教育学最新文献

{"title":"Struggling productively with professionalism: Swinging the pendulum between behaviors and identity.","authors":"Shiphra Ginsburg","doi":"10.1080/0142159X.2025.2556873","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2556873","url":null,"abstract":"<p><p>Professionalism has long been a contentious and evolving focus in medical education, with a long history of educators grappling with definitions, concepts and frameworks. Drawing on over two decades of scholarship and personal reflection, this article traces the trajectory of professionalism assessment in medicine, using the concept of \"productive struggle\" as a guiding frame. Initially championing behavioural frameworks as more objective and assessable than character-based definitions, researchers came to recognize the complexity and contextual nature of professional conduct. Both learners and faculty struggle to define and assess which behaviours are most professional, and behaviours alone may be insufficient signals of professionalism without insight into underlying rationales and the environments in which actions occur. As identity formation gained traction-emphasizing internalization of professional values-the pendulum swung away from behaviours. While conceptually appealing, this shift brought its own tensions, including learner resistance, concerns about surveillance and performance of professionalism, and conflicts between personal and professional identities. The author highlights growing discomfort among both learners and supervisors, especially when professionalism is used punitively or when wellness and discomfort are falsely positioned as mutually exclusive. Ultimately, the author promotes a \"both-and\" approach that integrates behaviours and identity, while acknowledging contextual influences and allowing space for growth. This will hopefully lead to the pendulum swinging in shorter arcs, towards a middle ground. In the meantime, we are faced with eager learners who want to develop as professionals while maintaining their own health and intersecting identities, and faculty who respect this yet are finding it increasingly challenging to promote productive struggle.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-5"},"PeriodicalIF":3.3,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054759","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":"Endless justification: A scoping review of team-based learning research in medical education.","authors":"Jennifer Anne Cleland, Anita Pienkowska, Simon Collingwood Kitto","doi":"10.1111/medu.70041","DOIUrl":"https://doi.org/10.1111/medu.70041","url":null,"abstract":"<p><strong>Introduction: </strong>As team-based learning (TBL's) popularity and implementation have expanded in medical education, so too have TBL studies and accompanying research syntheses. However, earlier reviews hint that the scope of TBL research is narrow and our own observation is that it seems to lack progression. To examine this, our research question was: What is the state of TBL scholarship in medical education, and how has empirical research on TBL in medical education changed over time?</p><p><strong>Methods: </strong>We conducted a scoping review of published research. On 4 April 2024, we performed a search across multiple databases (Medline, Embase, PubMed, CINAHL, Web of Science, ERIC, and Scopus). We included empirical studies published in English that reported on TBL in medical education. The studies were analysed for study characteristics, research foci and research type (description, justification and clarification).</p><p><strong>Results: </strong>We identified and analysed 288 empirical studies. These primarily used quantitative descriptive methods, most commonly surveys. Research often focussed on comparing TBL to other learning approaches. Most studies examined individual characteristics, learning outcomes and/or student engagement. Descriptive studies were commonplace (33%), but the field was largely dominated by justification studies (52%). In contrast, clarification studies, those examining 'how' and 'why' TBL works, were relatively rare (15%) overall, and remained proportionally fewer over time than descriptive and justification studies.</p><p><strong>Discussion: </strong>While we can safely say that TBL is just as effective as other educational approaches in terms of learning outcomes, key claims about TBL remain largely unexplored. Instead, TBL research seems to be stuck in justification rather than following a scientific line of pedagogical inquiry where one study is the foundation for the next. Critical examination of TBL is long overdue to bring greater understanding of the nature and effects of this pedagogical intervention on teaching and learning processes in different contexts.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054737","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":"Using unprompted standardised patient cases to combat misinformation.","authors":"D Thomas Markle, Jacob Imber","doi":"10.1111/medu.70040","DOIUrl":"https://doi.org/10.1111/medu.70040","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054710","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":"Children's friendship quality in early childhood education: the interplay with classroom quality, participation practices, and length of exposure to the ECE teacher","authors":"Nadine Correia ,&nbsp;Helena Carvalho ,&nbsp;Cecília Aguiar","doi":"10.1016/j.ecresq.2025.08.006","DOIUrl":"10.1016/j.ecresq.2025.08.006","url":null,"abstract":"<div><div>Friendships are crucial for children, and high-quality friendships encompass positive, supportive, and low-conflict interactions. Early childhood education (ECE) teachers spend considerable time with children and influence their relationships through high-quality teacher-child interactions and opportunities for child participation. This study examined the associations between observed classroom quality, observed participation practices, and children’s friendship quality, considering the moderating role of the length of exposure to the lead ECE teacher (i.e., months with the lead teacher). Participants in this study were 336 children (163 boys), aged 42 to 76 months (<em>M</em> = 60.14, <em>SD</em> = 7.86), from 58 ECE classrooms in the Lisbon area, Portugal, and their lead teachers. Findings suggest (i) a positive relationship between instructional support and closeness in children's friendships, when children spent more months with the lead teacher; (ii) a negative relationship between emotional support and conflict in children's friendships, when children spent more months with the lead teacher; (iii) a positive relationship between classroom organization and conflict in children’s friendships, when children spent fewer months with the lead teacher; and (iv) a negative relationship between conditions for participation and conflict in children's friendships, when children spent more time with the lead teacher. These findings have implications for practice and policymaking, emphasizing the relevance of sustained high-quality teacher-child interactions and participation practices to enhance children’s friendship quality in ECE.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"74 ","pages":"Pages 92-102"},"PeriodicalIF":3.1,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049280","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-Created Digital Stories in Primary School, Interpreting the Day/Night Cycle Through Conceptual Representations","authors":"Georgios Kritikos,&nbsp;Andreas Moutsios-Rentzos,&nbsp;Paraskevi Panytsidou","doi":"10.1111/ejed.70259","DOIUrl":"https://doi.org/10.1111/ejed.70259","url":null,"abstract":"<p>In this study, digital storytelling refers to narrating linear stories using multimedia. Specifically, the study focuses on educational digital stories created by combining multimedia elements to understand and interpret a phenomenon related to a specific subject area, such as natural sciences, mathematics, arts, etc. We claim that digital storytelling can be an effective learning tool, contributing to the meaningful integration of technology in education. This study aims to investigate the changes in the knowledge of 12 sixth-grade students regarding the day/night cycle phenomenon before and after the creation and experience of the digital stories they completed in the classroom, divided into four groups of three members each. The qualitative method of analysing the students' written explanations and the four digital stories they created was used to analyse the results and draw conclusions. According to the results, the students' models for the phenomenon and the specific aspects studied appear to have improved. Through the digital storytelling they created and the use of various modalities, students were allowed to shift their models from initial (mental) to scientific (conceptual) and express their knowledge more comprehensively and analytically. Additionally, using digital storytelling as an assessment tool revealed their deeper understanding.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Generating synthetic patient vignettes from real medical texts for the teaching of clinical reasoning.","authors":"Ligia Maria Cayres Ribeiro, Grigory Sidorenkov, Noha El-Baz, Rozemarijn Vliegenthart, Moniek Y Koopman, Steven J Durning, Marco A de Carvalho Filho","doi":"10.1080/0142159X.2025.2537334","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2537334","url":null,"abstract":"<p><strong>What was the educational challenge?: </strong>Experience with simulated clinical cases is a relevant component in the development of clinical reasoning (CR). Generating and vetting cases that are locally relevant is, however, a complex and time-consuming process.</p><p><strong>What is the proposed solution?: </strong>We propose the use of generative artificial intelligence (AI) to create synthetic patients (SyP), in the form of narratives, based on real-world data describing patients' symptoms. We pilot tested this solution with self-reported questionnaires of patients with chest discomfort using a chatbot.</p><p><strong>What are the potential benefits to a wider global audience?: </strong>Automatically creating vetted clinical narratives that are locally relevant would amplify the teaching of CR, allowing for a larger exposure of students to clinical cases. We synthesized SyP from narrative data that retained the initial diagnostic hypothesis of the original patients as defined by a general practitioner. Our results indicate that a more efficient process of generating cases for educational purposes mediated by AI is feasible.</p><p><strong>What are the next steps?: </strong>We plan to fine-tune the process to improve the narratives while preserving confidentiality. In the future, the process could be used on a large scale for the development of diagnostic abilities and communication skills.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-4"},"PeriodicalIF":3.3,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054756","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":"No-To-Nicotine: Developing and Evaluating a Smoking and Vaping Cessation Module for Pharmacy Students.","authors":"David Le, Maya Saba, Emil Dan, Jocelyn Bussing, Renee Bittoun, Smita Shah, Bandana Saini","doi":"10.1016/j.ajpe.2025.101864","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101864","url":null,"abstract":"<p><strong>Objective: </strong>With vaping emerging as a growing public health concern, pharmacists' training needs to address both smoking and vaping cessation. Pharmacy students, as future health professionals, require training that reflects current clinical guidelines and incorporates behavior change support techniques. This study aimed to develop and evaluate an educational module that addressed key knowledge and skill gaps related to smoking and vaping practices among pharmacy students.</p><p><strong>Methods: </strong>A pedagogical module, No-to-Nicotine, was implemented with second-year undergraduate pharmacy students at The University of Sydney. The module consisted of two lectures on smoking and vaping and a 2.5-hour interactive workshop to encourage active learning through the application of content in practical activities. A pre-post module questionnaire was utilized to assess potential changes in knowledge and attitude scores.</p><p><strong>Results: </strong>There was a significant increase in knowledge (pre-mean total knowledge score 18.9±5.6; post-mean total knowledge score 25.4±5.0; p<0.001), demonstrating an improved understanding of smoking and vaping. Attitudinal shifts suggested greater awareness of the pharmacist's role in nicotine dependence management. Students' feedback reinforced the module's relevance and applicability to future pharmacy practice.</p><p><strong>Conclusion: </strong>An educational module with underlying pedagogical principles for pharmacy students can empower smoking and vaping cessation roles in professional practice. Incorporating knowledge and skills relevant to the current practices of smoking and vaping services is essential in pharmacy curricula.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101864"},"PeriodicalIF":3.5,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145066570","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":"Reviews in the field of sports pedagogy: A look behind the scenes","authors":"Sabine Reuker, Stefan Meier","doi":"10.1177/1356336x251369230","DOIUrl":"https://doi.org/10.1177/1356336x251369230","url":null,"abstract":"In recent years, a growing number of reviews have been published in the field of sports pedagogy. The standards for conducting meta-analyses and systematic reviews, which were originally developed for health sciences and medicine, are frequently used as methodological guidelines. However, these guidelines do not always align with the subject-specific objectives of other disciplines. Consequently, a wide variety of review typologies and methodological approaches have emerged. This has led to uncertainty and confusion regarding the selection of appropriate reviews. The aim of this paper is to improve the understanding of the different types of review. For this purpose, the common characteristics of reviews have been identified. It then proposes a structuring framework that classifies different review typologies according to three distinct aims. This should guide researchers in selecting the most appropriate type of review and methodological approach and should lead to greater consistency and coherence in future research efforts. To evaluate the suitability of the framework, a narrative review of reviews was conducted. The objective was to analyse the extent to which different types of review could be classified within the framework and to identify any inconsistencies. The initial overview confirmed its suitability. Different types of review with varying frequencies were identified. However, the aims and methodological approaches were not always clearly stated. In future, these should be presented more transparently. Furthermore, inconsistencies in the selection and application of specific review typologies were identified. Overall, the findings provide important insights intended to stimulate the future development of specific guidelines.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"24 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072549","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":"Healing Injustice: Medicine and Anti-Trafficking Advocacy.","authors":"Cheyenne Smith","doi":"10.1097/ACM.0000000000006287","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006287","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071190","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":"Beyond museum walls: A transmedia approach to fostering multimodal literacy and STEM engagement in Science Discovery Children’s Museums","authors":"Simon Daniele, Karen Murcia, John Chappell","doi":"10.1177/14687984251379603","DOIUrl":"https://doi.org/10.1177/14687984251379603","url":null,"abstract":"As digital transformation reshapes early childhood education, Science Discovery Children’s Museums (SDCMs) emerge as uniquely positioned spaces to foster rich, multimodal learning environments that extend early literacy learning beyond the museum walls through family engagement. This paper presents a case study of an 8-week transmedia program co-designed with an Australian SDCM to foster young children’s multimodal literacy development through STEM-based family interactions across physical and digital contexts. The entry-level transmedia approach layered curated digital content and home-based activities onto an existing STEM exhibition, combining online activities, hands-on problem-solving, and museum visits. A total of 76 families, including 85 children aged five to nine, participated. Data sources included individual semi-structured interviews with 20 children and 16 adults from 15 families, along with 12 SDCM staff involved in program development and implementation, as well as digital platform analytics and social media interactions. Four narrative vignettes illustrate outcomes. Through analysis, themes were constructed to illustrate how children applied literacy practices across modalities such as gesture, image, text, speech, and material exploration, supported by parental scaffolding and collaborative reflection. The program fostered multimodal literacy development, intergenerational learning, and sustained engagement through STEM contexts. Framed within a multimodal view of literacy, computational thinking was conceptualised as a literacy practice involving the purposeful use of symbolic systems to make meaning, solve problems, communicate ideas, and construct knowledge. Children demonstrated computational thinking as a literacy practice through decomposition, pattern recognition, and algorithmic reasoning while developing scientific identities through playful inquiry. Parents became co-learners, creating reciprocal exchanges that strengthened family connections. Findings position SDCMs as transformative early childhood literacy learning environments and offer practical strategies for equitable, accessible digital engagement. This study contributes to understanding literacy as a socially situated, multimodal practice and provides a replicable, resource-efficient approach for cultural institutions seeking to extend multimodal literacy learning beyond physical boundaries.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"74 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072770","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}