教育学最新文献_第7页

Can large language models replace standardised patients?

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-06 DOI: 10.1111/medu.15641

Weipeng Han, Xiaohong Lyu, Ji-Jiang Yang, Mengsha Yan, Yuelun Zhang, Tingyan Wang, Hui Pan, Shi Chen, Jiming Zhu, Xiaoming Huang

引用次数: 0

Beyond the handoff: A longitudinal approach to student feedback and coaching in the clinical clerkship curriculum.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-06 DOI: 10.1111/medu.15666

Anna Lama, Jason Hedrick

引用次数: 0

Could Changing the Language From "Social Determinants" to "Social Dynamics" of Health Encourage Transformational Change?

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-03-06 DOI: 10.1097/ACM.0000000000006021

Cheryl A Maurana, Heather Wood Ion

引用次数: 0

Perceptions of Ad Hoc Entrustment, the Need for Supervision, and Coping Strategies in Clinical Residents: A Qualitative Study.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-03-06 DOI: 10.1097/ACM.0000000000006019

Seraina Petra Lerch, Sören Huwendiek, Mathieu Nendaz, Stefan Klöppel, Severin Pinilla

{"title":"Perceptions of Ad Hoc Entrustment, the Need for Supervision, and Coping Strategies in Clinical Residents: A Qualitative Study.","authors":"Seraina Petra Lerch, Sören Huwendiek, Mathieu Nendaz, Stefan Klöppel, Severin Pinilla","doi":"10.1097/ACM.0000000000006019","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006019","url":null,"abstract":"<p><strong>Purpose: </strong>Negotiating the balance between clinical residents' roles as health care practitioners and learners is a struggle in postgraduate medical education. Although ad hoc entrustment has been studied in this context, little is known about residents' perceptions of ad hoc over- and underentrustment, the need for supervision, and their coping strategies. Therefore, this study explored residents' perspectives concerning these topics.</p><p><strong>Method: </strong>The authors conducted semistructured, in-depth interviews with 12 purposively sampled residents in the graduate medical educational phase of residency who were involved in geriatric psychiatry rotations from different training sites and settings in Switzerland. The interviews were conducted between January and March 2022. Researchers used a thematic analysis to explore and interpret the data within a constructivist research paradigm.</p><p><strong>Results: </strong>Four overarching themes were identified: ad hoc and default entrustment in the workplace, perceptions of supervision, applied coping strategies to over- and underentrustment, and suggestions for improvement. Residents described entrustment decisions in the workplace as a default, often covert process and as an explicit, ad hoc delegation of clinical tasks. Perceived optimal supervision entailed sufficient time, frequency, and availability of the supervision, supervisors referring to scientific evidence in their reasoning, trustworthiness, and a psychologically safe learning environment. Residents described suboptimal supervision as lacking appropriate feedback timing, having little or nonexistent time in general, using an ambivalent communication style, and clinical decision-making by the supervisor that is not explicit. Residents applied instrumental, appraisal-focused, and emotion-focused coping strategies. Their suggestions for improvement included instructional design of the workplace-based curriculum, supervision, teaching content, and contextual factors.</p><p><strong>Conclusions: </strong>Within postgraduate training, addressing the organizational and contextual factors of entrustment and resident supervision is essential. Default entrustment decisions need to be explored and explicitly addressed to prevent overentrustment, meet residents' need for supervision, and effectively coach residents to maintain their well-being.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574591","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}

引用次数: 0

Game jams in schools: Teacher views

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2025-03-06 DOI: 10.1016/j.tate.2025.104978

Riikka Aurava

引用次数: 0

The growth trajectories of oral and silent word reading fluency before and after COVID-19

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2025-03-06 DOI: 10.1016/j.learninstruc.2025.102105

George K. Georgiou , Tomohiro Inoue , Michael McMann , Scott McKenzie , Rauno Parrila

{"title":"The growth trajectories of oral and silent word reading fluency before and after COVID-19","authors":"George K. Georgiou , Tomohiro Inoue , Michael McMann , Scott McKenzie , Rauno Parrila","doi":"10.1016/j.learninstruc.2025.102105","DOIUrl":"10.1016/j.learninstruc.2025.102105","url":null,"abstract":"<div><h3>Purpose</h3><div>We examined the growth of word-reading fluency (oral and silent) in two cohorts of English-speaking Canadian children in Grades 1 to 4 and whether the COVID-19 pandemic had an effect on it.</div></div><div><h3>Method</h3><div>The first cohort comprised 997 children (49% females) who were in Grades 1, 2, 3, and 4 in September 2018. The second cohort comprised 797 children (48% females) who were in Grades 1, 2, 3, and 4 in September 2020. Each cohort was assessed five times on a measure of oral word-reading fluency (Test of Sight Word Reading Efficiency) and on a measure of silent word-reading fluency (Test of Silent Word Reading Fluency).</div></div><div><h3>Results</h3><div>Results of multigroup latent basis growth modeling showed that whereas oral word-reading fluency followed decelerating growth from Grades 1 to 4, silent word-reading fluency showed slower growth in Grade 1 and prolonged growth thereafter. Our results further showed that although children's initial performance levels were slightly lower after the school closures due to the COVID-19 pandemic, their growth in both oral and silent word-reading fluency was generally faster after the schools reopened, catching up with the pre-pandemic levels of children's reading fluency.</div></div><div><h3>Conclusion</h3><div>These findings suggest that silent and oral word-reading fluency may differ not only in their predictors (as shown in previous studies), but also in their growth trajectories. COVID-19 impacted not only the initial performance levels, but also the growth trajectories in oral and silent word-reading fluency.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102105"},"PeriodicalIF":4.7,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552828","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}

引用次数: 0

Educating for uncertainty in the undergraduate medical programme.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-06 DOI: 10.1111/medu.15664

Ryan Weber, Rose Barham, Kate Lafferty-Danner, Tanja Adonizio

引用次数: 0

The Well-Being of the Early Childhood Workforce: Rural and Urban Differences

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-03-05 DOI: 10.1007/s10643-025-01880-4

Jini Puma, Julia Pangalangan, Charlotte Farewell

{"title":"The Well-Being of the Early Childhood Workforce: Rural and Urban Differences","authors":"Jini Puma, Julia Pangalangan, Charlotte Farewell","doi":"10.1007/s10643-025-01880-4","DOIUrl":"https://doi.org/10.1007/s10643-025-01880-4","url":null,"abstract":"<p>The early childhood education (ECE) workforce shapes the developmental outcomes of the next generation. Despite the critical nature of this role, ECE providers face high demands and low resources, impacting their well-being, burnout, and turnover intent. Thus far, there is limited evidence on rural–urban differences in the relationship between job demands, resources and experiences of burnout and turnover. This study investigated if perceived job demands and resources differed for rural and urban ECE providers and if the relationship between job demands and resources and burnout and turnover varied by geographic setting, controlling for socio-demographic factors. With regards to socio-demographic factors, a much higher percentage of our rural sample identified as being Hispanic, had lower family incomes, and lower levels of education. There was a statistically significant difference in the emotional exhaustion element of burnout, such that the rural sample had a lower level of emotional exhaustion, on average, than our urban sample (16.2 vs. 21.0) (t-value = -2.03, p < .05), after controlling for significant socio-demographic variables. Predicting both burnout and turnover intent, the individual resources*rurality interactions effects were statistically significant (burnout: = 0.15, p < .05; turnover intent: = 0.14, p < .05), controlling for sociodemographic factors. It appears that individual resources for urban providers may be more protective against burnout and turnover intent. This is the first study to examine rural–urban differences in the relationship between job demands and resources and burnout and turnover. Findings suggest the need for policies that target individual-level resources, such as enhancing professional development and improving resource allocation to address socioeconomic disparities. Such policies and practice improvements could enhance well-being and retention for this essential workforce that educates young children throughout the United States.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"40 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546342","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}

引用次数: 0

'Firm' foundations: Restoring apprenticeship-style learning for today's students.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-05 DOI: 10.1111/medu.15661

Holly Harper, Thomas Agar, Stefanie Berkes, Reeza Khan, Quentin Mak

引用次数: 0

Really good stuff just got even better.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-05 DOI: 10.1111/medu.15635

M Brownell Anderson, Helen Church, Kevin W Eva

引用次数: 0