教育学最新文献_第9页

Artificial intelligence and gender equity: An integrated approach for health professional education.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-10 DOI: 10.1111/medu.15657

Margaret Bearman, Rola Ajjawi

{"title":"Artificial intelligence and gender equity: An integrated approach for health professional education.","authors":"Margaret Bearman, Rola Ajjawi","doi":"10.1111/medu.15657","DOIUrl":"https://doi.org/10.1111/medu.15657","url":null,"abstract":"Introduction: As artificial intelligence (AI) increasingly integrates into health workplaces, evidence suggests AI can exacerbate gender inequity. Health professional programmes have a role to play in ensuring graduates grasp the challenges facing working in an AI-mediated world.Approach: Drawing from feminist scholars and empirical evidence, this conceptual paper synthesises current and future ways in which AI compounds gender inequities and, in response, proposes foci for an integrated approach to teaching about AI and equity.Analysis: We propose three concerns. Firstly, multiple literature reviews suggest that the gender divide is embedded within AI technologies from both process (AI development) and product (AI output) perspectives. Next, there is emerging evidence that AI is reinforcing already entrenched health workforce inequities, where certain types of roles are seen as being the domain of certain genders. Finally, AI may disassociate health professionals' interactions with an embodied, agentic patient by diverting attention to a gendered digital twin.Implications: Responding to these concerns is not simply a matter of teaching about bias but needs to promote an understanding of AI as a sociotechnical phenomenon. Healthcare curricula could usefully provide clinically relevant educational experiences that illustrate how AI intersects with inequitable gendered knowledge practices. Students can be directed to: (1) explore doubts when working with AI-generated data or decisions; (2) refocus on caring through prioritising embodied connections; and (3) consider how to negotiate gendered workplaces in a time of AI.Conclusion: The intersection of gender equity and AI provides an accessible, illustrative case about how changing knowledge practices have the potential to embed inequity and how health professional education programmes might respond.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143597301","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

Coaching, Too, Should Count Toward Academic Promotion and Career Advancement.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-03-10 DOI: 10.1097/ACM.0000000000006023

Denise H Wong, Justin K Lui

引用次数: 0

A limited global perspective on what makes anatomical public engagement good or bad.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-10 DOI: 10.1002/ase.70013

Victoria Gomez, Janet A C Philp, Jason M Organ, Kat A Sanders

{"title":"A limited global perspective on what makes anatomical public engagement good or bad.","authors":"Victoria Gomez, Janet A C Philp, Jason M Organ, Kat A Sanders","doi":"10.1002/ase.70013","DOIUrl":"https://doi.org/10.1002/ase.70013","url":null,"abstract":"Anatomical public engagement has the potential to enhance anatomical literacy and patient-provider communication. However, the lack of consensus on effective practices, ethical considerations, and cultural sensitivities poses challenges for anatomists conducting outreach events. This study aimed to explore these issues by examining the international landscape of anatomical public engagement. A multi-language, online survey was distributed to anatomists worldwide with the help of the International Federation of Associations of Anatomists (IFAA), asking open-ended questions about their experiences and perspectives on good and bad public engagement practices, appropriate resources, cultural and accessibility considerations, and training needs. Responses from 50 participants across various continents were analyzed using inductive semantic thematic analysis. Eight major themes were identified, revealing problematic practices, considerations for designing effective outreach, and the importance of adapting outreach to audiences-all of which were underpinned by a need for more guidance. Respondents emphasized the importance of respectful and educational demonstrations, expressed varied opinions on the use of human and animal tissues, and highlighted the need to consider cultural norms and accessibility. Interactive, hands-on experiences were favored over didactic engagement methods. The findings highlight the need for establishing defined standards, ethical frameworks, and training programs to support anatomists in delivering inclusive and culturally aware outreach activities. Future research should explore public perspectives on effective anatomy engagement and address the identified gaps in training and resources. This study provides valuable insights for developing such guidelines and training programs to promote effective and ethical public engagement in anatomy.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143584000","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

Aspiration to admission: Widening access to medical education: AMEE Guide No. 181.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-03-10 DOI: 10.1080/0142159X.2025.2459363

Riya E George, Angelique N Dueñas, Megan E L Brown, Emmanuel T O Oladipo, Adam Danquah, Vishna Devi V Nadarajah, Veena S Singaram, Debbie Aitken, Gabrielle M Finn

{"title":"Aspiration to admission: Widening access to medical education: AMEE Guide No. 181.","authors":"Riya E George, Angelique N Dueñas, Megan E L Brown, Emmanuel T O Oladipo, Adam Danquah, Vishna Devi V Nadarajah, Veena S Singaram, Debbie Aitken, Gabrielle M Finn","doi":"10.1080/0142159X.2025.2459363","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2459363","url":null,"abstract":"SERIES INTRODUCTORY ABSTRACTWidening Access, Participation and SuccessThis AMEE guide series explores three interconnected strategies for widening access, participation, and success in medical education. The series emphasises the interdependence of these areas as essential to supporting students from entry to graduation. Each guide in the series addresses a specific phase of the student journey, from the first steps of widening access, through enhancing participation during their studies, to supporting their ultimate success. Aimed at supporting students from disadvantaged, under-represented, and culturally diverse backgrounds, these guides offer practical insights and examples. Through this series, we provide a roadmap to ensure that access, participation, and success are not treated as isolated concepts but as essential, interdependent elements that together support students throughout their journey. By presenting a cohesive framework that connects these three areas, the series aims to build a shared understanding and foster systemic changes that promote equity across all stages of medical education-from admissions to graduation and beyond. In addressing these issues holistically, medical schools can ensure that students not only enter and participate but also succeed and thrive, fulfilling their potential as future doctors.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-12"},"PeriodicalIF":3.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143586313","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

Preparing medical students by simulating on-call shifts.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-10 DOI: 10.1111/medu.15663

Amber Ahmed-Issap, Jessica Bialan, Michael Eastwood, John Barnes

引用次数: 0

Patients as Partners in Teaching Attuned Responsiveness.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-10 DOI: 10.1111/medu.15669

Michelle van den Engh

引用次数: 0

Establishing a Working Group on "Spirituality and Health" at the Brazilian Association of Medical Education.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-03-10 DOI: 10.1097/ACM.0000000000006026

Giancarlo Lucchetti, Paulo Othavio de Araujo Almeida, Elena Zuliani Martin, Ana Claudia Chazan

引用次数: 0

The Chick Embryo Model as an Educational Tool to Explore the Effect of Alcohol on Cardiovascular Development.

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2025-03-10 DOI: 10.1152/advan.00195.2024

Declan McLaughlin, Aisling Keane, Joe Quinn, Nuala Tipping

{"title":"The Chick Embryo Model as an Educational Tool to Explore the Effect of Alcohol on Cardiovascular Development.","authors":"Declan McLaughlin, Aisling Keane, Joe Quinn, Nuala Tipping","doi":"10.1152/advan.00195.2024","DOIUrl":"https://doi.org/10.1152/advan.00195.2024","url":null,"abstract":"In development the interrelationship between physiology and anatomy is challenging as learners must appreciate how physiological processes and anatomical structures change over time. In addition, the dynamic relationships between structure and function are often concealed largely due to the inaccessibility of the embryo in higher-order organisms. This makes it difficult for students to appreciate normal intricate balances or interpret physiological consequences of developmental disruptions to normal embryological development. In this paper, the applicability of the chick embryo model for use in practical classes is explored as students can observe developmental processes firsthand within a controlled in ovo environment. Practical approaches involved in developing the chick embryo model are described and then expanded to demonstrate how the model can be utilized to showcase the cardiovascular system development as an example. The model is further adapted to explore the effect of teratogenic disruptors such as ethanol on normal cardiovascular processes and highlights how prenatal alcohol exposure results in cardiovascular anomalies associated with Fetal Alcohol Syndrome (FAS), such as septal defects and altered cardiac physiology. In class, students can directly observe chick development from 0-to-8 days post-fertilisation. Measurable outcomes, such as comparisons in septal thickness, are calculated, while questions and answers to stimulate student discussion around functional changes and the impact of maternal consumption of alcohol are provided as resource material. The method outlined uses relatively inexpensive materials and requires little space, making it a cost-effective educational tool to support student learning of embryology.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588023","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}

引用次数: 0

From shadows to sunlight: Rethinking Intraprofessional collaboration beyond the cave.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-10 DOI: 10.1111/medu.15659

Rosalin van Schie, Ester Coolen, Bart Thoonen

引用次数: 0

When I say 'gender equity'.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-10 DOI: 10.1111/medu.15616

T Naidu

引用次数: 0