmarks. Preceptors positively endorsed the referral system and support from the school.</p><p><strong>Conclusion: </strong>This study found similar preceptor concerns compared to prior studies. Preceptors indicated knowledge of support systems and positively regarded the system and school support. These initial results suggest the system is a promising method to support student success. More study is needed on interventions applied and student success outcomes.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101482"},"PeriodicalIF":3.5,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800990","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":"How Can the Diffusion of Digital Education Policies Be Advanced in Regions With Diverse Educational Conditions?—Qualitative Comparative Analysis of Chinese Policy","authors":"Lei Xie,&nbsp;Xinyi He,&nbsp;Huayang Zhang","doi":"10.1111/ejed.70188","DOIUrl":"https://doi.org/10.1111/ejed.70188","url":null,"abstract":"<div>\u0000 \u0000 <p>Advancing digital education innovation has become a global necessity. Policy innovation serves as both its basic and guiding principle for practical breakthroughs. Examining the synergistic impact of multiple factors on the diffusion of digital education policies aids in delineating diverse developmental trajectories and offers strategic insights for different regions. This study constructed an index system for K-12 digital education, analysed the policies across China's 31 provinces, and applied fsQCA to uncover the synergistic effect of influencing factors. Collaboration among multiple factors drives the diffusion. Four types of configurations positively influenced the diffusion breadth of policies. Two types of configurations positively influenced the diffusion intensity of policies. In regions with limited educational resources, four factors warrant increased attention: school administrators, government administrators, educational competitive pressures, and the rate of Internet access among households. In advanced regions, the symbiotic relationship between governments and industries can address challenges more effectively.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782607","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":"Adaptation from a Paper-Based Nephron Manipulative to a Hands-On Electronic Format to Teach Renal Physiology, Pathophysiology, and Pharmacology.","authors":"Maedot Ariaya Haymete, Daniel Contaifer, Ryan Evans, Helena Carvalho","doi":"10.1152/advan.00161.2025","DOIUrl":"https://doi.org/10.1152/advan.00161.2025","url":null,"abstract":"<p><p>The complex processes of electrolytes transport across the nephron often pose learning challenges for medical students. Manipulatives are a means of providing an interactive learning experience that increases understanding and content retention. In this study we updated our previous in-person, paper-based nephron manipulative into a digital, interactive PowerPoint format while also integrating clinical applications. Twenty first-year medical students completed a pre-manipulative quiz (pre-test) and then participated in the manipulative intervention where they electronically dragged and positioned electrolytes/molecules onto corresponding transporters within each PowerPoint slide depicting specific nephron segments. Participants completed a post-manipulative quiz (post-test) and participated in a faculty-based discussion in that same session. A long-term knowledge assessment quiz (long-term test) was administered nine months later in their second year of medical school. A non-intervention group, consisting of 26 second-year medical students that did not participate in the nephron manipulative as first-year students, provided a comparison for the natural learning progression without the manipulative intervention. A statistically significant improvement was observed from pre-test to post-test (p = 0.0093), confirming that the manipulative intervention produced a meaningful improvement in student learning in the short term. When comparing learning outcomes by question subject, Pharmacology questions showed higher average gain (+0.13) compared to Physiology (+0.07), with less knowledge decay over time (-0.03 vs -0.09). Student feedback was overwhelmingly positive. This electronic manipulative demonstrated success in interactive teaching of nephron physiology and pathophysiology concepts and is a valuable teaching tool due to its customizable design, available at free to lost cost.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790617","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":"'This Is Not For Me': A Counterstory on BIPOC Experiences of DEI Trainings.","authors":"Tiffany Chambers, Bridget O'Brien","doi":"10.1080/10401334.2025.2471393","DOIUrl":"https://doi.org/10.1080/10401334.2025.2471393","url":null,"abstract":"<p><p>The health professions education literature often assumes that diversity, equity, and inclusion (DEI) efforts naturally uplift Black, Indigenous, and People of Color (BIPOC). However, when the most common manifestation of DEI efforts, DEI trainings, are examined, there is little evidence to support this assumption. Metanalyses show evaluation and research studies on DEI trainings seldom ask about the experiences of BIPOC participants, and the few that do complicate this happy narrative. To do DEI work that is transformative, we need to center the perspectives and experiences of individuals who share a history of oppression.</p><p><p>This study began in 2022 as an evaluation of a DEI training program. It evolved into a case study after the discovery of identity-based harm in a subset of participant surveys. Using a critical lens, this research centers the experiences of those who identified as BIPOC. A semi-structured interview guide based on the evaluation findings was used to interview eight BIPOC individuals, five faculty and three staff members. Two researchers analyzed the interviews using reflexive thematic analysis to generate themes. Then, the primary author used Critical Race Theory's counterstorytelling methodology to synthesize the interview themes, evaluation findings, fieldnotes and research artifacts into a counterstory on DEI trainings.</p><p><p>The counterstory confronts the dominant narratives about DEI training. Such training is not always a transformative education process that uplifts everyone. The counterstory problematizes pedagogies that instrumentalize racial trauma for the benefit of white learners, instructional content that activates racial trauma without the means to process it, and DEI efforts that are performative rather than transformative.</p><p><p>This counterstory identifies the ways in which oppressive and racist structures are felt and reproduced in settings meant to uproot it. Although there are no neat answers as to how we might interrupt these systems, critical questions can help to interrogate our assumptions about DEI trainings and (re)-center those pushed to the margins so that we may find our way forward.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-12"},"PeriodicalIF":1.8,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785938","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}