教育学最新文献

{"title":"A pilot study of the impact and implementation of an anti-racism program for preschoolers","authors":"Huriya Jabbar ,&nbsp;Jessica R. Toste ,&nbsp;Kathrynn Pounders ,&nbsp;Beth Feuer","doi":"10.1016/j.ecresq.2025.07.008","DOIUrl":"10.1016/j.ecresq.2025.07.008","url":null,"abstract":"<div><div>This study aimed to develop and test a novel anti-racism program for White preschool-aged children: the GoKAR! (Kids Against Racism) Program. While there is an extensive literature focused on the presence and development of children’s racial attitudes, few studies have focused on explicit anti-racism programs for 4- and 5-year-olds. To address this gap, 114 child-caregiver dyads from across the United States were randomly assigned to either treatment (GoKAR! Program) or waitlist-control conditions. Caregivers implemented the GoKAR! Program at home over four weeks. This proof-of-concept pilot study evaluated the impact and implementation of the program. Results indicated no significant difference in racial bias among program participants; however, children in the treatment condition exhibited greater understanding of key terms and concepts about racism at posttest, compared to those in the control condition. Family context variables did not significantly predict baseline racial bias, but having a Black person in the family’s social network was found to be a significant predictor of change in racial bias for children participating in the program. Overall, families reported high levels of engagement and satisfaction with the GoKAR! Program. Further research is needed to explore the long-term impacts and potential modifications to increase the program’s effectiveness in targeting racial attitudes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"73 ","pages":"Pages 180-190"},"PeriodicalIF":3.1,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144763633","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":"How pre-service physical education teachers’ motivational profiles shape their (de)motivating teaching profiles","authors":"Carlos Mayo-Rota ,&nbsp;Ángel Abós ,&nbsp;Leen Haerens ,&nbsp;Katrien De Cocker ,&nbsp;Luis García-González","doi":"10.1016/j.tate.2025.105168","DOIUrl":"10.1016/j.tate.2025.105168","url":null,"abstract":"<div><div>Following a cross-sectional design with 554 pre-service physical education teachers (<em>M</em>_<em>age</em> = 25.03 years-old; <em>SD</em> = ± 4.31; 67.8 % male), this study aimed to identify their motivational and teaching profiles and examine the relationships between them. Four distinct motivational profiles and four teaching profiles emerged. More self-determined motivational profiles were associated with more adaptive teaching profiles. Conversely, less self-determined motivational profiles were linked to less adaptive teaching profiles. These findings underscore the importance of fostering self-determined motivation in teacher education programs to promote more motivating teaching approaches and better student outcomes.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105168"},"PeriodicalIF":3.9,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144757563","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":"Mission-Aligned Funds Flow and the Primary Care Mission.","authors":"Richard L Kravitz, Russell S Phillips, Deborah J Cohen","doi":"10.1097/ACM.0000000000006045","DOIUrl":"10.1097/ACM.0000000000006045","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"877"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143701999","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":"Navigating digital assessments in medical education: Findings from a scoping review.","authors":"Chin-Siang Ang, Sakura Ito, Jennifer Cleland","doi":"10.1080/0142159X.2024.2425033","DOIUrl":"10.1080/0142159X.2024.2425033","url":null,"abstract":"<p><strong>Purpose: </strong>Digital assessments have rapidly permeated higher education, offering both advantages and challenges for learners and educators. However, prior research has made limited attempts to holistically summarize existing knowledge on the application of digital assessments in medical education through literature reviews. This paper presents a scoping review of previous studies on the application of digital assessments in medical education.</p><p><strong>Methods: </strong>The following databases were searched: PubMed, Embase (Ovid), Scopus, PsycINFO, CINAHL, and Web of Science, in February of 2024. The inclusion criteria for the review were: (1) articles that investigated digital assessments in medical education, (2) presented original research, (3) were in English, and (4) were published from the year 2012 forward.</p><p><strong>Results: </strong>Of the 1553 articles identified, we analyzed 89 articles from recognized digital databases. The review results provide a comprehensive understanding of prior research related to the use of digital assessments in medical education, including information on existing studies, attitudes, benefits, and challenges, as well as recommendations for the implementation of digital assessments in the field of medical education.</p><p><strong>Conclusions: </strong>This review reports the current literature surrounding digital assessment applications in medical education, highlighting predominantly positive perceptions and significant advantages. While challenges persist, the proposed recommendations offer guidance in how to navigate these issues towards future initiatives that facilitate its appropriate research and adoption and harness its capabilities to enrich the learning and assessment processes in medicine.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1274-1289"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142624006","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":"Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies.","authors":"Yuxing E Ma, Sean Tackett","doi":"10.1080/0142159X.2024.2430361","DOIUrl":"10.1080/0142159X.2024.2430361","url":null,"abstract":"<p><strong>Purpose: </strong>Accreditation is a key regulatory strategy to ensure high-quality medical education occurs across the world's growing number of medical schools. There is general agreement on standards for medical schools, but no consensus on the evidence needed to show standards are being met. This study characterized the evidence solicited from schools by World Federation for Medical Education (WFME)-recognized agencies.</p><p><strong>Materials and methods: </strong>We collected documents from WFME-recognized agencies as of July 2022. We aligned self-evaluation guidance with relevant WFME standards, then compared common features of evaluation guidance across agencies.</p><p><strong>Results: </strong>We obtained 75 documents (2460 pages) from 21 of 28 WFME-recognized agencies, which collectively accredited 690 programs in 57 independent states covering a population of over 1.8 billion people. Self-evaluation guidance varied by the amount of information provided by an agency, structure for reporting, and data types requested from schools. Overall, requirements ranged from completing a database hundreds of pages long to drafting a maximum 50-page report outlining strengths and weaknesses.</p><p><strong>Conclusions: </strong>Evidence requested from schools to demonstrate they met accreditation standards varied widely. This has implications for the reliability of accreditation judgments and resources required in school self-evaluations to ensure accreditation processes are aligned with the needs of learners, educators, and the public.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1352-1359"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142716446","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 readability of explanations and reliability of answers by GPT-3.5 and GPT-4 in non-traumatic spinal cord injury education.","authors":"Alejandro García-Rudolph, David Sanchez-Pinsach, Mark Andrew Wright, Eloy Opisso, Joan Vidal","doi":"10.1080/0142159X.2024.2430365","DOIUrl":"10.1080/0142159X.2024.2430365","url":null,"abstract":"<p><strong>Purpose: </strong>Our study aimed to: i) Assess the readability of textbook explanations using established indexes; ii) Compare these with GPT-4's default explanations, ensuring similar word counts for direct comparisons; iii) Evaluate GPT-4's adaptability by simplifying high-complexity explanations; iv) Determine the reliability of GPT-3.5 and GPT-4 in providing accurate answers.</p><p><strong>Material and methods: </strong>We utilized a textbook designed for ABPMR certification. Our analysis covered 50 multiple-choice questions, each with a detailed explanation, focusing on non-traumatic spinal cord injury (NTSCI).</p><p><strong>Results: </strong>Our analysis revealed statistically significant differences in readability scores, with the textbook achieving 14.5 (SD = 2.5) compared to GPT-4's 17.3 (SD = 1.9), indicating that GPT-4's explanations are generally more complex (<i>p</i> < 0.001). Using the Flesch Reading Ease Score, 86% of GPT-4's explanations fell into the 'Very difficult' category, significantly higher than the textbook's 58% (<i>p</i> = 0.006). GPT-4 successfully demonstrated adaptability by reducing the mean readability score of the top-nine most complex explanations, maintaining the word count. Regarding reliability, GPT-3.5 and GPT-4 scored 84% and 96% respectively, with GPT-4 outperforming GPT-3.5 (<i>p</i> = 0.046).</p><p><strong>Conclusions: </strong>Our results confirmed GPT-4's potential in medical education by providing highly accurate yet often complex explanations for NTSCI, which were successfully simplified without losing accuracy.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1336-1343"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143008431","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":"Curriculum mapping: Visualizing curricular alignment in a competency-based interprofessional fellowship program.","authors":"Ashlyne P Elliott, Travis Croom, Bradley V Watts, Molly J Horstman, Kyler M Godwin","doi":"10.1080/0142159X.2025.2497892","DOIUrl":"10.1080/0142159X.2025.2497892","url":null,"abstract":"<p><strong>Introduction: </strong>This short report introduces an application of curriculum mapping in a postgraduate health professions continuing education setting. Our focus is on the Health Professions Education Evaluation and Research (HPEER) Advanced Fellowship Program, a national interprofessional 2-year program offered through the Department of Veterans Affairs.</p><p><strong>Methods: </strong>We designed an Excel-based tool to align HPEER domains and competencies with curricular elements. An interprofessional team conducted an independent review of the curricula, ensuring consistency and accuracy in the mapping. Discrepancies were reconciled to maintain consistency.</p><p><strong>Results: </strong>The pilot use of the curriculum mapping tool showed that all planned competencies appeared in at least two sessions per year, with each competency appearing a median of six times. The curriculum featured a balance of didactic and interactive sessions, ensuring diverse learning experiences.</p><p><strong>Discussion: </strong>Our curriculum mapping tool demonstrates a program-wide approach, enabling program leaders to oversee the comprehensive alignment of educational content with fellowship goals. This approach enhances transparency and stakeholder engagement, offering a fresh perspective on curriculum mapping in postgraduate interprofessional education. Our method demonstrates significant potential for quality enhancement in various continuing education settings and demonstrates that CM need not rely on complex digital platforms to be effective.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1394-1398"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144001597","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":"Association Between Electronic Health Record Use Metrics and Clinical Performance in an Outpatient Primary Care Resident Clinic.","authors":"Katherine M Jennings, Michelle I Knopp, Benjamin Kinnear, Eric J Warm, Margaret V Powers-Fletcher, Sally A Santen, Daniel P Schauer","doi":"10.1097/ACM.0000000000006056","DOIUrl":"10.1097/ACM.0000000000006056","url":null,"abstract":"<p><strong>Purpose: </strong>Electronic health records (EHRs) can provide valuable insights into workflow, clinical reasoning, and personal attributes; however, the indicators for how an individual acts within the EHR (EHR use metrics) are not frequently analyzed. This study examines whether EHR use metrics are associated with internal medicine resident clinical performance.</p><p><strong>Method: </strong>In this retrospective cohort study, data on EHR use metrics and achievement of 22 clinical performance measures (CPMs) were collected between November 2021-October 2022 from University of Cincinnati internal medicine residents during a year dedicated to ambulatory care. The CPMs were sorted on an attribution-contribution continuum for subgroup analysis. The EHR use metrics were used for agglomerative hierarchical clustering to group residents with similar EHR behaviors.</p><p><strong>Results: </strong>Thirty residents (11 [37%] male and 19 [63%] female) were included. Clustering with a subset of 10 EHR use metrics resulted in 3 clusters with different clinical performance as indicated by achievement of CPMs. The clusters were characterized as lower-performing (n = 5; mean [SD] CPMs achieved, 11.4 [2.3]; 95% CI, 9.4-13.4), middle-performing (n = 23; mean [SD] CPMs achieved, 15.8 [2.1]; 95% CI, 14.9-16.6), and higher-performing (n = 2; mean [SD] CPMs achieved, 22 [0]; 95% CI, 22-22). After sorting the CPMs on an attribution-contribution continuum, the clusters performed differently in actions (F 2 ,27 = 7.73, P = .002) and screenings (F 2,27 = 9.60, P < .001) but not lab testing (F 2,27 = 2.88, P = .07) or disease control (F 2,27 = 1.01, P = .38). The lower-performing cluster had longer response times and incomplete work, whereas the higher-performing cluster was most responsive and communicative.</p><p><strong>Conclusions: </strong>Hierarchical cluster analysis of EHR use metrics can identify EHR use patterns associated with resident clinical performance. Clustering provides a framework that will enable programs to apply EHR use metrics to augment resident assessment and feedback.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"968-974"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784638","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":"Curriculum Research Solutions: Shifting From \"Did It Work Locally?\" to Contributing to a Scholarly Conversation.","authors":"David A Cook, Karen E Hauer, Arianne Teherani, Andrea N Leep Hunderfund, Steven J Durning, Jorie M Colbert-Getz","doi":"10.1097/ACM.0000000000006072","DOIUrl":"10.1097/ACM.0000000000006072","url":null,"abstract":"<p><strong>Abstract: </strong>Health professions educators frequently seek to study their curriculum (e.g., a new or revised curriculum for a degree-granting program, a component of that curriculum, or a stand-alone course). Despite local enthusiasm, curriculum-focused studies are often hard to publish and have been repeatedly discouraged. Yet, few authors have proposed practical solutions. The purpose of this article is to articulate common problems with curriculum research and to propose specific ways in which curriculum research can be accomplished (and published) successfully. The authors define \"research \" as the rigorous, systematic pursuit of new knowledge with the intent to disseminate findings in a peer-reviewed forum. They delineate 5 problems with curriculum-focused research as it is typically done: redundancy (failing to build on prior research), context-specificity, confounding and dilution, superficiality (using data sources of convenience), and conceptual obscurity (failing to employ a relevant conceptual framework). To address these problems, they encourage researchers to stop focusing on their local curriculum and instead join and contribute meaningfully to a global scholarly conversation. Engaging in a scholarly conversation involves listening to the conversation (the literature) to understand what is already known, identifying a gap the researcher can fill with a useful observation, and asking and answering a question that other people will find relevant (to their own local needs), novel (not already known), insightful (shedding light on future action), and credible (well-supported by chosen methods). The authors outline 6 prototypical potentially successful curriculum-focused research studies, including quantitative and qualitative approaches, and cite published examples. They also highlight studies to avoid. They conclude by discussing practical considerations: appraisal of research quality, funding of education research, accessing and acquiring needed research skills, measuring provider behaviors and patient outcomes, ethical issues associated with learners as study participants, and tensions between basic and applied research.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"896-908"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144027088","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":"Artist's Statement: Silent Blooms, Silent Struggles.","authors":"Cherise Kwok","doi":"10.1097/ACM.0000000000006081","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006081","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 8","pages":"909"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144755060","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}